CHSU Discovery

Introduction: Team-Based Learning (TBL) has revolutionized large-class education with
its interactive, structured approach. At California Health Sciences University, College of
Osteopathic Medicine (CHSU-COM), TBL has been a cornerstone teaching
methodology. However, effective TBL implementation requires ongoing reflection and
adaptation by both faculty and students. A key aspect is aligning in-class outcomes with
pre-work content, ensuring continuous improvement. This study examines the impact of
TBL application exercises on student learning and subsequent adjustments to pre-work
materials. Methods: A collaborative effort involving four CHSU-COM second-year
medical students, the Office of Academic Affairs and Assessment director, and a faculty
member aimed to explore innovations around a TBL activity. Students were tasked with
creating an application exercise for the Endocrine Reproductive Medicine (ERM)
course. Their challenge included designing PowerPoint slides integrating relevant topics
and crafting clinical vignettes with histological and embryological questions. Results:
Evaluation of student performance revealed strengths in understanding neoplasm
morphology and basic ovarian histology. However, a significant portion struggled with
correlating embryological origins with differentiated structures, indicating a gap in
comprehension. Proposed modifications to pre-work materials aim to address this,
ensuring better integration of embryology concepts with clinical scenarios. Discussion:
This study underscores the importance of faculty engagement and continuous
improvement in TBL pedagogy. Challenges in teaching effectiveness, whether due to
limited or excessive familiarity with the discipline taught, highlight the need for tailored
feedback and ongoing professional development for educators. By leveraging student
feedback and assessment results, educators can refine content delivery, ensuring
comprehensive coverage of learning objectives and enhancing teaching competency.