Introducing Team-Based Learning in Evidence-Based Medicine Education and Construct of Osce-Based Evaluation of Teaching Effectiveness

Project: National Science and Technology CouncilNational Science and Technology Council Academic Grants

Project Details

Abstract

Evidence-based practice is among the five core competencies proposed by the US Institute of Medicine. How to teach and empower students to practice evidence-based medicine (EBM) as well as how to objectively assess students' competency are among the major challenges of promoting EBM education. The aims of this research project are to examine the effects of employing team-based learning (TBL) in EBM education and to establish an objective competency assessment tool for practicing EBM.TBL is a collaborative learning strategy that involves a three-step cycle: preparation, in-class readiness assurance testing, and application-focused exercise. By recruiting teachers qualified for EBM teaching and students appropriately grouped, we plan to follow these steps of TBL in EBM education.Objective structured clinical examination (OSCE) is a modern type of examination and competency assessment used in medical education. OSCE is a hands-on, real-world approach of learning that keeps examinees engaged, allows them to challenge the professionals to be innovative and reveals their errors in case-handling and provides an opportunity for improved decision-making based on EBM for real-world responsibilities. We plan to devise OSCE stations for the EBM competency assessment. By using the OSCE assessment, we will compare the effectiveness of different teaching methods.In the first year of this 3-year project, we will organize a taskforce composed of experts in EBM and OSCE, and employ modified Delphi method to revise our draft checklist used in the OSCE assessment for EBM competency. We will also analyze the reliability and validity of the OSCE exam. In this year we will hold two OSCE sessions on postgraduate year (PGY) students which include five stations: history taking and diagnosis of the healthy problem of the standard patients with proposal of a structured PICO question; literature research; reading; critical appraisal; and apply the evidence to the patient's problem. In the second year, we will evaluate the EBM competency of the PGY students before and after PGY training. In this year, we will use the traditional classroom teaching method in EBM education for PGY students (included lecture and practice individually).In the third year, we will employ TBL in teaching EBM to PGY students and evaluate the EBM competency before and after TBL. We expect the results of this research project can be used in improving EBM education and objective assessment of EBM competency.

Project IDs

Project ID:PF10708-1014
External Project ID:MOST107-2511-H182-009
StatusFinished
Effective start/end date01/08/1831/07/19

Keywords

  • evidence-base medicine (EBM)
  • objective structured clinical examination (OSCE)
  • team-based learning (TBL).

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