Team-based learning (TBL) offers opportunities to tailor curricula to match specific aims and modalities of innovative medical education models. This paper describes a TBL curriculum developed for a longitudinal integrated clerkship (LIC) at an urban safety-net hospital. Similar to our LIC students’ clinical training experience, which includes simultaneously meeting core competencies across specialties in an underserved setting, our TBL curriculum is multidisciplinary and integrates topics related to caring for vulnerable patients. TBL within our LIC avoids the limitations of teaching content in specialty specific silos, creating a cohesive didactic and clinical education model which is highly rated by our students.
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Nichole Zehnder, Sarah Axelrath, Michelle Cleeves, Jennifer Stichman, Enhancing Education Grant from the University of Colorado, Rymer Small Grant from the University of Colorado.
Funding for curriculum development provided by Enhancing Education Grant from the University of Colorado, Rymer Small Grant from the University of Colorado.
Conflict of Interest
The authors declare that they have no conflict of interest.
This project was reviewed by the Quality Improvement Committee of Denver Health (QuIRC), which is authorized by the Colorado Multiple Institutional Review Board at the University of Colorado, Denver (COMIRB), and was determined not to be human subject research. As such, this project did not require IRB review.
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
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Ari, M., Venci, J.A., Kulasekaran, V. et al. Team-Based Learning in a Longitudinal Integrated Clerkship: an Opportunity for Integrated Multidisciplinary Learning and Curricular Focus on the Underserved. Med.Sci.Educ. 30, 625–629 (2020). https://doi.org/10.1007/s40670-019-00856-5
- Team-based learning
- Longitudinal integrated clerkship
- Undergraduate medical education
- Curricular innovation