Assuntos
Antiparkinsonianos/uso terapêutico , Distúrbios Distônicos , Levodopa/uso terapêutico , Mutação/genética , Proteínas do Tecido Nervoso/genética , Transtornos Parkinsonianos , Monoéster Fosfórico Hidrolases/genética , Corpo Estriado/diagnóstico por imagem , Corpo Estriado/efeitos dos fármacos , Distúrbios Distônicos/complicações , Distúrbios Distônicos/diagnóstico por imagem , Distúrbios Distônicos/tratamento farmacológico , Distúrbios Distônicos/genética , Humanos , Masculino , Transtornos Parkinsonianos/complicações , Transtornos Parkinsonianos/diagnóstico por imagem , Transtornos Parkinsonianos/tratamento farmacológico , Transtornos Parkinsonianos/genética , Linhagem , Tomografia Computadorizada de Emissão de Fóton ÚnicoRESUMO
OBJECTIVE: To compare the effect of a simplified version of team-based learning (sTBL), an active learning/small group instructional strategy, with that of the traditionally used small group interactive seminars on the acquisition of knowledge and clinical reasoning (CR) skills. METHODS: Third- and fourth-year medical students (n = 122) were randomly distributed into 2 groups. A crossover design was used in which 2 neurologic topics were taught by sTBL and 2 by small group interactive seminars. Knowledge was assessed with a multiple-choice question examination (MCQE), CR skills with a key feature problem examination (KFPE). Questionnaires were used for further methodologic evaluation. RESULTS: No group differences were found in the MCQE results. sTBL instruction of the topic "acute altered mental status" was associated with a significantly better student performance in the KFPE (p = 0.008), with no differences in the other 3 topics covered. Although both teaching methods were highly rated by the students, a clear majority voted for sTBL as their preferred future teaching method. CONCLUSIONS: sTBL served as an equivalent alternative to small group interactive seminars for imparting knowledge and teaching CR skills, and was particularly advantageous for teaching CR in the setting of a complex neurologic topic. Furthermore, students reported a strong preference for the sTBL approach, making it a promising tool for effectively teaching neurology.
Assuntos
Educação de Graduação em Medicina , Neurologia/educação , Aprendizagem Baseada em Problemas , Estudantes de Medicina , Competência Clínica , Estudos Cross-Over , Avaliação Educacional , Humanos , Distribuição Aleatória , Inquéritos e Questionários , PensamentoRESUMO
BACKGROUND: In the field of Neurology good clinical reasoning skills are essential for successful diagnosing and treatment. Team-based learning (TBL), an active learning and small group instructional strategy, is a promising method for fostering these skills. The aim of this pilot study was to examine the effects of a supplementary TBL-class on students' clinical decision-making skills. METHODS: Fourth- and fifth-year medical students participated in this pilot study (static-group comparison design). The non-treatment group (n = 15) did not receive any additional training beyond regular teaching in the neurology course. The treatment group (n = 11) took part in a supplementary TBL-class optimized for teaching clinical reasoning in addition to the regular teaching in the neurology course. Clinical decision making skills were assessed using a key-feature problem examination. Factual and conceptual knowledge was assessed by a multiple-choice question examination. RESULTS: The TBL-group performed significantly better than the non-TBL-group (p = 0.026) in the key-feature problem examination. No significant differences between the results of the multiple-choice question examination of both groups were found. CONCLUSIONS: In this pilot study participants of a supplementary TBL-class significantly improved clinical decision-making skills, indicating that TBL may be an appropriate method for teaching clinical decision making in neurology. Further research is needed for replication in larger groups and other clinical fields.