Diabetes Curriculum for Pediatric Endocrine Fellowship Utilizing Modified Team-Based Learning

Introduction While type 1 diabetes is frequently encountered clinically in pediatric endocrinology fellowship training, other types of diabetes may only be encountered in educational settings. Adult learners learn best through knowledge application, but to date there are no published curricula utili...

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Autores principales:	Ioanna Athanassaki, Sarah Lyons, Daniel DeSalvo, Kristen Hendrix, Sophia Ebenezer, Bonnie McCann-Crosby, Maria Redondo, Min-Jye Chen, Serife Uysal, Stephanie Sisley
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2020
Materias:	Team-Based Learning Problem-Based Learning Fellowship Fellowship and Scholarship Diabetes Diabetes Mellitus Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/8d25d71522064fdf8007d032a3cdaade
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spelling	oai:doaj.org-article:8d25d71522064fdf8007d032a3cdaade2021-11-19T14:11:18ZDiabetes Curriculum for Pediatric Endocrine Fellowship Utilizing Modified Team-Based Learning10.15766/mep_2374-8265.109482374-8265https://doaj.org/article/8d25d71522064fdf8007d032a3cdaade2020-08-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10948https://doaj.org/toc/2374-8265Introduction While type 1 diabetes is frequently encountered clinically in pediatric endocrinology fellowship training, other types of diabetes may only be encountered in educational settings. Adult learners learn best through knowledge application, but to date there are no published curricula utilizing application educational strategies for all forms of diabetes. Methods We utilized a team-based learning (TBL) approach to create four modules on different types of diabetes: type 1 diabetes, type 2 diabetes, neonatal diabetes, and maturity-onset diabetes of the young. We divided our fellows (all training years, n = 11) into two teams and delivered four separate, 90-minute sessions. To emphasize the application of knowledge, we modified the format to combine the readiness assurance test (RAT) with application problem (APP) questions. The combined RAT/APP questions were answered by individuals and teams. We analyzed scores from individual and team tests and evaluated each module. Additionally, we acquired subjective data from the fellows regarding their experiences. Results Teams outperformed individuals on the tests, as expected (94% vs. 76% correct questions, respectively). All the fellows agreed that the sessions should be included permanently. Additionally, all agreed the sessions helped them apply knowledge. Subjectively, the fellows were very engaged and lively during the sessions and felt the sessions were feasible as implemented. Discussion TBL can be a valuable educational strategy to increase the application of knowledge for diabetes in pediatric endocrinology fellows. Future studies examining the use of this strategy to increase critical thinking skills and knowledge retention in the long-term would be useful.Ioanna AthanassakiSarah LyonsDaniel DeSalvoKristen HendrixSophia EbenezerBonnie McCann-CrosbyMaria RedondoMin-Jye ChenSerife UysalStephanie SisleyAssociation of American Medical CollegesarticleTeam-Based LearningProblem-Based LearningFellowshipFellowship and ScholarshipDiabetesDiabetes MellitusMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 16 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Team-Based Learning Problem-Based Learning Fellowship Fellowship and Scholarship Diabetes Diabetes Mellitus Medicine (General) R5-920 Education L
spellingShingle	Team-Based Learning Problem-Based Learning Fellowship Fellowship and Scholarship Diabetes Diabetes Mellitus Medicine (General) R5-920 Education L Ioanna Athanassaki Sarah Lyons Daniel DeSalvo Kristen Hendrix Sophia Ebenezer Bonnie McCann-Crosby Maria Redondo Min-Jye Chen Serife Uysal Stephanie Sisley Diabetes Curriculum for Pediatric Endocrine Fellowship Utilizing Modified Team-Based Learning
description	Introduction While type 1 diabetes is frequently encountered clinically in pediatric endocrinology fellowship training, other types of diabetes may only be encountered in educational settings. Adult learners learn best through knowledge application, but to date there are no published curricula utilizing application educational strategies for all forms of diabetes. Methods We utilized a team-based learning (TBL) approach to create four modules on different types of diabetes: type 1 diabetes, type 2 diabetes, neonatal diabetes, and maturity-onset diabetes of the young. We divided our fellows (all training years, n = 11) into two teams and delivered four separate, 90-minute sessions. To emphasize the application of knowledge, we modified the format to combine the readiness assurance test (RAT) with application problem (APP) questions. The combined RAT/APP questions were answered by individuals and teams. We analyzed scores from individual and team tests and evaluated each module. Additionally, we acquired subjective data from the fellows regarding their experiences. Results Teams outperformed individuals on the tests, as expected (94% vs. 76% correct questions, respectively). All the fellows agreed that the sessions should be included permanently. Additionally, all agreed the sessions helped them apply knowledge. Subjectively, the fellows were very engaged and lively during the sessions and felt the sessions were feasible as implemented. Discussion TBL can be a valuable educational strategy to increase the application of knowledge for diabetes in pediatric endocrinology fellows. Future studies examining the use of this strategy to increase critical thinking skills and knowledge retention in the long-term would be useful.
format	article
author	Ioanna Athanassaki Sarah Lyons Daniel DeSalvo Kristen Hendrix Sophia Ebenezer Bonnie McCann-Crosby Maria Redondo Min-Jye Chen Serife Uysal Stephanie Sisley
author_facet	Ioanna Athanassaki Sarah Lyons Daniel DeSalvo Kristen Hendrix Sophia Ebenezer Bonnie McCann-Crosby Maria Redondo Min-Jye Chen Serife Uysal Stephanie Sisley
author_sort	Ioanna Athanassaki
title	Diabetes Curriculum for Pediatric Endocrine Fellowship Utilizing Modified Team-Based Learning
title_short	Diabetes Curriculum for Pediatric Endocrine Fellowship Utilizing Modified Team-Based Learning
title_full	Diabetes Curriculum for Pediatric Endocrine Fellowship Utilizing Modified Team-Based Learning
title_fullStr	Diabetes Curriculum for Pediatric Endocrine Fellowship Utilizing Modified Team-Based Learning
title_full_unstemmed	Diabetes Curriculum for Pediatric Endocrine Fellowship Utilizing Modified Team-Based Learning
title_sort	diabetes curriculum for pediatric endocrine fellowship utilizing modified team-based learning
publisher	Association of American Medical Colleges
publishDate	2020
url	https://doaj.org/article/8d25d71522064fdf8007d032a3cdaade
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Diabetes Curriculum for Pediatric Endocrine Fellowship Utilizing Modified Team-Based Learning

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