Original Publication
Open Access

Increased Intracranial Pressure Team-Based Learning Module

Published: September 3, 2015 | 10.15766/mep_2374-8265.10190

Included in this publication:

  • Facilitator's Guide.docx
  • ICP IRAT GRAT.docx
  • ICP Application Exercise.pptx
  • ICP TBL Reading Assignment.docx

To view all publication components, extract (i.e., unzip) them from the downloaded .zip file.

Editor's Note: This publication predates our implementation of the Educational Summary Report in 2016 and thus displays a different format than newer publications.


Introduction: This interdisciplinary TBL module enables trainees to learn the anatomy and physiology of the coverings of the brain and the formation and flow of cerebrospinal fluid (CSF). Trainees then apply this knowledge to diagnose and treat clinical disorders of intracranial pressure. The module is a self-contained unit that includes an image-rich reading assignment. Data from the most recent iteration is presented. While in the development stages of our neurosciences course, we began teaching the coverings of the brain and the normal physiology of CSF as anatomy and physiology lectures. Increased intracranial pressure was taught in a separate clinical lecture. In year two, we decided to change the curriculum to include more active learning. Methods: From the lectures, we developed a set of questions that groups of students answered in class. Based on feedback we received from students, we constructed a TBL module that included a comprehensive reading assignment. This was successfully administered to students in year three. In year four, we refined the reading assignment and added more images. This module represents the most current iteration. We have used this increased intracranial pressure TBL in our neurosciences course. The TBL is facilitated by a basic scientist and a clinician. Results: For the last 2 years, this TBL has been presented to our students as part of our integrated neurosciences course. The most recent iteration of this TBL was administered to 111 second-year medical students. The mean individual readiness assurance test and group readiness assurance test scores were 89% and 99.6%, respectively. Discussion: This interdisciplinary TBL module enables trainees to learn the anatomy and physiology of the coverings of the brain and the formation and flow of cerebrospinal fluid. This resource has been refined and perfected over a 4-year period to provide instruction to medical students.

Educational Objectives

By the end of the module, learners will be able to:

  1. Describe the anatomy, physiology, etiology, clinical signs and symptoms, and neuroimaging appearance of the following: epidural hematoma; subdural hematoma; uncal herniation; subfalcine herniation; tonsillar herniation; peudotumor cerebri (Idiopathic intracranial hypertension); venous sinus thrombosis; normal pressure hydrocephalus; and aqueductal stenosis.
  2. Discuss the treatment of increased intracranial pressure, including the following: lumbar puncture; hyperventilation; mannitol; carbonic anhydrase inhibitors; steroids; and shunting.

Author Information

  • Diana Barratt, MD, MPH: Florida International University
  • Edward Mader, Jr., MD: Louisiana State University Health Sciences Center
  • Anthony Oliva, PhD: Florida International University Herbert Wertheim College of Medicine

None to report.

None to report.


Michaelsen LK, Parmelee DX, McMahon KK, Levine RE. Team-Based Learning for Health Professions Education. Sterling, VA: Stylus Publishing; 2008.


Barratt D, Mader, Jr. E, Oliva A. Increased intracranial pressure team-based learning module. MedEdPORTAL. 2015;11:10190. https://doi.org/10.15766/mep_2374-8265.10190