Pedagogical and Content Expertise in Team-Based Learning: Re-aligning Two Teaching Perspectives in an Undergraduate Medical School

Yang, Lishan; Peng, Emmanuel Tan Chee; Rajalingam, Preman

doi:10.1007/978-981-15-5155-0_3

Cited by 1 publication

(1 citation statement)

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“…Facilitators vary in their preparation for TBL sessions-some read through all these materials in great detail, whereas the more experienced Facilitators mainly scan through the AE questions to get a broad sense of how the case discussions may flow and how to time the discussions. The teaching perspectives [8] of Content Experts and Facilitators, and how these contribute to two strangers being able to successfully and effectively conduct a large-group TBL session, are covered in another article that is currently in press [12].…”

Section: Activitymentioning

confidence: 99%

Are Two Teachers Better than One? Team Teaching in TBL

Yang¹,

Rajalingam²

2019

Med.Sci.Educ.

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Teaching the medical sciences using team-based learning (TBL) is a complex task, which requires knowledge of both the subject matter and pedagogy. To deal with these increased demands on the teacher, a strategy where every TBL session is co-taught by a Content Expert and a Facilitator was implemented. Twelve classroom sessions focusing on the interaction between these groups of teachers and their contribution in class were observed. There are quantitative and qualitative differences in the nature of the questions that they ask. The findings provide insight into how effective TBL sessions arise from complementary questioning strategies from these parties.

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Section: Activitymentioning

confidence: 99%