Zavedení konceptu TBL do výuky klinické farmakologie: zkušenosti, efektivita
| Title in English | Introducing the TBL concept into clinical pharmacology education: experience, effectiveness |
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| Authors | |
| Year of publication | 2024 |
| Type | Conference abstract |
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| Description | Introduction: The concept of Team-Based Learning (TBL) emphasizes an active and collaborative approach to learning, training critical thinking, communication, soft skills, and application of knowledge in clinical situations. The aim of this presentation is to show the way of transforming the education of clinical pharmacology and to demonstrate the effectiveness of the new format. Methodology: Summary of the key steps in the transformation of the lesson format and presentation of the complete study materials. A survey to measure the level of confidence of graduates of the course in defined pharmacological skills. Skills assessed using a five-point Likert scale. Paired t-test and Statistica 12® software were used for statistical analysis, p-value was considered as significant difference. Results: the Transformation of the clinical pharmacology course at the Faculty of Medicine of the Masaryk University was started in 2020.The initial format was a lecture interspersed with short discussions. The COVID-19 pandemic reinforced the need for greater student involvement, shifting from knowledge transfer to skills development. We defined key topics and skills based on published essential drug lists, prescribing error statistics and our own clinical experience. Tailored and peer-reviewed scripts were prepared, supplemented by application exercises. In the next stages, video lectures, RAT tests and virtual patients were prepared. Overall, the transformation was a 5-year adventure that culminated in the full implementation of the flipped classroom concept and TBL, creating a uniquely supportive, participatory, and inclusive learning environment.Fifty and 41 students participated in the survey in 2022/23 and 2023/24, respectively. The innovative format produced higher student confidence in medication review (3.2 ± 0.7 vs. 3.8 ± 0.8), assessment of treatment adequacy (3.7 ± 0.7 vs. 4.1 ± 0.7), prescribing (3.1 ± 0.7 vs. 3.7 ± 0.9), assessment of adequacy of drug dose (3.0 ± 0.9 vs. 3.6 ± 1.0) and potential drug interactions (3.4 ± 0.8 vs. 3.8 ± 0.9). There was no difference in the assessment of drug duplications and adverse effects. CONCLUSION: The concept of the flipped classroom and collaborative, team-based learning is feasible in clinical pharmacology education. It is associated with an obvious positive impact on the pharmacological and prescribing skills of undergraduate medical students. |
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