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MedEd DeepDive: Where Innovation Meets Education
Whether you're a student navigating the complexities of medical school, an educator striving to improve learning outcomes, a researcher pushing the boundaries of knowledge, or a policymaker shaping the future of medical education—this podcast is for you.
In Season 1 of MedEd DeepDive, we explore the cutting-edge innovations transforming how we teach and learn. From the use of AI and chatbots to combat vaccine misinformation to the game-changing potential of virtual simulations and the metaverse in medical training, our episodes dive into the latest research and real-world applications. We'll also discuss innovative tools like serious games, escape rooms, and virtual patients that make learning more immersive and effective.
Join us as we examine the technological advancements and essential human elements of healthcare education, highlighting how strategies like interprofessional education, team-based learning, and even traditional methods like moulage can create a more holistic and impactful approach.
Subscribe now to stay ahead of the curve and participate in the conversation shaping the future of healthcare education.
Ever find yourself nodding off in a lecture wishing there was, like, a more engaging way to learn?
Yassin:Yeah. I think we've all been there.
Zaynab:Totally. And guess what? We're diving into a medical school that felt the exact same way. They decided, you know what? Let's ditch the old lectures and make team based learning the core of their curriculum.
Yassin:And they went all in. We're talking about the Lee Kang Kyun School of Medicine, LKC Medicine, and they've woven team based learning into a whopping 60% of their first two years. That's not just, like, adding a group project here and there.
Zaynab:60%. That's intense. But before we get into the details of their experience, let's break down what makes team based learning or TBL as it's often called, different from, you know, your typical group project.
Yassin:It's night and day compared to those divide and conquer projects we've all been through, where someone ends up doing all the work. TBL has a clear structure, there's individual accountability, and it's all about active learning.
Zaynab:Okay. So walk us through how this actually works. Paint us a picture.
Yassin:Alright. So picture this. Before class even starts, you're diving into the material solo, like articles, videos, you name it. That way, everyone shows up prepared and ready to engage.
Zaynab:So no more coasting by on your teammate's hard work. I've definitely been there.
Yassin:Exactly. And that leads us to the readiness assurance phase. This is where things get interesting. Students start with an individual quiz called the I are at. Think of it as a self check to make sure you've got the basics down before you join your team.
Zaynab:I like that. It's like taking your own temperature before jumping into a group discussion.
Yassin:Precisely. And then comes the team quiz, the TRT. This is where the real collaboration happens. The team tackles the same questions together. They hash out the answers, and they have to come to a consensus.
Zaynab:So there's that built in accountability we were talking about. You can't just hide in the corner if you haven't done the work.
Yassin:You got it. And here's the best part, immediate feedback. Students and instructors see the results right away, so they know what needs more clarification. No more waiting weeks for grades to figure out what you missed.
Zaynab:Now that's what I call efficient. But the $1,000,000 question is, how did LKC Medicine manage to do this on such a massive scale with, like, huge class sizes? Seriously, it's hard to imagine, like, how do you even begin to coordinate that much active learning with hundreds of students? This wasn't just, like, dipping their toes in the water.
Yassin:Right. That's what makes their story so interesting. This wasn't a small pilot program. The article we were talking about, it actually points out that most medical schools using TBL article we were talking about, it actually points out that most medical schools using TBL, they do it on a much smaller scale, you know. So LKC Medicine, they basically had to navigate a whole new set of challenges when they went all in like this.
Zaynab:So, like, what were some of those hurdles? What happens when you try to, I don't know, supersize active learning?
Yassin:Well, one of the first things they realized was that those typical learning spaces, they just wouldn't cut it. Imagine trying to have, like, a lively team discussion, but you're crammed into those tiny lecture hall seats all facing the front, you know, the ones. Not exactly the best setup for actual collaboration.
Zaynab:Ugh. Yeah. Those lecture halls, they always make me think of just listening, taking notes, definitely not discussing.
Yassin:Exactly. So LKC Medicine, they made a big decision. They ditched the old lecture hall design and created what they call, get this, team centric learning spaces.
Zaynab:Okay. Now I'm intrigued. Team centric learning spaces. What do those even look like?
Yassin:So the paper describes them as these big open rooms filled with round tables, and they're, like, the perfect size for teams to work together.
Zaynab:So less like a lecture hall. More like, I don't know, some cool collaborative workspace you'd see at a tech startup or something.
Yassin:That's a great way to put it. And they really thought of everything. They even have, like, built in microphones at each table, these huge screens for sharing presentations, you know, making sure that everyone can hear and see each other. They designed the whole environment to support the way teams actually work.
Zaynab:Wow. It sounds like they really went above and beyond to remove all those, like, physical barriers we've all experienced in those awkward group projects. But the space is just one piece of the puzzle. Right? What about the tech?
Zaynab:They must need some pretty sophisticated systems to make this work on such a large scale.
Yassin:You're totally right. And they could have just used, like, a typical e learning platform, but they didn't. They actually developed their own custom system called iLAMS.
Zaynab:ILAMS? Okay. I've never even heard of that.
Yassin:Most people haven't. It's pretty unique. And it wasn't just some afterthought. They wove it into every single stage of their TBL process.
Zaynab:Okay. Now I'm really interested. Tell me more about this iLAM system. Like, how does it actually work in practice? A custom system just for TBL.
Zaynab:Wow. Talk about commitment. So what's so special about this I LAN thing? What can it do that other systems can't?
Yassin:Well, for students, it's kinda like a central hub. You know, they can access all of their learning materials, submit those quizzes we were talking about, the IRATs and Tourettes, and even shoot questions directly to the instructors during those team discussions.
Zaynab:Dandy. But I bet the really cool stuff is what's going on behind the scenes, right, for the instructors.
Yassin:Oh, absolutely. ILAMS gives instructors this real time dashboard of how the students are doing.
Zaynab:So, like, while students are taking those quizzes, the instructor can see who's nailing it and who's hitting a wall all in real time.
Yassin:Exactly. Let's say a student is really struggling with a certain concept. Right? Ilams, it flags that difficulty for the instructor. And then the instructor can, you know, adjust on the fly.
Yassin:They can spend a little extra time on that concept during the session, make sure everyone's got it.
Zaynab:That's amazing. It's like super powered personalized learning. They're getting support exactly when and where they need it so efficient. But let's talk about the instructors for a second. Who's actually running these TBL sessions?
Zaynab:Is it one poor instructor trying to manage this whole thing with 100 of students.
Yassin:Okay. So this is another area where LKC Medicine got really innovative. They realized that, you know, to make TBL really sing, you need a certain skill set. And it's not always the same as being a content expert. So they decided to have both.
Yassin:They have what they call a co teaching model.
Zaynab:Co teaching model. So, like, 2 teachers for each session. Tell me more about that.
Yassin:Yeah. So there's a content expert and a TBL facilitator working together like a team.
Zaynab:Okay. That's kinda cool, actually. Two heads are better than 1. Right. So how does that work in practice?
Yassin:Well, the content expert, they're the subject matter expert, obviously. They make sure, you know, the information is accurate, current, all that. And then the TBL facilitator, they're like the master of group dynamics. They keep the discussions going, keep them focused, productive, you know, make sure everyone's engaged.
Zaynab:I love that. So they each bring their own strengths to the table. It sounds like a really well rounded approach. Now I know LKC Medicine is still relatively new to this whole TBL thing, but they've already made some serious waves. What have they learned along the way?
Zaynab:What are some takeaways?
Yassin:Well, they've been really open about the lessons they've learned, which is so helpful for others who are, you know, looking to do the same thing. One thing they've emphasized is the importance of having a really strong centralized team to coordinate everything.
Zaynab:That makes sense. Right? I mean, with so many moving pieces, you gotta keep it all organized. So, like, what does that team actually do?
Yassin:Well, they handle everything from, like, training the faculty on how to do TBL effectively to managing all the resources to making sure everything is high quality. They're kinda like the glue that holds it all together.
Zaynab:The TBL dream team. Okay. What else?
Yassin:Another big one is staying flexible, being willing to adapt. LKC Medicine, they've stressed that, you know, a TBL curriculum, it can't be static. It has to evolve. They use student feedback, you know, new developments in medicine to keep tweaking it, keep making it better.
Zaynab:So it's not a one and done situation. It's constantly growing.
Yassin:Exactly. And finally, they're all about the data. Remember how we talked about ILAMS collecting all that real time information on the students?
Zaynab:Yeah. Like, who's struggling, who's getting it, all that.
Yassin:Right. So they're not just collecting that data. They're analyzing it. They're using it to see what's working, what's not, where they can improve the curriculum. It's pretty impressive.
Zaynab:It really is. It sounds like they've really thought of everything. From the physical space, to the technology, to the people. It's like they've created this whole ecosystem for TBL to thrive.
Yassin:And you can tell they're really passionate about it. They really believe that this is the future of medical education, this more engaging, collaborative way of learning.
Zaynab:Well, it certainly got me convinced. I mean, it makes you wonder, could this work in other fields fields too? Could we all benefit from a little more team based learning? Something to think about for sure. And on that note, we're gonna wrap up this deep dive into the world of team based learning at LKC Medicine.
Zaynab:We've covered a lot of ground from the nitty gritty of how TBL works to the challenges of going big to the amazing results LKC Medicine has achieved. Big thanks to our expert for breaking it all down for us.
Yassin:My pleasure. Always happy to talk about TPL.
Zaynab:Until next time. Keep those brains buzzing, and we'll catch you on our next deep dives.