Does Team-Based Learning Improve In-Training Exam Scores Among Obstetrics and Gynecology Residents?

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Abstract

PURPOSE:

To determine if the incorporation of team-based learning into an OBGYN residency affects performance on in-training examinations.

BACKGROUND:

Residents at our institution spend more time on general obstetrics and gynecology (OBGYN). However, their scores on in-training examinations in these subject areas are lower than in the subspecialties. To improve knowledge in general OBGYN as measured by performance on the examination, team-based learning (TBL) was introduced.

METHODS:

Since July 2014, teams complete assignments prior to TBL sessions on general OBGYN topics. At the start of each session, residents take a readiness assessment test prior to applying knowledge through clinical scenarios. As these scenarios are discussed, test questions are reviewed for correct answers. OBGYN subject area scores from the in-training examination taken in January 2014 were compared to scores in 2015. Pre- and post-examination surveys were taken to assess attitudes toward TBL and perceived examination preparedness.

RESULTS:

Twelve residents participated in TBL sessions (3/year × 4). Total scores for all PGY levels improved after TBL was introduced, with the greatest improvement noted from PGY1 to PGY2 (57.3, SD 3.2 versus 62.7, SD 3.1). Scores from 3 years prior showed similar improvements. Among OBGYN subject areas, scores were higher in gynecology for all 4 PGY levels after TBL was introduced. More residents felt TBL better prepared them for the examination when surveyed before the examination compared to after (11 versus 8 residents).

DISCUSSION:

A TBL curriculum improved resident knowledge as measured on the in-service examination in gynecology, making TBL a useful tool in the armamentarium of resident educators.

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