Large Group Case-Based Learning (TB-CBL) on Interstitial Lung Disease for Preclinical Medical Students
Abstract
Introduction and Objective. Interstitial lung disease (ILD) is a subject with which medical students often struggle due to the heterogeneity and complexity of disease presentation, diagnosis, and management. Because case-based learning (CBL) engages students in discussions centered around complex clinical scenarios, it may be an effective strategy for teaching ILD during the preclinical years by fostering the development of critical thinking and clinical reasoning skills. Methods. In the second-year Cardiovascular and Respiratory Systems Course, we replaced lecture-based teaching with a large group team-based (TB-CBL) session concentration on ILD. Students engaged in teams with questions about the etiology, diagnostic testing, pathophysiology, and management of various ILDs. We compared the results on ILD-related final exam questions from Cohort A, who received lecture-based learning, with those from Cohort B, who participated in the (TB-CBL). Student satisfaction was assessed through an anonymous end-of-course survey (5-point Likert). Results. In comparison to lecture-based instruction (Cohort A), there was a 5.4% increase (95%CI 1.3-9.5, p=0.01) in ILD-related final exam performance with the TB-CBL approach (Cohort B). The mean overall satisfaction was 3.31 (SD 1.3). Conclusions-Implications. TB-CBL is effective for teaching medical students about ILD. Although student satisfaction was lower than expected, most students agreed that the session contributed to their learning.
Keywords
Large Group Case-Based Learning, Interstitial Lung Disease, Medical Education, Preclinical Medical Students
Presentation Type
Poster Presentation
Large Group Case-Based Learning (TB-CBL) on Interstitial Lung Disease for Preclinical Medical Students
Introduction and Objective. Interstitial lung disease (ILD) is a subject with which medical students often struggle due to the heterogeneity and complexity of disease presentation, diagnosis, and management. Because case-based learning (CBL) engages students in discussions centered around complex clinical scenarios, it may be an effective strategy for teaching ILD during the preclinical years by fostering the development of critical thinking and clinical reasoning skills. Methods. In the second-year Cardiovascular and Respiratory Systems Course, we replaced lecture-based teaching with a large group team-based (TB-CBL) session concentration on ILD. Students engaged in teams with questions about the etiology, diagnostic testing, pathophysiology, and management of various ILDs. We compared the results on ILD-related final exam questions from Cohort A, who received lecture-based learning, with those from Cohort B, who participated in the (TB-CBL). Student satisfaction was assessed through an anonymous end-of-course survey (5-point Likert). Results. In comparison to lecture-based instruction (Cohort A), there was a 5.4% increase (95%CI 1.3-9.5, p=0.01) in ILD-related final exam performance with the TB-CBL approach (Cohort B). The mean overall satisfaction was 3.31 (SD 1.3). Conclusions-Implications. TB-CBL is effective for teaching medical students about ILD. Although student satisfaction was lower than expected, most students agreed that the session contributed to their learning.