An Introduction to Occupational Medicine Using a Team-Based Learning Methodology

Abstract

OBJECTIVE: To explore the experiences of three cohorts of medical students where Team-Based Learning (TBL) methodology was used to facilitate the achievement of Occupational Medicine learning objectives. METHODS: The TBL Occupational Medicine sessions involved five components, pre-class preparation, readiness quizzes, application activities, full-group discussion, debriefing and feedback surveys. RESULTS: Learning objectives were met. Students gained a good introduction to return-to-work issues that they will likely face in a clinical setting, and commented that the process generated effective discussion related to realistic cases. Through authentic teamwork, students applied their collective knowledge and critical thinking skills to complex problems related to workplace health and safety. CONCLUSIONS: Traditional case based learning activities could be modified to incorporate aspects of TBL, including readiness quiz, team activities with realistic cases, and debriefing. TBL requires role and attitudinal changes from both faculty and students.