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Horne A, Rosdahl J. Teaching Clinical Ophthalmology: Medical Student Feedback on Team Case-Based Versus Lecture Format. J Surg Educ. 2016;74(2):329-332doi: 10.1016/j.jsurg.2016.08.009.
Horne, A., & Rosdahl, J. (2017). Teaching Clinical Ophthalmology: Medical Student Feedback on Team Case-Based Versus Lecture Format. Journal of surgical education, 74(2), 329-332. https://doi.org/10.1016/j.jsurg.2016.08.009
Horne, Anupama, and Rosdahl, Jullia. "Teaching Clinical Ophthalmology: Medical Student Feedback on Team Case-Based Versus Lecture Format." Journal of surgical education vol. 74,2 (2017): 329-332. doi: https://doi.org/10.1016/j.jsurg.2016.08.009
Horne A, Rosdahl J. Teaching Clinical Ophthalmology: Medical Student Feedback on Team Case-Based Versus Lecture Format. J Surg Educ. 2017 Mar - Apr;74(2):329-332. doi: 10.1016/j.jsurg.2016.08.009. Epub 2016 Sep 16. PMID: 27651053.
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J Surg Educ. 2017 Mar - Apr;74(2):329-332. doi: 10.1016/j.jsurg.2016.08.009. Epub 2016 Sep 16.

Teaching Clinical Ophthalmology: Medical Student Feedback on Team Case-Based Versus Lecture Format.

Journal of surgical education

Anupama Horne, Jullia Rosdahl

Affiliations

  1. Department of Ophthalmology, Duke University, Durham, North Carolina. Electronic address: [email protected].
  2. Department of Ophthalmology, Duke University, Durham, North Carolina.

PMID: 27651053 DOI: 10.1016/j.jsurg.2016.08.009

Abstract

OBJECTIVE: Team-based learning with case presentations in small groups in the medical school education setting allows students to be actively engaged and interactive with their peers to work through real-world clinical scenarios. Our objective is to assess the effects of this curriculum on the medical student experience.

DESIGN: This study was designed to gather feedback from medical students on an ophthalmology elective regarding their experience with our newly developed team-based learning curriculum.

SETTINGS: Feedback evaluations were completed by medical students at the end of their elective and consisted of both a Likert scare rating and a free-response section.

PARTICIPANTS: A total of 30 medical students.

RESULTS: Students rated the case-based sessions significantly better than traditional lecture format with respect to the overall learning experience (p = 0.004), enjoyment of learning (p < 0.001), and increasing retention and ability to apply knowledge (p < 0.001).

CONCLUSIONS: There is a strong preference by medical students for team-based learning within clinical ophthalmology.

Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Keywords: Education; Graduate medical education; Medical Knowledge; Medical school curriculum; Team-based learning

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