Team-Based Learning For Bioethics
A Bioethics Team-Based Learning Curricula to Teach and Assess Patient-Centered, Humanistic Ethics for Residents and Other Health Professionals
Our Mission
To improve the lives and care of children and adults through innovative education of residents and healthcare professionals in biomedical ethics, designed to produce professionals who are competent in addressing bioethical concerns with effective, humanistic patient-centered methods.
Our Approach
Our curriculum delivers the insight and knowledge medical professionals need to excel. Through our unique team-based learning approach, we allow learners to understand and practice bioethics.
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Who We Are
Our goal is to learn from each other. Learn more about our creators, their credentials, and their expertise.
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We offer a large collection of crucial documents exploring team-based learning, bioethics, and more.
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1. Why Is Bioethics Important?
Bioethics is knowledge of, and practice in, applying moral science to real-world healthcare dilemmas in the office, at the bedside, within systems, research networks, and the culture at large. Since medicine is not purely empirical because it involves relationships between persons, learning how to navigate ethical dilemmas in clinical practice with confidence is essential to being an excellent health care professional.
2. What Is TBL?
Team-Based Learning (TBL) is an evidence-based teaching, learning, and assessment method that utilizes a “flipped classroom approach” to deliver both content (requisite knowledge) and practice opportunities (applications) to enhance collaboration within teams and promote deeper, experiential learning.
3. What Make Us Unique?
Our TBL Bioethics Curriculum is the first in the nation to utilize TBL: a) to teach a comprehensive curriculum in bioethics; b) to teach resident (graduate medical education) learners; c) to share freely our work with other individuals and institutions to enhance humanistic and ethical education, and improve patient care in the process.
Want to Use BEETLE?
BEETLE is an open-access, free educational sharing website which contains our core curriculum, and allows the registered user to learn about TBL use in medical ethics education. Gain access to our all documents today!
Meet Our Team
Ashley K. Fernandes, MD, Ph.D.
Ashley K. Fernandes, MD, Ph.D., is the Director of Ethics Education at Nationwide Children’s Hospital, the Associate Director of the Center for Bioethics at The Ohio State University College of Medicine, and an Associate Professor of Pediatrics at Nationwide Children’s Hospital.
Sandra P. Spencer, MD
Sandra P. Spencer, MD completed her Pediatric Residency and Pediatric Emergency Medicine Fellowship at Nationwide Children’s Hospital after graduating from The Ohio State University College of Medicine and Public Health.
Sheria D. Wilson, MD, MA
Sheria D. Wilson, MD, MA, is an attending neonatologist in the Division of Neonatology at Nationwide Children’s Hospital and The Ohio State Wexner Medical Center.
Andrew Philip, MD
Andrew Philip, MD is a psychiatry resident at The Ohio State University, and a recent graduate of The Ohio State University College of Medicine. While a medical student, he served as a research assistant to the Nationwide Children’s Hospital team.
Stephanie M. Lauden, MD CTropMed FAAP
Stephanie M. Lauden, MD CTropMed FAAP joined Nationwide Children’s Hospital in 2017, initially in the division of Pediatric Emergency Medicine, and then transitioned to Pediatric Hospital Medicine in 2018. Dr. Lauden completed dual-undergraduate degrees at the University of Rochester, before attending medical school at the Boonshoft School of Medicine (Wright State University in Dayton, OH).
Frequently Asked Questions
What “supplies” do I need to conduct a TBL exercise?
One of the best things about TBL exercises is that they are low-cost, both in material and faculty resources. We recommend the following:
- Learning Objectives and the multiple-choice IRAT—no cost or supplies. They can be created by the module leader. We recommend following evidence-based guidelines for the creation of learning objectives (“what do you want the learner to do?” rather than “what do you want the learner to know?”) and multiple-choice questions. Some helpful guides can be found here:
(a) Fink, LD. A Self-Directed Guide to Designing Courses for Significant Learning. 2005. Published online: https://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf
(b) https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/
(c) CJ Brame, “Writing Good Multiple Choice Questions”
- GRAT—these are the same questions as the IRAT; however, the “scratch off cards,” known as IFAT cards, are vital. They allow groups to commit to an answer and simultaneously discover whether the answer is right (a “star” underneath the silver covering indicates the correct answer). The IFAT scratch cards can be purchased inexpensively and in bulk at: http://www.epsteineducation.com/home/
- Team Application Exercise (tAPP)—little to no cost, unless you want there to be! Team or group application exercises can involve a variety of formats: paper cases, role-play, debates, videos. Faculty must have confidence in being able to facilitate, rather than be the “sage on stage.” Faculty should allow learners to “discover” the correct answer (where possible) and be careful to allow the free exchange of ideas and debate in ethics, where the learning really takes place!
How much time should be allotted for each TBL module?
We recommend a minimum of 90 minutes to effectively completed each module. This amount of time allows for more flexibility for managing discussions. However, time can be adjusted. For example, the Readiness Assessment Test (IRAT) can be shortened to allow more time for group discussion. Also, group discussion of questions can occur after the TBL using message boards or email format as to allow more time for the application exercise.
Do you have to be an “expert” in ethics to lead the TBL sessions?
Although it is helpful to have some familiarity with basic principles of bioethics, it is not a requirement. Leaders can use the pre-reading and answer key for the IRAT/GRAT portion. The Application exercises are designed for participants to develop and support their own decisions. The leader should help create discussion and ask participants to think outside the box, not necessarily provide answers. The leader’s strength should be in facilitation and being able to create enriching discussion in the context of ambiguity, not lecturing or even content expertise.
Do you have to do the TBL modules in order?
We do recommend starting with the “Intro to Bioethics” TBL as it introduces the Five Box Method and provides a framework for future ethical decision making. After completing this TBL, the other TBLs can be done in any order, according to the needs and desires of the institution. In addition, each program may select to some, but not all, of the TBLs to fit specific program needs.