Team-Based Learning (TBL) is a well-defined pedagogy that combines individual pre-class guided learning with small group in-class active learning. TBL emphasizes the importance of individual accountability, team-work, critical thinking, and the application of basic, fundamental concepts in solving real world problems. The role of the instructor is to clearly articulate the learning outcomes and objectives, create challenging problems for students to solve, and probe their reasoning in reaching conclusions. The purpose of this guide is to provide faculty with a concise set of instructions on how to create a course built on a TBL frame. Using the backward design method, faculty will be guided through the process of first developing learning outcomes, then identifying fundamental course concepts and defining specific learning objectives, followed by generating guided learning materials, and finally creating robust instruments for assessing student learning.
Team-Based Learning (TBL) engages students in active learning, which promotes both the acquisition and retention of knowledge. This is in sharp contrast to the classic method of teaching by lecturing to students.
The book concludes with a review and critique of the current scholarship on TBL in the health professions, and charts the needs for future research.
... 39 Teaching skills Joining the TBL Listserv, 39 reading books/guides, 37–39 regional and national workshops, 39 TBL consultant, 40 TBLC members, 40 visiting a school, 40 Team Based Learning for The Social Sciences and Humanities ...
In fact , he believes that team - based learning " increases both the breadth and depth of students ' learning . ... classes that typically involve discussion , such as courses in the humanities and the social sciences .
Provides one-of-a-kind, in-depth guidance for improving effectiveness in the classroom This is the only book for new and midcareer faculty that delivers practical, evidence-based strategies for physician assistants, nurse practitioners, and ...
This book offers an invaluable resource for students, educators, academics and others interested in health professions education.
The purpose of this book is to provide a concise guide on how health professional students can become actively engaged in team-based learning (TBL) and sharpen their clinical reasoning and critical thinking skills.
This book presents the scientific basis of problem-based learning and goes on to describe the approaches to problem-based medical learning that have been developed over the years at McMaster University, largely by Barrows and Tamblyn.
Lee, A., Steketee, C., Rogers, G., Moran, M., 2013. Towards a theoretical framework for curriculum development in health professional education. Focus Health Prof. Educ. 14 (3), 70–83. Reeves, S., Lewin, S., Espin, S., Zwarenstein, M., ...
This book focuses on large and small group educational settings and offers brief strategies to engage learners to assure active learning strategies are core to the learning environment.