Team Based Learning: Preterm Labor (PTL), Preterm Premature Rupture of Membranes (PPROM) and Medical Complications of Pregnancy

Publication ID Published Volume
9668 January 19, 2014 10
University of North Carolina at Chapel Hill School of Medicine


This team based learning module will instruct obstetrics and gynecology clerkship students on diagnosis and initial management of pregnancy complications. This module is ideally suited for an active learning curriculum in which students are accustomed to preparing ahead of time and working through questions and cases in the classroom. The module includes a Readiness Asssessment Test to be taken individually and as a group, an Application Test to be taken as a group and the various forms we use logistically to deploy the module. The advantages of this module are: 1) less faculty preparation time is required 2) students are actively engaged in application of the material 3) no traditional lecturing is required. Students are assessed using multiple choices questions and their group interactions are assessed by their peers. This module can be scaled to any size group greater than a minimum of 10 since students form groups of 5-7 for the exercise.

At the completion of this module, students will be able to identify the risk factors, consequences, assessment, diagnosis and treaments for PPROM. Students should also be able to identifying risk factors and effective interventions for PTL. Students should be familiar with surgical complications unique to pregnant patients, and be able to assess, diagnose and treat pregnant patients with gestational diabetes, gestational hypertension, preeclampsia, eclampsia and HELLP syndrome. Finally, students should have a working knowledge of maternal infections that could be transmitted to the neonate, including diagnostic assessments, transmission risk, prevention and prophylaxis strategies and possible complications associated with transmission.

We feel TBL enables students to be more active learners during the ob/gyn clerkship than what we previously used which was powerpoint driven didactic. We have worked hard during our 6-week clerkship to create a series of active learning sessions to “flip the classroom.” We hope this method will deliver material effectively and utilize the precious time we spend with students to work on clinical reasoning skills and the nuances of clinical care. Our are modeled after the process described by Parmalee et al (2001).

The implementation from a faculty and resources standpoint works well. Only one facilitator is needed for the whole session, usually myself or a generalist or even at times a highly skilled administrative assistant, and a content expert, who does not need to prepare any materials. This overall has been a rewarding experience for students, the facilitator and the content expert.


Chuang A, Wang N. Team based learning: preterm labor (PTL), preterm premature rupture of membranes (PPROM) and medical complications of pregnancy. MedEdPORTAL Publications. 2014;10:9668.

Educational Objectives

  1. To define the following conditions: premature rupture of membranes, premature PROM, preterm labor, gestational diabetes, gestational hypertension, preeclampsia, eclampsia and HELLP syndrome.
  2. To describe how to assess, diagnose and clinically treat each of the conditions listed above.
  3. To describe surgical complications, limitations and characteristics unique to pregnancy.
  4. To describe the different infections pregnant women are screened for.
  5. To have a working knowledge of the transmission risks of the infections.
  6. To select appropriate prophylaxis and prevention interventions and treatments for each of the infections as applicable.
  7. To describe the risks that each of the infections poses to the neonate.
  8. To apply this to clinical scenarios.


  • Team-Based Learning, TBL, Preterm Labor, Obstetric Labor, Premature, Preterm Premature Rupture of Membranes, Fetal Membranes, Premature Rupture, Medical Complications of Pregnancy, Pre-Eclampsia, Diabetes, Gestational

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ISSN 2374-8265