Examining the influence of team-based learning on medical students’ comprehension and attitudes regarding psychedelic therapies
Shiven Chaudhry, Anne Weisman, Molly M. Hagen, Kathryn L. S. Pauli, Burton J. Tabaac
Dialogues in Clinical Neuroscience September 2, 2024 DOI: 10.1080/19585969.2024.2398456 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Pre-post educational intervention Qualitative Peer reviewed |
|---|---|
| Sample size | 63 |
| Population | Medical students |
| Duration | Two-hour intervention |
| Topics | Psychedelic-assisted therapy |
| Keywords | Comprehension Medical education Applied psychology Cognitive psychology |
| Key points | Team-based learning significantly improved medical students' knowledge and attitudes toward psychedelic therapies. |
Abstract
Introduction: This study evaluates the impact of a two-hour team-based learning (TBL) curriculum on medical students' knowledge, comprehension, ethical understanding, and attitudes towards psychedelic therapies.
Methods: Sixty-three pre-surveys and fifty post-surveys assessed students' perceived knowledge and attitudes using Likert scales. Forty-eight matched pre/post-knowledge tests with multiple-choice questions quantified changes in comprehension. The TBL approach featured independent learning, team readiness assessments, and application exercises.
Results: < 0.0001). Qualitative feedback reflected enhanced comfort discussing psychedelics clinically. While some students expressed support for psychedelic-assisted therapy, others cited reservations.
Discussion: This innovative curriculum bridged an important education gap given the increasing relevance of psychedelic medicine. Findings suggest TBL enhances medical student preparedness in this emerging field. Continued curricular development is warranted to ensure proper psychedelic education aligns with patient needs and legislative policies. As psychedelic research progresses, maintaining instructional excellence is crucial for future healthcare professionals.