Examining the influence of team-based learning on medical students’ comprehension and attitudes regarding psychedelic therapies

A two-hour team-based learning curriculum improved medical students' knowledge, comprehension, and ethical understanding of psychedelic therapies. Pre- and post-surveys from 63 and 50 students, respectively, showed significant gains in perceived knowledge and attitudes, while 48 matched pre/post-knowledge tests demonstrated enhanced comprehension. Qualitative feedback indicated greater comfort discussing psychedelics clinically, though some students expressed reservations about psychedelic-assisted therapy. The curriculum addresses an educational gap as psychedelic medicine becomes more relevant.

Study at a glance

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.