AbstractObjectivesTeam-based learning (TBL) expands in healthcare education to enhance students’ competency in self-directed learning, effective communication, collaboration, clinical reasoning, and problem-solving in clinical settings. This study investigated students’ perspectives in Korean Medicine (KM) regarding their clinical experience with a real patient in a pilot TBL module using a mixed-methods approach.
MethodsA 3-hour TBL session was conducted with 36 final-year KM students divided into eight groups of 4–5 students each. The students conducted a medical interview and performed physical examinations and clinical reasoning for the patient with neck pain. Students were then surveyed regarding their satisfaction with TBL, relevance of the program’s objectives and content, and suggestions for program improvement. Four students from different teams were interviewed to explore their experiences in the TBL class, and a qualitative thematic analysis was conducted.
ResultsEleven students (31%) completed questionnaires. All students found TBL to be beneficial and satisfactory and considered it highly pertinent to their future duties. Interacting with a real patient facilitated learning, as students identified their weaknesses. Through team-based care, students actively engaged in discussions about clinical reasoning and treatment plans, thereby expanding their perspectives on patient care through their peers. The group activities reflected the characteristics of traditional medical practice, in which diagnosis and treatment might be timely completed in primary care, with multiple therapeutic approaches available for the same diagnosis. The students proposed promoting pre-learning, modifying group composition methods, extending class time, and modifying feedback methods using post-it notes to improve the TBL module.
ConclusionGroup practice with a real patient facilitates self-directed learning and expands students’ understanding of clinical reasoning and perspectives on patient care through live discussions. The pilot TBL module should be included in KM curricula to ensure students’ sufficient experience in decision-making and communication before practicing individually as licensed healthcare providers.
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