Team-Based Learning of Evidence-Based Medicine: Screening
|9450||June 20, 2013||1|
This Team-based Learning session is one of a series of five developed for a course called “Foundations of Evidence-Based Medicine” for first-year medical students. The resource includes Objectives, preparation assignments, slides for a brief in-class presentation, a quiz and application exercises. An Instructor's Manual is also included.
Bedinghaus J, Nelson D. Team-Based Learning of Evidence-Based Medicine: Screening. MedEdPORTAL Publications; 2013. Available from: https://www.mededportal.org/publication/9450 http://dx.doi.org/10.15766/mep_2374-8265.9450
- To define and identify examples of primary, secondary and tertiary prevention.
- To list and define the characteristics of an effective screening program.
- To identify bias and error in the evaluation of screening programs.
- To identify and evaluate the features of a high-quality systematic review.
- Evidence-Based Medicine (MeSH), Team-based Learning, TBL, Systematic Review, Review (MeSH), Screening, Lead Time Bias, Length Bias
Knowledge for Practice
Practice-based Learning & Improvement
Evidence Based Practice
Team-based Learning (TBL)
Biostatistics & Epidemiology
- Biostatistics & Epidemiology
- Medical Student
Authors & Co-Authors
Joan M. Bedinghaus, MD
Medical College of Wisconsin
David Nelson, PhD, MA
Medical College of Wisconsin
Sponsorship or Funding Source
Learning Resources Fund of the Medical College of Wisconsin
Effectiveness and Significance
There is an extensive literature on teaching Evidence-Based Medicine to medical students. That literature informed the topics and emphases in this and earlier versions of our course: PICO questions, studies of treatment and of harm, and diagnostic test characteristics, with appraisal of biases, interpretation of statistics, and generalizability. The Team-Based Learning approach is being adopted in medical schools because of its emphasis on problem-solving rather than memorization. However, there are no published reports of using TBL to teach evidence-based medicine. These sessions were first used with a pilot group of students, then on two successive large classes as a required component of the clinical skills course.
Special Implementation Guidelines or Requirements
Familiarity with the Team-Based Learning method is desirable. Some TBL-specific equipment is needed which is described in the Instructors Manual.
The first time the course was presented in an all-TBL format, both mean exam score and student ratings of the course dropped. In the second run of the course, we made adjustments based on student feedback. The objectives of the reading assignments were clarified further, a brief explanation of difficult or key concepts (called “FAQs”) introduced each session, and a wrap-up handout (“Take-Home Points”) was distributed at the end of each session. (The FAQs and Take-Home Points are included in the submission.) Student ratings and mean exam score improved.
This information is made available under the Creative Commons license.