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CONCLUSIONS<br />
TBL success h<strong>in</strong>ges on PMs but limited evidencebased<br />
guidance regard<strong>in</strong>g essential elements is<br />
available. This project identifies four themes <strong>to</strong><br />
guide faculty <strong>in</strong> PM selection/creation. These results<br />
can save faculty time and enhance TBL success<br />
through critically re<strong>view</strong> of PM selection prior <strong>to</strong> use<br />
<strong>in</strong> <strong>in</strong>struction.<br />
TBL/PBL Abstract ID: 223<br />
FACTORS FOR SUCCESSFUL<br />
IMPLEMENTATION OF TEAM-BASED<br />
LEARNING AT A MULTI-SITE MEDICAL<br />
SCHOOL<br />
Abbas Hyderi, MD, MPH; Amy Y. L<strong>in</strong>, MD; Roger<br />
W. Geiss, MD; Janet M. Riddle, MD; Vijaya<br />
Somaraju, MD; Larisa Nonn, PhD; Carol Kam<strong>in</strong>,<br />
MS, EdD; L<strong>in</strong>da Chang, PharmD, MPH, IL, USA<br />
PURPOSE<br />
The University of Ill<strong>in</strong>ois College of Medic<strong>in</strong>e<br />
(UICOM) is a multi-site medical school with<br />
campuses <strong>in</strong> Chicago, Peoria, Rockford, and<br />
Urbana. To address LCME mandated curricular<br />
changes <strong>to</strong> <strong>in</strong>crease active learn<strong>in</strong>g <strong>in</strong> the precl<strong>in</strong>ical<br />
curriculum, UICOM decided <strong>to</strong> implement Team-<br />
Based Learn<strong>in</strong>g (TBL).<br />
METHODS<br />
A four-campus TBL work group was formed <strong>to</strong><br />
provide support and encouragement <strong>to</strong> move<br />
forward with implementation. Members of the work<br />
group <strong>in</strong>cluded <strong>in</strong>terested course direc<strong>to</strong>rs and<br />
faculty, deans, and medical educa<strong>to</strong>rs. Members of<br />
the group were surveyed about when they became<br />
<strong>in</strong>terested <strong>in</strong> us<strong>in</strong>g TBL, experiences that conv<strong>in</strong>ced<br />
them <strong>to</strong> try and re<strong>in</strong>forced their <strong>in</strong>terest <strong>in</strong> TBL, and<br />
reflections on us<strong>in</strong>g TBL <strong>in</strong> their teach<strong>in</strong>g. Those<br />
who had not yet implemented TBL were asked<br />
about experiences that would make them more<br />
likely <strong>to</strong> try TBL <strong>in</strong> the future.<br />
RESULTS<br />
Our implementation of TBL is successfully<br />
proceed<strong>in</strong>g due <strong>to</strong> an <strong>in</strong>tercampus work group of<br />
change agents, many of whom had positive<br />
experiences with TBL at a variety of professional<br />
society meet<strong>in</strong>gs. Observation of "real" TBL<br />
sessions, either on a site visit <strong>to</strong> a school<br />
experienced with TBL or at UICOM, heightened<br />
<strong>in</strong>terest and confidence <strong>in</strong> implement<strong>in</strong>g TBL.<br />
Hav<strong>in</strong>g peer support was also essential for<br />
implementation. Above all, we were motivated by<br />
student engagement with course content and peer<br />
<strong>in</strong>teractions dur<strong>in</strong>g TBL sessions. Time <strong>to</strong> develop<br />
TBL modules and faculty development were<br />
identified as ongo<strong>in</strong>g needs.<br />
CONCLUSIONS<br />
The four-campus TBL work group has been crucial<br />
for successful implementation of TBL at UICOM.<br />
Progressive experiences of TBL - at professional<br />
society meet<strong>in</strong>gs and through observation of<br />
sessions - as well as peer support have been key<br />
fac<strong>to</strong>rs contribut<strong>in</strong>g <strong>to</strong> our <strong>in</strong>itial success. Hav<strong>in</strong>g<br />
dedicated time <strong>to</strong> develop TBL modules is a<br />
challenge that our change agents identify.<br />
TBL/PBL Abstract ID: 224<br />
DOES PARTICIPATION IN TEAM-BASED<br />
LEARNING AFFECT MEDICAL STUDENTS’<br />
LONGER-TERM LEARNING?<br />
Paul Koles, MD; Adrian Corbett, PhD; Khalid<br />
Elased, PhD; Adrienne S<strong>to</strong>lfi, MSPH; Nicole<br />
Borges, PhD; Dean Parmelee, MD; Boonshoft<br />
School of Medic<strong>in</strong>e, Wright State University, USA<br />
PURPOSE<br />
Several studies have evaluated learn<strong>in</strong>g outcomes of<br />
students who participate <strong>in</strong> team-based learn<strong>in</strong>g<br />
(TBL) <strong>in</strong> health professions curricula, focus<strong>in</strong>g<br />
primarily on short-term effects on academic<br />
performance <strong>in</strong> s<strong>in</strong>gle discipl<strong>in</strong>es (ana<strong>to</strong>my,<br />
pathology, pharmacology, psychiatry). 1-4 Evidence<br />
of longer-term learn<strong>in</strong>g outcomes associated with<br />
TBL <strong>in</strong> <strong>in</strong>tegrated curricula is needed.<br />
METHODS<br />
The performance of 22 second-year medical<br />
students (11 males, 11 females) on two exam<strong>in</strong>ations<br />
was evaluated. The pre-test consisted of 100<br />
questions <strong>in</strong> 9 doma<strong>in</strong>s: physiology, pathology, and<br />
pharmacology of cardiovascular (n=34), respira<strong>to</strong>ry<br />
(n=34) and renal (n=32) systems. Students <strong>to</strong>ok the<br />
pre-test before a 10-week block of <strong>in</strong>tegrated<br />
courses <strong>in</strong> these 3 systems. Seven <strong>in</strong>terdiscipl<strong>in</strong>ary<br />
TBL modules were <strong>in</strong>cluded <strong>in</strong> this block. A posttest,<br />
consist<strong>in</strong>g of the same 100 questions, was<br />
adm<strong>in</strong>istered 8 weeks after the end of the 10-week<br />
block. Pre-test vs. post-test performance was<br />
compared for subsets of 50 questions related <strong>to</strong> TBL<br />
module content (TR) vs. 50 questions unrelated <strong>to</strong><br />
TBL module content (TU).<br />
RESULTS<br />
T<strong>here</strong> was no significant difference <strong>in</strong> pre-test mean<br />
scores for TR vs. TU questions (32.9% vs. 34.7%,<br />
p=0.319). Comparison of post-test vs. pre-test mean<br />
scores showed significant improvement for both TR<br />
and TU questions (TR: 32.9% vs. 59.9%, p