Diabetes curriculum for pediatric endocrine fellowship utilizing modified team-based learning

Authors: ATHANASSAKI, IOANNA - Baylor College Of Medicine; LYONS, SARAH - Baylor College Of Medicine; DESALVO, DANIEL - Baylor College Of Medicine; HENDRIX, KRISTEN - Piedmont Pharmaceuticals Llc; EBENEZER, SOPHIA - Baylor College Of Medicine; MCCANN-CROSBY, BONNIE - Baylor College Of Medicine; REDONDO, MARIA - Baylor College Of Medicine; CHEN, MIN-JYE - Baylor College Of Medicine; UYSAL, SERIFE - Baylor College Of Medicine; SISLEY, STEPHAINE - Children'S Nutrition Research Center (CNRC)

Submitted to: MedEdPORTAL
Publication Type: Peer Reviewed Journal
Publication Acceptance Date: 1/3/2019
Publication Date: 8/13/2020
Citation: Athanassaki, I., Lyons, S., Desalvo, D., Hendrix, K., Ebenezer, S., McCann-Crosby, B., Redondo, M., Chen, M., Uysal, S., Sisley, S. 2020. Diabetes curriculum for pediatric endocrine fellowship utilizing modified team-based learning. MedEdPORTAL. 16:10948. https://doi.org/10.15766/mep_2374-8265.10948.
DOI: https://doi.org/10.15766/mep_2374-8265.10948

Interpretive Summary: Education on endocrine topics is traditionally performed through didactic lectures. However, given that pediatric endocrinology trainees are adult learners, the traditional lecture format does not align with adult learning needs. Thus, we created four modules on different types of diabetes (type 1 diabetes, type 2 diabetes, neonatal diabetes, and maturity-onset diabetes in youth) and delivered them using a team-based learning approach. Pediatric endocrine fellows were divided into two teams and answered questions individually and then together as a team. Our study shows that teams outperformed individuals in these sessions. All of our fellows agreed that the sessions should stay as a permanent part of our curriculum and that the sessions helped them apply their knowledge. We also found that these sessions were feasible to implement during a 90 minute time frame. This work provides new resources to help in the training of pediatric endocrinology fellows and can likely be applied to other learners, such as pediatric residents and medical students.

Technical Abstract: While type 1 diabetes is frequently encountered clinically in pediatric endocrinology fellowship training, other types of diabetes may only be encountered in educational settings. Adult learners learn best through knowledge application, but to date there are no published curricula utilizing application educational strategies for all forms of diabetes. We utilized a team-based learning (TBL) approach to create four modules on different types of diabetes: type 1 diabetes, type 2 diabetes, neonatal diabetes, and maturity-onset diabetes of the young. We divided our fellows (all training years, n=11) into two teams and delivered four separate, 90-minute sessions. To emphasize the application of knowledge, we modified the format to combine the readiness assurance test (RAT) with application problem (APP) questions. The combined RAT/APP questions were answered by individuals and teams. We analyzed scores from individual and team tests and evaluated each module. Additionally, we acquired subjective data from the fellows regarding their experiences. Teams outperformed individuals on the tests, as expected (94% vs. 76% correct questions, respectively). All the fellows agreed that the sessions should be included permanently. Additionally, all agreed the sessions helped them apply knowledge. Subjectively, the fellows were very engaged and lively during the sessions and felt the sessions were feasible as implemented. TBL can be a valuable educational strategy to increase the application of knowledge for diabetes in pediatric endocrinology fellows. Future studies examining the use of this strategy to increase critical thinking skills and knowledge retention in the long-term would be useful.