1. Using Team Based Learning for an Interdisciplinary Course in Spirituality and Clinical Care Ruth E. Levine MD Kay Sandor PhD, RN Harold Vanderpool PhD, Th.M. Roger Marion PhD Victor S. Sierpina MD The University of Texas Medical Branch, Galveston

3. Spirituality and Clinical Care Funding and Support for the Course 1998-2002 Templeton Foundation ($25,000) 2003-2004 Kennedy Foundation ($15,000) 2005-2009 Templeton Foundation ($50,000)

4. Course Objectives Nursing, medical, and allied health students will learn: The empirical evidence related to spirituality and health. That patients take spirituality and their faith seriously. When to consult chaplains. How serious illness raises spiritual or meaning of life issues. Models of empathic communication. How to take a spiritual history. http://cam.utmb.edu/curriculum/spirituality06.asp

5. 2007 Spirituality And Clinical Care http://cam.utmb.edu/curriculum/spirituality06.asp 2007 Spirituality And Clinical Care http://cam.utmb.edu/curriculum/spirituality06.asp A Course of Study and Practice for UTMB Nursing, Medical, and Allied Health Students HomeHome Acknowledgements Syllabus Cases Bibliography Spiritual Self-CareAcknowledgementsSyllabusCasesBibliographySpiritual Self-Care S Y L L A B U S I N D E X WHAT THIS COURSE OF STUDY IS AND IS NOT COURSE OBJECTIVES FORMAT AND TOPICS - (TIME AND PLACEFORMAT AND TOPICS - (TIME AND PLACE) COURSE REQUIREMENTS REQUIRED READING/RECOMMENDED READING MODELS FOR TAKING A SPIRITUAL HISTORY CASES AND QUESTIONS FOR GROUP DISCUSSION BIBLIOGRAPHY OF SELECTED ANNOTATED SOURCES QUICK GUIDE FOR CULTURES AND SPIRITUAL TRADITIONS QUICK GUIDE FOR CULTURES AND SPIRITUAL TRADITIONS (from the Association of Professional Chaplains)Association of Professional Chaplains

6. Comparison of old and new course Previous course Required reading, but seemed like most students didnt read it 2 hours of lectures Demonstrations of how to take spiritual history Nursing and Allied health students were added to existing medical student groups for case based discussions New Course TBL with required readings, IRAT/GRAT, and several applications in one large group session 2 hours of lectures Simulated patient demonstrations of how to take a spiritual history

7. Spirituality and Clinical Care: An Interdisciplinary TBL Course Pre-requisite reading from a spirituality chapter given to Medical, Nursing, and Allied Health Students 1st hour: Students put into teams based on specialty, and given IRATs and GRATs with IFATs for immediate feedback Appeals allowed (open book) 2 nd Hour- had 2-3 different applications with facilitators from different backgrounds contributing to the discussion

8. Classroom Engagement Survey- Interdisciplinary (CES-I) The CES-I is an adaptation of the Classroom Engagement Survey (CES) [Baylor College of Medicine, 2001]. The original survey used 8 items measuring Learner Participation (LP) and Learner Enjoyment of Class (EC). Two additional Interdisciplinary Awareness (IA) items were added to measure the importance of working with students of other disciplines.

9. Sample Sample A convenience sample of 342 nursing, medical, and allied health students participating the Spirituality and Clinical Care course were recruited into the study. Nursingn = 112 (33%)Malen = 132 (39%) Medicinen = 213 (62%)Femalen = 200 (58%) Allied Health n = 13 (4%) *Missing n= 4 (1%)*Missing n = 10 (3%)

10. Using the CES-IA the TBL component had significantly greater learner participation compared to the other two course components (p<.001)

11. The TBL component also had significantly higher enjoyment scores compared to the lecture and SP scenario components. (p<.001)

12. The TBL component also had significantly higher interdisciplinary awareness scores compared to the lecture and SP scenario components. (p<.001)