Team-Based Learning: PMS vs. PMDD, Sexually Transmitted Infections, Pelvic Organ Prolapse and Menopause

Publication ID Published Volume
9710 February 13, 2014 10
University of North Carolina at Chapel Hill School of Medicine

Abstract

This team-based learning (TBL) module will instruct obstetrics and gynecology clerkship students on diagnosis and initial management of PMS, PMDD, sexually transmitted infections, pelvic organ prolapse and menopause. 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 Assessment Test to be taken individually and as a team, an Application Test to be taken as a team 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 choice 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 teams of 5-7 for the exercise.

We feel Team-based Learning (TBL) enables students to be more active learners compared to our previous didactic structure, PowerPoint-driven lectures. 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, 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.

Citation

Chuang A, Wang N, Belch J. Team-based learning: PMS vs. PMDD, sexually transmitted infections, pelvic organ prolapse and menopause. MedEdPORTAL Publications. 2014;10:9710. http://doi.org/10.15766/mep_2374-8265.9710

Educational Objectives

  1. To formulate a diagnostic approach to patients with PMS, PMDD, sexually transmitted infections, pelvic organ prolapse and menopause.

    • To distinguish PMS, PMDD and major depressive disorder.
    • To administer standardized tools for diagnosis of PMDD.
    • To explain the role of the wet prep in evaluation of vaginal symptoms.
    • To identify major manifestations of common sexually transmitted infections.
    • To define menopause and list the consequences of menopause.
    • To classify various types of pelvic organ prolapse and to list additional steps of the physical exam for evaluation.
  2. To outline an initial treatment plan for patients with PMS, PMDD, sexually transmitted infections, pelvic organ prolapse and menopause.

    • To list indications and contraindications, risks and benefits of hormone replacement therapy.
    • To list effective treatments for PMS and PMDD.
    • To identify appropriate resources to find effective STI treatments.
    • To describe the role of lifestyle interventions in the treatment of urinary incontinence.

Keywords

  • Premenstrual Syndrome, Premenstrual Dysphoric Disorder, Sexually Transmitted Infections, Pelvic Organ Prolapse, Menopause, Team-Based Learning, TBL

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