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18909

Title

Integrating legal, ethical and practice aspects in a Team-Based Learning [TBL] session [poster presentation; the Association of Chiropractic Colleges' Thirteenth Annual Conference, 2006]

URL

Journal

J Chiropr Educ. 2006 Spring;20(1):105-106

Author(s)

Subject(s)

Association of Chiropractic Colleges / congresses

Peer Review

Yes

Publication Type

Meeting Abstract

Abstract/Notes

Introduction:Courses in jurisprudence, ethics and practice management at the Canadian Memorial Chiropractic College (CMCC) are traditionally taught separately and by different faculty members. In general, we found that pre-clinical students find it difficult to apply active learning strategies, to integrate disparate course material and to perceive the relevance of the taught material to their own future professional careers. Assisting pre-clinical students to better realise that certain actions or decisions they might take in practice could have serious ethical or legal implications poses challenges for faculty. In order to address this problem, we designed a team-based learning (TBL) session to integrate legal and ethical issues in chiropractic practice.

Method:In health profession education, educators are exploring new approaches to incorporate active learning strategies into their lecture-based courses. At CMCC we have recently started to make use of TBL, which has recently shown great promise in medical education. Four faculty members offered our TBL session to a class of 156 students. Although the session was planned mainly for the integration of previous material covered, the students were also required to master extra reading material. For the application problem, the faculty member responsible for teaching jurisprudence to our third year students developed the scenario and questions. The scenario was a composite taken from his actual client files and embellished by the other team members to include ethical and practice issues and questions.

Results:The session went well and a lot of discussion was generated both in the groups and between groups. The students felt it was of particular benefit to have faculty from different courses present at the same time. Both qualitative and quantitative student evaluations of the session gave mainly positive results with the students enjoying the group interaction to solve “real life” problems as well as the immediate feedback from the faculty. They indicated that they preferred learning some course material on their own in preparation for an applied session and that more emphasis should be placed on actual cases and scenarios in the teaching of ethics. All agreed that a solid foundation in some aspects of law is important for successful clinical practice.

Discussion:The positive outcome of this session has led to a number of other faculty members expressing interest in including TBL in their courses. The positive responses from the students have also led to commitment from the CMCC administration to improve the acoustics and seating arrangement of the venue by the start of the next academic year.

This abstract is reproduced with the permission of the publisher.

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