Interprofessional team-based care has the potential to improve patient outcomes, improve access to care, decrease costs, and improve team satisfaction. In recent years, efforts to implement team-based care have grown with the adoption of the Patient-Centered Medical Home (PCMH) and an increasing focus on value-based payment models. To better prepare our learners for this future, we introduced a formal team-based care curriculum in our three family medicine residency programs and one pediatric program. In addition to curricula for residents, we developed a team-based care didactic for family medicine clerkship students, presented by an interprofessional team of faculty. This session will describe our curricular efforts, team-based didactic for students, and outcomes related to students’ experiences with and knowledge of team-based care.

No description available.

I will highlight the experiences of educators, physicians, pharmacists, and other members of the allied health professions in fostering cross-disciplinary collaboration within the health care team.

No description available.

No description available.

No / As a domain of knowledge for healthcare professionals, palliative care is complex and demanding; not least for educators. Effective teaching in palliative care relies on educators both being able to develop and encourage interpersonal skills, and also to capture an authentic sense of the real world in teaching clinical aspects of care. The recommendations of the Francis Report present a challenge to educators: how do we "educate" (literally, "to develop the faculties and powers of") the palliative care providers of the future? How do we ensure they are competent, compassionate communicators? Team-based learning is currently being piloted in at the University of Bradford as a means of achieving these goals. This technique, developed by Larry Michaelson and colleagues in the United States, uses sound pedagogical principles to encourage debate and dissent between small teams related to complex and ambiguous areas of knowledge. The role of the educator is to guide and facilitate discussion, and challenge preconceptions and assumptions. There is minimal use of lectures other than to consolidate conclusions. It was decided to pilot the technique within the palliative care content of the curriculum, because of the opportunities to develop students skills of critical thinking, awareness and compassion. Initial analysis of questionnaire and focus group data within Bradford is overwhelmingly in support; students are demonstrating evidence of increased critical thinking, more effective teamwork, evolving listening skills, and satisfaction at learning in a way which they perceive to be much more akin to clinical practice than didactic lectures and seminars. This presentation will look at the structure of team-based learning, review the evidence, and examine how it was applied specifically to palliative care using scenarios based on Patient Journeys in the last year of life. The opportunities for its use in clinical, interprofessional and post-registration palliative care education will be explored.

Yes / Aim To assess faculty perceptions and experiences when implementing team-based learning (TBL) across a pharmacy curriculum. Study design A total of 19 faculty members participated in a series of individual semi-structured interviews that allowed freedom of discussion within a structured framework of inquiry. Data were transcribed, coded using NVivo, and analyzed to establish common themes. Participant quotations were chosen to reinforce the themes and give a voice to the participants. Findings and discussion The benefits of TBL were perceived to be enhanced student engagement, peer learning, increased faculty enjoyment of teaching, and student development of transferable skills. Challenges included increased initial workload, writing effective application exercises, and facilitating learner-centered classes. TBL may be useful in optimizing course content to ensure outcomes and activities focus on important concepts. Peer learning appears to benefit student learning. TBL may help equip students with valuable transferable skills. TBL requires an initial upfront investment in faculty development and time to prepare resources. A student-centered approach to learning may be daunting for faculty and require new skill sets. Conclusions Faculty described their support for TBL concluding that the pedagogical benefits of engaging students in active learning, the development of transferable skills for the workplace, and the personal satisfaction felt after a TBL class, outweigh the initial challenges of transitioning to TBL.

Yes / Team-based Learning (TBL) is a new teaching strategy that may take small group learning to a new level of effectiveness. TBL shifts the focus from content delivery by teachers to the application of course content by student teams. Teams work on authentic problems, make collaborative decisions, and develop problem-solving skills required in their future workplace. Prior to redesigning the MPharm programme according to TBL principles, several pilots were set up to research how students responded to this new way of teaching. One pilot focussed on the introduction of TBL as a phenomena and aimed to find out if and how TBL engaged students, how students were held accountable by their teams, and more importantly how that affected their lifeworld. Ashworth’s lifeworld contingencies provided the theoretical framework as it ranges from students’ selfhood, embodiment and social interactions to their ability to carry out tasks they are committed to and regard as essential (Ashworth, 2003).

Yes / Team-Based Learning (TBL) is a collaborative learning model that refocuses classroom time to solving relevant problems instead of dispensing information. This is accomplished by a pre-class readiness assurance process that promotes accountability to self-directed learning and teamwork. While research related to the student experience with TBL is present in the literature, there is a relative lack of research published on the experiences of academic staff with TBL. Using a qualitative approach and a semi-structured interview format, this study explored the experiences of 26 academic staff in the UK who implemented TBL using a semi-structured interview format. Thematic analysis of interview text yielded five themes related to curriculum design, student outcomes, and the professional development of academic staff. / Supported by a grant from the Regis University Research and Scholarship Council.

Yes / Based on the benefits of Team-Based Learning (TBL) in higher education, our project investigated possible benefits of TBL in secondary education. We found that, despite challenges, the benefits of using TBL in secondary schools make it worth teachers’ time and effort. We conducted a year-long qualitative study with 13 teachers from Ireland, Spain and UK. While teachers found preparation time, institutional requirements, and managing student team dynamics challenging, challenges were outweighed by benefits including improved student engagement, quality of learning, skill development, and teacher job satisfaction. We recommend further TBL training for secondary-level teachers and further research into this topic / ERASMUS+