Using Team-Based Learning to Teach Human Subjects Research Ethics
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SHORT COMMUNICATION
Using Team-Based Learning to Teach Human Subjects Research Ethics Chrystal L. Lewis 1
&
Julie M. Estis 1
# International Association of Medical Science Educators 2019
Abstract Background For health sciences students, understanding human subjects research ethics is essential for providing equitable healthcare. Active learning approaches were needed to engage students with the content and support transfer of knowledge to clinical practice. Activity A team-based learning (TBL) module was developed and implemented in an evidence-based practice undergraduate nursing course across 3 semesters with 169 students to promote understanding and application of research ethics principles. Results and Discussion Thematic analysis of student reflections showed five themes: change in attitude, learning/understanding, application of ethical principles, specific terminology, and specific examples. Faculty facilitators reported increased engagement, understanding, and application. Keywords Ethics . research . Team-based learning . Nursing education . Medical education
Background Undergraduate nursing students at a regional, public university in the Southeastern United States expressed discontent with learning about human subjects research ethics. During a course instructor planning meeting when a new faculty joined the course, a previous course faculty reported that the students were not engaged in human subjects research ethics classroom discussions, demonstrated poor understanding of key concepts assessed on multiple-choice exam questions, and complained on semester evaluations that the unit was irrelevant to clinical practice. The previous course faculty perceived the students as presenting overconfident attitudes toward ethical violations’ vulnerability. The previous course faculty also felt that students memorized a definition without fully comprehending what that terminology meant. To address the above concerns, a team-based learning (TBL) module, which included an individual reading assignment, an individual readiness assurance test, a team readiness assurance test, and team application activities, was developed and implemented. As a highly structured form of collaborative and active learning, TBL motivates students to prepare for
* Chrystal L. Lewis [email protected] 1
University of South Alabama, 5721 USA Dr. N, HAHN 4064, Mobile, AL 36693, USA
class, promotes individual accountability and team problemsolving, and focuses on application of course content to realistic situations [1–4]. TBL has been used as an effective instructional methodology for ethics content in medical education. Chung et al. [5] found TBL to be an effective medium to teach medical ethics to medical students. Chung et al. likened their application exercises to more complex readiness assurance tests (RAT). Additionally, Miyasaka et al. [6] recommended that healthcare ethics instruction include laying a historical framework, providing methodological guidance for addressing ethical issues, and encouraging student introspec
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