Team-Based Learning & Interactive Approach Foster Resident
Engagement & Interest in Research Methodology & Concepts
Lubna Pal, MBBS, MRCOG, MSc, FACOG; Sangini Sheth, MD, MPH; Janice Crabtree, MS.
Department of Obstetrics, Gynecology & Reproductive Sciences, YSM
Abstract
During informal group discussions, Obstetrics & Gynecology residents at Yale
have expressed a need for modification in teaching methodology on research
related concepts so as to engage the learner, as well as an interest in a
structured research curriculum. We share perceptions of Obstetrics &
Gynecology residents on their experience with a pilot pedagogical approach to
learning clinical research & methodology that utilizes a combination of strategies
aimed at engaging trainee as an active participant in the learning process.
Introduction
Research methodology & concepts are an integral part of the Obstetrics &
Gynecology Residency curriculum & residents are expected to be tested on basic
concepts during the annual CREOG exam.
During Obstetrics & Gynecology Residency training at Yale, research methods &
concepts have been traditionally conveyed through didactic sessions provided by
departmental faculty with experience & expertise in clinical research.
Results
Curriculum Inquiry & Development
•  Perspective on research curriculum & resident comfort with research concepts was
obtained through informal discussions.
•  Review of existing research curriculum was undertaken
•  Curriculum format was modified with the goal of conveying concepts utilizing a
combination of strategies that include didactics, interactive sessions utilizing ARS &
team-based learning .
•  ARS questions were prepared based on information covered in didactic sessions
•  Team-based activity/workshop followed didactic sessions, allowing both hands-on
and an interactive approach to learning.
Data from resident survey following the first team based activity & workshop
are presented.
The modified strategy that combined didactics with interactive methods & hands-on
exercise on study design & approach (Figure 1) was deemed as meaningful,
enjoyable & valuable to residents’ educational experience (Figures 2-4).
• Peer evaluator identified the exercise as an effective strategy in engaging learners.
• 1/3 of residents identified time constraints that limited their participation in team
activities during out-of-class times.
Fig.2
Fig.3
Fig.1
Pedagogical Approach
Informal discussions with residents have underscored: 1) a need for a structured
research curriculum, and 2) for modification of teaching methodology so as to
better engage the learner as an active participant in the learning process.
• 
• 
• 
• 
Residents perceive their exposure to research concepts and methods as
lacking in depth.
In the absence of opportunities to apply learned theories, research concepts
conveyed through didactic sessions are perceived as short-lived.
Ob/Gyn Residents at Yale have unanimously acknowledged an interest in
involvement with clinical research.
Ob/Gyn Residents at Yale are interested in a structured research curriculum
that will allow understanding of research methodology & wish for such
exposure early in their residency training period.
Resident Perspective on
“value” of modified
approach to learning
Q11: Added value to my education
Q 8: My learning & retention of concepts has
improved through didactics followed by hands
on approach
Q 7: Sessions improved my ability to critically
Strongly Disagree
evaluate literature
Disagree
Q 4: Group activity made topic more enjoyable
Neutral
than lecture based approach
Q 2: Team approach improved my comfort with
Strongly/Agree
research design related concepts
Assessment
Q 1: Team approach was meaningful in
improving understanding of study design
0
20
40
60
% (n=11)
Hypothesis
Research concepts delivered through a combination of didactics,
team-based learning activities, and subject review utilizing audience
response system (ARS) will:
1.  Be effective in engaging residents’ interest in the subject.
2.  Generate enthusiasm for clinical research.
3.  Foster development of critical thinking & analytic skills that will
enhance ability to critically evaluate published literature
Objective
To pilot a research curriculum format for residents in Obstetrics &
Gynecology that aims at delivery of basic concepts relating to clinical
research & methodology through a pedagogical approach that utilizes a
combination of strategies that engage the learner as an active participant
in the learning process (Figure 1).
Resident feedback was obtained
1 through:
•  An 11-item anonymized survey (Table 1) 2 administered delivery of 3 sessions on
3 research related topics, and at the
4 completion of the first hands-on
workshop.
5 •  MedHub Evaluation of educational
sessions will allow additional insight into 6 trainee experience (to be compiled).
7 •  Residents were asked to reflect on
8 experience with new teaching format.
Peer reviewer was invited to assess trainee/
faculty interactions and trainee enthusiasm 9 during hands on exercise utilizing a modified
10 1
version of an existing tool .
80
100
Fig.4
RESIDENT FEEDBACK Team approach was meaningful in improving my understanding of study design Team approach improved my comfort with research design related concepts Hands on exercise on study design has improved my confidence in my ability to tackle research design related standardized exam questions Group activity and hands on approach made the topic more enjoyable than lecture based approach Hands-­‐on exercise has stimulated my interest in research I am interested in additional hands-­‐on sessions on statistical methodology Sessions on research methodology have improved my ability to critically evaluate published literature My learning & retention of research design related concepts have improved through didactic followed by hands-­‐on approach I have found hearing about peers’ research experiences valuable in helping me think about my own research Research related discussions/lectures have stimulated my interest in research 11 Format has added value to my overall education Response options: Strongly Agree; Agree; Neutral; Disagree; Strongly Disagree Acknowledgement
Special thanks to Drs. Janet Hafler and John Encandela for their invaluable input and guidance, to the Med Ed Fellows (2014) for the many
intellectually stimulating and enriching discussions, and to the TLC Staff for a highly meaningful experience.
Conclusions
•  Usefulness of ARS on learning outcomes and of team based learning in health
professions is well recognized2-3. Effectiveness of ARS approach for
enhancing knowledge retention amongst Ob/Gyn residents has also been
previously reported4.
•  The combination of didactics, interactive sessions, team-based learning,
and incorporation of interactive sessions improved resident engagement
in research-related concepts and made learning enjoyable.
•  Improved performance at standardized exams is anticipated and will be
followed over the course of the next year; resident performance on statistics
section of CREOG exam for 2015 will be compared with scores over past 3
years.
•  Residents’ protected time is being extended to maximize attendance &
participation in team-based learning opportunities starting in the next academic
year.
References
1.  Blanco M et al. Peer Feedback Tool for Lectures & Small Group Teaching. MedEdPORTAL; 2011. www.mededportal.org/
publication/8416
2.  Nelson Cody et al. The effects of ARS on learning outcomes in health professions education. Med Teach 2012;34: e386-e405.
3.  Mcmullen I et al. How we implement team-based learning for postgraduate doctors. Med Teach 2014; 36: 191-195
4.  Pradhan A et al. The influence of an ARS on knowledge retention: an application to resident education. AJOG 2005; 193: 1827-30