Team-Based Learning: 2016 JGME-ALiEM Hot Topics in Medical Education

As a follow-up to last year’s inaugural JGME-ALiEM Hot Topic in Medical Education on the Resident as Teacher role, this week we will be conducting a cross-disciplinary discussion about a unique instructional strategy called team-based learning (TBL). Originally developed by Dr. Larry Michaelson, a professor of Business at the University of Oklahoma, over the past 15-20 years TBL has been increasingly incorporated in health professions education. Prominent in undergraduate medical curricula, TBL focuses on active learning, collaboration, and application to real-world problems. As educators consider its value in postgraduate education, TBL is our “hot topic” for 2016.
Whether you are hearing about TBL for the first time, considering incorporating it into your practice or just curious to stay on top of what’s hot in meded, we invite you to engage in the discussion of the JGME publication entitled “Use of Team-Based Learning Pedagogy for Internal Medicine Ambulatory Resident Teaching” by Balwan et al. using the Twitter hastag #JGMEscholar [free article PDF].
Similar to previous ALiEM-Annals Journal Clubs, a live Google Hangout will be held with the authors and selected experts. Ultimately, a curated summary from discussions (ALiEM blog, Twitter, Google Hangout) will be published back in JGME. Some of your best tweets and blog comments will be featured.

The Case of the Cackling Consulting Resident
As a practicing Emergency Medicine physician, I have spent almost the last decade of my life immersed in a culture of medical education. Actually, not quite accurate, as I have spent my life since middle school years either studying for one standardized test to another, or buffing my CV with medical related volunteering experiences in pursuit of my medical aspirations. Even prior to beginning medical school, I was drawn to the culture of medicine, what I saw as a commitment to altruism, and dedication to preserving patient health and quality of life.
The use of blogs and podcasts within health professions education is rapidly increasing, especially among emergency medicine and critical care learners [1-5]. However, there are no standardized quality assessment methods for the learners and educators that use and produce them. This dilemma led the MedEdLife Research Collaborative to launch a research agenda with the goal of developing a tool to assess the quality of blogs and podcasts. This was done through the series of studies that are presented in this blog.