Background/Purpose: Medical schools have been moving from traditional teaching to interactive approaches. Team-based learning (TBL) is a conceptual model that focuses on learner engagement, and the current literature focuses on the use of TBL in health profession learners. The impact of interactive small group sessions on attending physicians has not been well elucidated (Reimschisel et al, Medical Teacher, 2017), nor has the application of TBL in rheumatology topics been well studied. The major aim of this study was to determine if TBL can be used effectively to increase topic specific competency and comfort with management among a group of faculty learners when compared to didactic lecture.

Methods: Informed consent was obtained from all participants, the majority of whom were clinical faculty rheumatologists. There were 2 sessions on various aspects of osteoporosis: A 1-hour lecture and a TBL session. Knowledge based multiple choice questions were administered pre and post each session. For TBL, a pre-reading assignment was given and participants completed individual readiness assurance tests and group application exercises.  Pre and post surveys assessing learning preferences and comfort with diagnosing and treating osteoporosis were completed. Comfort was measured on a 5-point Likert scale (1: not comfortable and 5: very comfortable). Paired and independent samples t-tests were used for analyses.

Results: There were 17 participants in each group. For the lecture group, there were significant improvements in pre and post session test scores (0.2±0.4 vs 1.4±0.6, p = p < 0.001), comfort with diagnosis (3.3±1.3 vs 3.9±0.8, p = 0.045) and treatment (2.9±1.3 vs 3.8±0.9, p = 0.006), moving from neutral to comfortable ranges. The lecture was helpful for 88% and liked by 82%. For the TBL group, there were no significant changes in pre and post test scores (1.4±1.1 vs 1.5±0.07, p = 0.525), comfort with diagnosis (3.2±1.1 vs 3.5±1.1, p = 0.160) or treatment (3.0±0.8 vs 3.5±1.1, p = 0.128), though comfort moved from neutral to comfortable ranges. TBL was helpful for 82%, liked by 88% and 82% completed the pre-reading. When comparing groups, the lecture group had greater improvement in test scores (p = 0.016), but there were no differences in comfort with diagnosis (p = 0.459) or treatment (p = 0.326). Preferences for combined learning methods increased from 53% to 88% after TBL completion.

Conclusion: In an era emphasizing interactive learning, this study shows that traditional lecture formats remain effective in increasing topic specific knowledge, as well as comfort with diagnosis and treatment. Both sessions were well liked, leading to a considerable change in learning preferences for the TBL group. High rates of pre-reading completion possibly contributed to baseline differences between the groups and lack of change in test scores. Comfort did increase within the TBL group. The addition of an interactive session to a lecture-based curriculum may further refine knowledge and augment comfort levels. Additional research is needed regarding potential differences in knowledge retention between the groups.

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ACR Meeting Abstracts - https://acrabstracts.org/abstract/education-of-rheumatology-faculty-evaluation-of-an-interactive-team-based-approach-versus-traditional-didactic-teaching/