Interprofessional Team-Based Learning Module: Anticoagulation
| Autor: | Adraine Lyles, Brigitte L. Sicat, Bennett Lee, Dave L. Dixon, Bruce Rybarczyk, Benjamin D. Lord |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2013 |
| Předmět: |
Teamwork
Medical education Medicine (General) media_common.quotation_subject education Collaborative Care General Medicine Interprofessional education Interprofessional Education Collaboration (IPEC) Education Team-based learning Instructional strategy TBL Anticoagulation Resource (project management) R5-920 Team-based Learning ComputingMilieux_COMPUTERSANDEDUCATION Interprofessional teamwork Warfarin Psychology media_common |
| Zdroj: | MedEdPORTAL, Vol 9 (2013) |
| ISSN: | 2374-8265 |
| DOI: | 10.15766/mep_2374-8265.9334 |
| Popis: | This resource is an interprofessional education (IPE) module, which uses team-based learning (TBL), as an instructional strategy, to teach learners about providing collaborative care to patients receiving anticoagulation therapy in the primary care setting. The case used in this module was based on an actual patient case from this interprofessional primary care practice. This TBL module was used in a two-hour interprofessional education session with approximately 36 internal medicine residents, eight pharmacy residents, and 12 psychology graduate students at the Virginia Commonwealth University Health System. Participants were divided into seven teams of approximately six to eight, the majority of whom were internal medicine residents, with usually one to two members of each of the other disciplines. An individual readiness assurance test was given to each member of a team at the beginning of the module. The RAT was then re-administered in the form of a team RAT (TRAT) whereby participants answered the questions together as a team. The questions were then reviewed with all participants after the T-RAT was finished in order to clarify and answer questions. After the T-RAT discussion, the teams engaged in case-based application exercises. Team members worked together and utilized each discipline's knowledge and skills to discuss and answer the case questions. The participants completed two evaluation surveys at the end so facilitators could determine the module's effectiveness. Using a 4-point scale (0 = no gain, 4 = great gain), all participants reported a “moderate gain” to “good gain.” Furthermore, participants responded with a mean score of 3.8 when asked what degree of impact this TBL session would have on their approach to patient care (1 = no impact to 5 = large impact). There was a nonsignificant trend toward a lower level of impact for medical residents compared to pharmacy and psychology. |
| Databáze: | OpenAIRE |
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