Designing Effective Group Activities: Lessons for Classroom Teaching and Faculty Development

Michaelsen, Larry K.; Fink, L. Dee; Knight, Arietta

doi:10.1002/j.2334-4822.1997.tb00335.x

Cited by 82 publications

(59 citation statements)

References 14 publications

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“…9 The method employs strategies that incorporate the effectiveness of small group learning methods like problem-based learning (PBL) into large-group, lecture-oriented sessions. 10,11 Adequate knowledge of basic sciences such as anatomy, with a strong emphasis on 'clinical application' , logical learning, and developing effective problem solving skills is considered crucial for effective and safe clinical practice. 12,13 Although numerous strategies have been employed to develop these skills, implementing them early in the curriculum can be a great challenge.…”

Section: Perceptions and Attitudes Of First-year Medical Students On mentioning

confidence: 99%

“…15,16,18,19 One of the newer methods to develop these skills is the TBL method, first introduced by Michaelsen et al for teaching large classes in business schools. 10 Other significant motivators for implementing TBL were to introduce peer teaching and learning, keep students more engaged during in-class activities, and encourage students to take responsibility for their own learning. However, unlike other wellestablished teaching strategies, such as PBL, TBL has only recently been employed as an active learning strategy in medical education.…”

Section: Perceptions and Attitudes Of First-year Medical Students On mentioning

confidence: 99%

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Perceptions and Attitudes of First-Year Medical Students on a Modified Team-Based Learning ( TBL ) Strategy in Anatomy

Inuwa

2012

SQUMJ

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Objectives: Although team-based learning (TBL) is widely used in medical education, its evaluation from the perspectives of the students exposed to it has been limited. This paper reports on a quantitative and qualitative evaluation of perceptions of first year medical students towards TBL. Methods: Lectures in an anatomy course were transformed into a series of TBL sessions for two cohorts of first-year medical students. Each session consisted of pre-class reading, in-class readiness assurance tests, and problem-solving of clinical cases by student teams. At the end of each course, students were surveyed using qualitative and quantitative instruments to assess their perceptions of the strategy. Internal consistency of questionnaire items was determined by a reliability analysis (Cronbach's alpha). Principal component factor analysis and correspondence analysis were conducted on the quantitative data. Open-ended questions were explored by thematic analysis. Results: Students' evaluations indicated that TBL is a welcome alternative to lecture-based teaching; as implemented in this study, it encouraged clinical problem solving and fruitful in-class discussion. Principal component factor analysis identified five factors (Cronbach's alpha 0.602-0.875). However, the majority of students disapproved of mixed gender TBL teams. Most students agreed that the strategy facilitated consistency in their study, generated an increased awareness about selfdirected learning, and had a positive impact on their learning attitudes. Conclusion: TBL is a welcome instructional strategy as reported by our first-year medical students. It was perceived to be a better approach compared to content-based lectures. The effect on actual student performance is currently being investigated. O ne of the global trends in teaching in medical schools has been a move towards more student-centered, integrated, clinical application models. [1][2][3] In addition, teaching strategies that promote active learning and problem-solving are increasingly being advocated. [4][5][6][7] An example of such a strategy that combines features of student-centeredness and problem-solving attributes is team-based learning (TBL). 8 In its classical format, TBL employs a structured three-phase sequence during which learners study an advanced assignment defined by faculty, demonstrate knowledge through individual and group readiness assurance tests (IRATs, GRATs), and apply course concepts to problemsolving exercises designed by faculty and analysed by teams. 9 The method employs strategies that incorporate the effectiveness of small group learning methods like problem-based learning (PBL) into large-group, lecture-oriented sessions. 10,11 Adequate knowledge of basic sciences such as anatomy, with a strong emphasis on 'clinical application' , logical learning, and developing effective problem solving skills is considered crucial for effective and safe clinical practice. 12,13 Although numerous strategies have been employed to develop these skills, implementing t...

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Section: Perceptions and Attitudes Of First-year Medical Students On mentioning

confidence: 99%

Section: Perceptions and Attitudes Of First-year Medical Students On mentioning

confidence: 99%

Perceptions and Attitudes of First-Year Medical Students on a Modified Team-Based Learning ( TBL ) Strategy in Anatomy

Inuwa

2012

SQUMJ

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“…Research supports the need for students to be responsible for specific elements of a collaborative project, so long as individual responsibility is tempered with group discussion and exchange. Michaelsen, Fink, and Knight (1997) observe that in order to motivate group cohesion and productivity, "tasks should be explicitly designed to: 1) require a high level of individual accountability for group members... [and] 2) motivate a great deal of discussion among group members" (p. 377).…”

Section: Organizationmentioning

confidence: 99%

Collaborative Work and the Future of Humanities Teaching

Ullyot

O'Neill

2016

cjsotl-rcacea

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This article explores the degree to which student collaborations on research and writing assignments can effectively realize learning outcomes. The assignment, in this case, encouraged students to contribute discrete parts of a research project in order to develop their complementary abilities: researching, consulting, drafting, and revising. The outcomes for students included appreciation for their individual expertise, and experience combining discrete contributions into a result that surpasses the sum of its parts. In the course, we gave students preliminary guidance for establishing team objectives and roles for the duration of this assignment and asked them to evaluate their learning experience at the end. In this paper, we analyze the students’ quantitative and qualitative feedback, and suggest ways to structure and supervise collaborative assignments so that students develop their expertise and complementary skills. We suggest that collaborative work such as this is essential for advanced undergraduates in the humanities, where collaborations are less common than in other disciplines. Moreover, we conclude that future humanities instructors should be open to the benefits of collaborative research and writing. This article will be of interest to instructors who wish to develop collaborative assignments that improve students’ disciplinary expertise, engagement with course materials, and outreach to audiences beyond the academy. Cet article explore la mesure dans laquelle le travail en collaboration des étudiants en matière de recherche et de rédaction de devoirs peut aboutir à des résultats d’apprentissage efficaces. Dans le cas présent, le devoir demandé devait encourager les étudiants à contribuer à des sections distinctes d’un projet de recherche afin de développer leurs compétences complémentaires : mener à bien la recherche, consulter, préparer un brouillon et réviser. Pour les étudiants, les résultats comprenaient l’appréciation de leur expertise individuelle et l’expérience d’incorporer des contributions distinctes à un résultat qui dépassait la somme de ses parties. Dans le cours, nous avons fourni aux étudiants une orientation préliminaire pour établir les objectifs et les rôles du groupe pour la durée de ce devoir et nous leur avons demandé à la fin d’évaluer leur expérience d’apprentissage. Dans cet article, nous analysons la rétroaction qualitative et quantitative des étudiants et suggérons des manières de structurer et de superviser les devoirs en collaboration afin de permettre aux étudiants de développer leur expertise et leurs compétences complémentaires. Nous suggérons que le travail en collaboration tel que celui présenté ici est essentiel pour les étudiants de niveau avancé au premier cycle en sciences humaines, où le travail en collaboration est moins commun que dans d’autres disciplines. De plus, nous concluons que les futurs instructeurs en sciences humaines devraient se montrer ouverts aux avantages de la recherche et de la rédaction en collaboration. Cet article intéressera les instructeurs qui désirent créer des devoirs en collaboration pour améliorer l’expertise disciplinaire des étudiants, leur intérêt dans la matière enseignée et les activités de rayonnement pour des auditoires au-delà de l’université.

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“…[1][2][3][4][5][6][7] One of the newer methods to develop these skills is the team based learning (TBL) method, Þ rst introduced by Michaelsen for teaching large classes in business schools. [8] Problem based learning (PBL) has been used widely as a student-centered, active learning approach to teaching and has been well studied. [1,7,9] Team based learning is a relatively more recent active learning strategy employed in medical education.…”

Section: Introductionmentioning

confidence: 99%

“…The essential components to this strategy include advance preparation, team formation, readiness assurance testing, group application exercises and peer evaluation. [8,15] This method was adapted in a limited manner at Baylor College of Medicine for use in basic science and postgraduate medical education. [11] Later, this method was more extensively used in a medical gross anatomy and embryology course at the Wright State University School of Medicine, with encouraging results.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a modified team based learning method for teaching general embryology to 1^styear medical graduate students

Shankar¹,

Ravindranath²

2009

Indian J Med Sci

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Designing Effective Group Activities: Lessons for Classroom Teaching and Faculty Development

Cited by 82 publications

References 14 publications

Perceptions and Attitudes of First-Year Medical Students on a Modified Team-Based Learning ( TBL ) Strategy in Anatomy

Perceptions and Attitudes of First-Year Medical Students on a Modified Team-Based Learning ( TBL ) Strategy in Anatomy

Collaborative Work and the Future of Humanities Teaching

Evaluation of a modified team based learning method for teaching general embryology to 1^styear medical graduate students

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Designing Effective Group Activities: Lessons for Classroom Teaching and Faculty Development

Cited by 82 publications

References 14 publications

Perceptions and Attitudes of First-Year Medical Students on a Modified Team-Based Learning ( TBL ) Strategy in Anatomy

Perceptions and Attitudes of First-Year Medical Students on a Modified Team-Based Learning ( TBL ) Strategy in Anatomy

Collaborative Work and the Future of Humanities Teaching

Evaluation of a modified team based learning method for teaching general embryology to 1styear medical graduate students

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Evaluation of a modified team based learning method for teaching general embryology to 1^styear medical graduate students