Abstract:

Background:
Lifelong Learning in Applied Fields (LLAF) is a Tempus funded consortium that aims to create curricular reform for Lifelong Learning (LL) in health care and other fields. Students in health care need to gain skills that enable them to work in professional teams so that they can both contribute and learn from the community and their peers. LLAF has developed several models to do this using constructivist pedagogical techniques. This abstract describes implementation of one of these models at the Faculty of Medicine in the Galil, Bar Ilan University, ISRAEL

TBL (Team Based Learning), a method that promotes practical problem-solving in teams, was used to teach medical students about inequalities in public health and instill a social commitment to reduce the gaps in health care in Israel. Through this process, students may develop high-order and critical thinking skills. Self and peer learning and teamwork will contribute to their personal and professional development and motivation to be life-long-learners.

Aims:
To evaluate the contribution that TBL made to students’ understanding of health inequalities, the role of physicians in reducing health gaps and practical ideas for reducing the gap.

Teaching method:
TBL is anchored in a social constructivist approach to active learning. It consists of a reading assignment before class, individual and groups multiple choice tests and a team applied problem-solving exercise. It aims to promote active learning, development of critical thinking and team work.

Methods:
Students read the Israeli Medical Association document on inequalities in health and were tested individually and in group multiple choice exams. In the next step, students performed an assignment about "healthcare inequalities in Diabetes" in four cultural groups. This included discussion in teams about the social causes to the phenomenon, as well as the duty of the physician to the patient and the community and the State's liability for reducing these gaps. A teaching survey, attitude questionnaire and focus group were performed to evaluate the method.

Results:
TBL was well received. Students rated the method as deepening their understanding of written material (4; five-rank-scale). However they failed to see its value in contributing to their skills as physicians (3.4; five-rank-scale). The focus group provided insights into how the approach can be improved.

Conclusions:
TBL has potential as a teaching method to encourage students to read in depth, test their knowledge and work in teams.

Keywords:

Lifelong Learning in Applied Fields (LLAF), Tempus funded consortium Team Based Learning, active teaching method Public health course for doctors of the futu.