Team based learning in medical education (original) (raw)
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Team-based learning at ten medical schools: two years later
Medical Education, 2007
PURPOSE In 2003, we described initial use of teambased learning (TBL) at 10 medical schools. The purpose of the present study was to review progress and understand factors affecting the use of TBL at these schools during the subsequent 2 years.
Team-based learning in a medical centre in Malaysia: Perspectives of the faculty
The National medical journal of India, 2014
Team-based learning (TBL) is a teaching–learning method which gives the benefit of small group learning within large classes. TBL starts with the students’ preparation, during which they study an advance assignment defined by the faculty and then participate in the readiness assurance process (RAP) to demonstrate knowledge. The RAP consists of a short individual test. This is followed by the same test taken in multiple teams with immediate feedback, the opportunity to appeal test questions, and then clarification of still difficult material. After the RAP, the remainder of the course is spent applying the content in the class to questions or problems via activities and case studies. Studies show that students’ performance improves and weaker students benefit more from TBL. Universiti Kebangsaan Malaysia (UKM) is a leading national public university in Malaysia and its medical faculty has adopted many small group approaches including problem-based learning (PBL) along with lecture se...
Team-based learning: A practical guide: AMEE Guide No. 65
Medical Teacher, 2012
Team-based learning (TBL) in medical education has emerged over the past few years as an instructional strategy to enhance active learning and critical thinking -even in large, basic science courses. Although TBL consistently improves academic outcomes by shifting the instructional focus from knowledge transmission to knowledge application, it also addresses several professional competencies that cannot be achieved or evaluated through lecture-based instruction. These 12 tips provide the reader with a set of specific recommendations which, if followed, will ensure the successful design and implementation of TBL for a unit of study.
Team-Based Learning in Medical Universities: Infrastructure and Requirements
Thrita, 2015
This review study, performed in 2014, sought to determine the requirements for the introduction of team-based learning (TBL) in medical universities. Evidence Acquisition: In this review study, relevant literature was found by searching PubMed, MEDLINE, Google Scholar, ScienceDirect, and ProQuest using the keywords of team based learning, facilitate, barrier, and challenge without any time limitation. First, the literature was selected after a review of the abstracts. Subsequently, according to the relevance to the study questions, 12 articles were included in the analysis. Results: Overall, it is essential that educational administrators fully consider the prerequisites of TBL implementation in 2 areas of pre-implementation infrastructure and execution. This goal can be attained through the establishment of 4 underlying substrates of management, planning, facilities and financial and human resources. Requirements during the implementation of TBL encompass orientation phase, process elements, and human resources skills. Fulfilling these requirements can generate positive attitude and support amongst administrators, faculty members, and students and bolster the chance of the success of plans to move the curriculum of medical universities to a more TBL-oriented approach. Conclusions: Meeting the prerequisites to incorporating TBL in the curriculum of medical universities plays a pivotal role in its success. Accordingly, in the assessment of the curriculum of medical universities, these requirements should be fully identified and fulfilled so as to be able to devise appropriate plans for the success of teaching methods.
Education in Medicine Journal
Delivery and implementation strategies are key to curriculum success. There is growing evidence that team-based learning (TBL) is an effective way of interactive teaching. TBL is a method that uses learning teams to enhance student engagement and quality of learning. Individual accountability for out-of-class reading is followed by individual and group assessment. In-class application exercises, which is the hallmark of team-based learning promotes both learning and team development. TBL uses educational principles of transforming traditional content into application of knowledge and problem solving skills in an interactive learning environment. To experience the structural framework and to determine the students' perception about TBL in clinical setting of MBBS program in a Malaysian medical school. A total of 120 students assigned to 22 small subgroups of 5-6 per group underwent a number of TBL sessions delivered in three phases. In Phase I, students were assigned reading material. In Phase II, students were assessed through One Best Answer (OBA) items for individual and group readiness assessment test as individual readiness assessment test (IRAT) and group readiness assurance test (GRAT) respectively followed by a mini-lecture. In Phase III, in-class application of learning activity was performed. Finally, peer assessment evaluated the contribution of peer in TBL. A TBL Classroom Evaluation Inventory (TBLCEI) developed to probe student's perception of TBL, comprised of 40 items composite scale with Cronbach's alpha at 0.881. In addition, students were asked to provide their estimated grade in end of the posting assessment. Grades were categorised into excellent pass >85%, high pass 70%-84%; average to good pass 50%-69% and fail <50%. These grades were measured against students' TBLCEI survey score using analysis of variance (ANOVA). Results were considered significant at p < 0.05. Results of one-way analysis of TBLCEI scores differed significantly across four estimated end of posting achievers groups, F (3,116) = 52.279, p < 0.001. Bonferroni's procedure of multiple comparisons indicated that mean value of TBLCEI score of excellent pass significantly higher [70.90 (3.684)] than high pass [66.57 (3.625)], average to good pass [60.42 (3.583)] and fail [57.67 (5.626)] at p < 0.001. It is concluded that medical students favourably liked TBL for interactive learning irrespective of their grades. A positive response for TBL from students is encouraging to consider
Team-based learning as a teaching strategy for first-year medical students
Australasian Medical Journal, 2014
Background Teaching programmes in medical education are now routinely employing active learning strategies to enhance the learning process and engage students in higher levels of learning. Team-based learning (TBL) is one active learning strategy that builds on individuals' strengths by allowing them to collaborate and work as a team to achieve a common learning objective. Aims The present study aims to evaluate the impact of TBL on student performance. It also aims to assess students' attitudes towards TBL and the feasibility of its incorporation into the course curriculum. Methods From a class of 241 students, 128 who agreed to participate in the study underwent two sessions of TBL each consisting of Individual and Group Readiness Assurance Tests (IRATs and GRATs). The readiness assurance tests each had 13 multiple choice questions (MCQ). To analyse the impact of TBL supplementation, the median sessional MCQ scores of students who underwent TBL supplementation (group 1) were compared with those who did not undergo the session (group 2). Students' experiences with TBL and their attitudes towards incorporation of TBL into the course curriculum were analysed using a feedback questionnaire that was given to students who underwent TBL. Results Students belonging to the TBL group performed significantly better than the students who did not undergo TBL (p<0.001). The median sessional MCQ score of the TBL group was seven and non-TBL group was six. The overall mean attitude score obtained from feedback questionnaires was 3.57, which indicates a positive attitude towards TBL. Conclusion The team-based learning session improved student engagement with course content. The majority of the students felt that TBL supplementation enhanced their understanding of course content and believe that it will help them perform better in their exams.
Utilization of Team Process Framework to Improve Small-Group Learning in Medical Education
Medical science educator, 2016
The setting for medical practitioners typically involves collaborative and interdisciplinary teams. Medical schools have embraced many teaching methods that use a group of learners to facilitate learning. However, the actual learning benefits of these methods require additional inquiry in the areas of team cognition and team processes. There is limited research that evaluates the value of the team process behaviors in medical education to improve collaborative learning outcomes. This conceptual article provides a framework for team learning processes based on the theoretical foundation of social learning and the development of group shared mental models during team interactions that impact a student's performance.
BMC medical education, 2018
While Problem Based Learning (PBL) has long been established internationally, Team-based learning (TBL) is a relatively new pedagogy in medical curricula. Both PBL and TBL are designed to facilitate a learner-centred approach, where students, in interactive small groups, use peer-assisted learning to solve authentic, professionally relevant problems. Differences, however, exist between PBL and TBL in terms of preparation requirements, group numbers, learning strategies, and class structure. Although there are many similarities and some differences between PBL and TBL, both rely on constructivist learning theory to engage and motivate students in their learning. The aim of our study was to qualitatively explore students' perceptions of having their usual PBL classes run in TBL format. In 2014, two iterations in a hybrid PBL curriculum were converted to TBL format, with two PBL groups of 10 students each, being combined to form one TBL class of 20, split into four groups of five s...