Background: Team-Based Learning (TBL) is an instructional strategy that embraces the concept of a flipped classroom. At our institution, the Clerkship in Pediatrics utilizes TBL sessions to deliver curricular content rather than lecture format. In 2016, matriculating medical students were given iPads for the purpose of transitioning to electronic delivery of curricular materials in the pre-clinical phase of their study. In 2017, the Clerkship in Pediatrics was tasked with investigating methods to integrate iPad use into clinical education. Activity: We employed the web-based platform Examplify to deliver test questions for TBL sessions over the span of 1 academic year (2018-2019). Curricular content was converted to Examplify for half of the TBL sessions and team performance for the sessions was compared to those administered traditionally. Students participating in the course were surveyed regarding their satisfaction with the 2 formats using a 15-item survey with a 4-point rating scale and open-ended questions. Results and discussion: Integration of technology into TBL sessions was met with mixed results. Performance on the eTBL sessions was significantly higher for 2 of the 6 sessions: the Abdominal Pain (90.2% vs 84.1%, P = .04) and the Toxicology (85.6% vs 79.4%, P = .03) sessions. A majority of students felt that the eTBL sessions facilitated multiple learning styles, promoted discussions, and nurtured different learning styles. However, students also felt that the electronic sessions were more cumbersome and difficult to navigate. Future research comparing the 2 modalities using a more comprehensive integration of media content, such as video and audio files, will further inform the success of this endeavor.

中文翻译：

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将 iPad 集成到儿科实习的团队学习中：它们是否提供任何价值？

背景：基于团队的学习（TBL）是一种包含翻转课堂概念的教学策略。在我们的机构，儿科见习利用 TBL 课程来提供课程内容，而不是讲座形式。2016 年，预科医学生获得了 iPad，以便在他们的研究的临床前阶段过渡到电子交付课程材料。2017 年，儿科见习部的任务是调查将 iPad 使用整合到临床教育中的方法。活动：我们使用基于网络的平台Examplify 在1 个学年（2018-2019）的跨度内为TBL 课程提供测试题。一半的 TBL 课程将课程内容转换为Examplify，并将课程的团队表现与传统管理的课程进行比较。参加该课程的学生使用 15 项调查、4 点评分量表和开放式问题对 2 种格式的满意度进行了调查。结果与讨论：将技术整合到 TBL 会议中，结果喜忧参半。6 节课中有 2 节课在 eTBL 课上的表现显着提高：腹痛（90.2% 对 84.1%，P = .04）和毒理学（85.6% 对 79.4%，P = .03）课。大多数学生认为 eTBL 课程促进了多种学习方式，促进了讨论并培养了不同的学习方式。然而，学生们也觉得电子课程更加繁琐且难以导航。未来的研究使用更全面的媒体内容集成来比较这两种模式，例如视频和音频文件，