Using Team Based Learning for Using Team Based Learning for an Interdisciplinary Course in an Interdisciplinary Course in Spirituality and Clinical CareSpirituality and Clinical Care

Ruth E. Levine MDKay Sandor PhD, RN

Harold Vanderpool PhD, Th.M. Roger Marion PhD

Victor S. Sierpina MD The University of Texas Medical

Branch, Galveston

Spirituality and Clinical CareSpirituality and Clinical Care

Funding and Support for the Course

1998-2002 Templeton Foundation ($25,000)

2003-2004 Kennedy Foundation ($15,000)

2005-2009 Templeton Foundation ($50,000)

Course ObjectivesCourse Objectives Nursing, medical, and allied health students will learn:

The empirical evidence related to spirituality and health. That patients take spirituality and their faith seriously. When to consult chaplains. How serious illness raises spiritual or meaning of life issues. Models of empathic communication. How to take a spiritual history.

http://cam.utmb.edu/curriculum/spirituality06.asp

2007 Spirituality And Clinical Care2007 Spirituality And Clinical Carehttp://cam.utmb.edu/curriculum/spirituality06.asphttp://cam.utmb.edu/curriculum/spirituality06.asp

    

  

A Course of Study and Practicefor UTMB Nursing, Medical, and Allied Health Students

Home  Acknowledgements  Syllabus  Cases  Bibliography  Spiritual Self-Care

S Y L L A B U S   I N D E XWHAT THIS COURSE OF STUDY IS AND IS NOTCOURSE OBJECTIVESFORMAT AND TOPICS - (TIME AND PLACE)

 COURSE REQUIREMENTSREQUIRED READING/RECOMMENDED READINGMODELS FOR TAKING A SPIRITUAL HISTORYCASES AND QUESTIONS FOR GROUP DISCUSSIONBIBLIOGRAPHY OF SELECTED ANNOTATED SOURCESQUICK GUIDE FOR CULTURES AND SPIRITUAL TRADITIONS

    (from the Association of Professional Chaplains)

Comparison of old and new Comparison of old and new coursecourse

Previous course Required reading, but

seemed like most students didn’t read it

2 hours of lectures Demonstrations of how to

take spiritual history Nursing and Allied health

students were added to existing medical student groups for case based discussions

New Course TBL with required

readings, IRAT/GRAT, and several applications in one large group session

2 hours of lectures Simulated patient

demonstrations of how to take a spiritual history

Spirituality and Clinical Care: An Spirituality and Clinical Care: An Interdisciplinary TBL CourseInterdisciplinary TBL Course

Pre-requisite reading from a spirituality chapter given to Medical, Nursing, and Allied Health Students

1st hour: Students put into teams based on specialty, and given IRATs and GRATs with IFATs for immediate feedback

Appeals allowed (open book) 2nd Hour- had 2-3 different applications with

facilitators from different backgrounds contributing to the discussion

Classroom Engagement Survey-Classroom Engagement Survey-Interdisciplinary (CES-I)Interdisciplinary (CES-I)

The CES-I is an adaptation of the Classroom Engagement Survey (CES) [Baylor College of Medicine, 2001]. The original survey used 8 items measuring Learner Participation (LP) and Learner Enjoyment of Class (EC). Two additional Interdisciplinary Awareness (IA) items were added to measure the importance of working with students of other disciplines.

SampleSample

A convenience sample of 342 nursing, medical, and allied health students participating the Spirituality and Clinical Care course were recruited into the study.

Nursing n = 112 (33%) Male n = 132 (39%)

Medicine n = 213 (62%) Female n = 200 (58%)

Allied Health n = 13 (4%)

*Missing n= 4 (1%) *Missing n = 10 (3%)

Using the CES-IA the TBL component had significantly greater learner participation compared to the other two course components (p<.001)

0

2

4

6

8

10

12

14

16

Mean LP score

Lecture

TBL

SPscenerio

The TBL component also had significantly higher enjoyment scores compared to the lecture and SP scenario components. (p<.001) 0

2

4

6

8

10

12

MeanEnjoyment

Lecture

TBL

SPScenario

The TBL component also had significantly higher interdisciplinary awareness scores compared to the lecture and SP scenario components. (p<.001)

6.6

6.8

7

7.2

7.4

7.6

7.8

8

IA Mean Scores

Lecture

TBL

SPScenario