Improving Discipline-Based Undergraduate Medical Curriculum by Kadambari D & Kumar S & Zayapragassarazan Z & Parija SC

Improving Discipline-Based Undergraduate Medical Curriculum by Kadambari D & Kumar S & Zayapragassarazan Z & Parija SC

Author:Kadambari D & Kumar S & Zayapragassarazan Z & Parija SC
Language: eng
Format: epub
ISBN: 9789811313103
Publisher: Springer Singapore


6.6 Teamwork Skills and Leadership

As healthcare delivery needs healthcare teams, the ability to work effectively in healthcare teams is an important soft skill for healthcare professionals including medical doctors. Teamwork skills are combined with leadership in a single role in the roles of Indian Medical Graduate in Regulations on Graduate Medical Education—Proposed of Medical Council of India (2012). However, in CanMEDS 2015 Physician Competency Framework (Frank et al. 2015), teamwork skills come under the role of collaborator, and the role of leader is separate. Teamwork skills can be developed through group discussion method, team-based learning and interprofessional education.

Group discussion is an active learning method which involves discussion among students with teacher being the moderator. It is a small group teaching-learning method involving up to 30 students. However, for optimum discussion, the maximum number of students should be 10. It is a structured learning method with definite predefined objectives and advance planning. Well conducted group discussion can facilitate teamwork and promote learning with understanding. A major limitation of group discussion is the need to have adequate spaces, required number of teachers and enough time.

Team-based learning (Parmelee et al. 2013) is an active learning method which overcomes the limitations of group discussion mentioned earlier. Team-based learning can be held in a lecture hall with single teacher using small groups of students. Common steps of team-based learning include ‘advance assignment’, ‘individual readiness assurance test’, ‘team readiness assurance test’, ‘instructor clarification review’, ‘team application’ and ‘appeal’ (Parmelee et al. 2013). Assignment is done before class and other five steps are done during the class. In assignment, students are given learning objectives and learning materials. Individual readiness is tested by answering multiple choice questions. Team readiness is tested by answering same multiple choice questions using consensus arrived through discussion. Immediate feedback on answers is provided. This may require the use of audience response system. In the next step, the instructor provides clarification for difficult concepts to students. In team application step students are given a scenario involving an important problem. The teams have to discuss the scenario and choose from a range of options. Selected options are made known to the entire class. Individual teams may have to argue for their selected options. All teams are given the same problem (Parmelee et al. 2013). In the step of appeal, a team may suggest an alternative to the option selected by the instructor with supporting evidence (Parmelee et al. 2013). Team-based learning can facilitate understanding of concepts and their use for solving problems. Team-based learning also promotes teamwork. Team-based learning has been used in anatomy teaching-learning. Vasan et al. (2008) replaced most of the lectures for teaching gross anatomy and embryology by team-based learning. They stated that team-based learning was associated with active learning and improved performance of students.

Interprofessional education (IPE) occurs ‘when students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes’ (World Health Organization 2010). The Lancet Commission report ‘Health Professionals for a



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