Should we choose between problem-based learning and team-based learning? No, combine the best of both worlds!

Dolmans, Diana; Michaelsen, Larry K.; Merriënboer, Jeroen Van; Vleuten, Cees van der

doi:10.3109/0142159x.2014.948828

Cited by 128 publications

(123 citation statements)

References 19 publications

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“…Las razones del éxito relativo y creciente del TBL como estrategia instruccional incluyen su alineamiento con los principios constructivistas del aprendizaje, sus bases neurocientíficas y psicológicas, su razón efectividad costo, la naturaleza práctica de aplicación, su adaptabilidad a las condiciones tradicionales existentes de docencia, sin exigir modificaciones de infraestructura o mayor recurso humano y su adaptabilidad adhesiva y sinérgica con otras metodologías de aprendizaje activo y participativo existentes, tales como aprendizaje por indagación, proyecto, problemas, casos y otros (dolmans et al, 2014;Wallace et al, 2014). diversos estudios apoyan la estrategia de retroalimentación, uso frecuente de test y las opciones de ensayo y error usada durante las 2 fases de los ciclos TBL.…”

Section: Conclusionesunclassified

TBL - Aprendizaje Basado en Equipos

Moraga

Soto²

2016

Estud. pedagóg.

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RESUMENEl presente artículo describe las etapas de la estrategia instruccional de Aprendizaje Basado en Equipos o TBL (del inglés "Team-Based Learning") y una visión general de los resultados de su aplicación en el aula. La evidencia indica que TBL es una estrategia instruccional práctica, económica y efectiva que genera aprendizaje activo en equipos de estudiantes, incrementa la motivación estudiantil, facilita el logro de resultados de aprendizajes, y tiende a mejorar indicadores académicos que impactan en la acreditación de las carreras.Palabras clave: aprendizaje activo y colaborativo, aprendizaje basado en equipos (TBL), estrategia instruccional. ABSTRACT This article describes the steps of the instructional strategy Team-Based Learning or TBL, and a general view of the results of its application in the classroom. Evidence shows that TBL is a practical, economical and effective instructional strategy that generates active learning in teams of students, increases student motivation, facilitates the achievement of student´s learning outcomes, and tends to increase academic indicators that impact in the accreditation of careers.

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Section: Conclusionesunclassified

TBL - Aprendizaje Basado en Equipos

Moraga

Soto²

2016

Estud. pedagóg.

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“…We read with interest the recent publication by Dolmans et al (2015) highlighting the need in improvement of medical curricula. The authors discuss the main characteristics of PBL and point out that students listen and explain to other group members what they have learnt.…”

Section: Dear Sirmentioning

confidence: 99%

“…The learning objectives created and the quality of discussion is not standardised across all the groups. As discussed by Dolmans et al (2015) there is little clarity regarding the differential amounts of time devoted by students to PBL. Some may choose to merely read a few lines of textbook or webpage like Wikipedia the night before or even the day of a PBL session -this inevitably leads to poor productivity and overall gain for the group hence mandating the use of ''Dr.…”

Section: Dear Sirmentioning

confidence: 99%

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What’s in a name: Should medical students be renamed “student doctors”?

Cumberworth

2015

Medical Teacher

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“…Peer-to-peer teaching, a primary component of PBL, provides a unique learning experience focused on acquisition and integration of basic science concepts with patient cases. This experience, in turn, introduces students to clinical reasoning early in medical school [17]. Not only is PBL a key element to the learning strategy for basic science, the curriculum at VTCSOM is integrated across four educational Bvalue domains.^The other three d o m a i n s a r e c l i n i c a l s c i e n c e , r e s e a r c h , a n d interprofessionalism.…”

Section: Introductionmentioning

confidence: 99%

Association of Multiple Mini-Interview Scores with First Year Medical Student Success in Problem-Based Learning

et al. 2016

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Purpose This study's purpose was to determine if there was a meaningful association between the multiple mini-interview (MMI) scores of students admitted to a US medical school and their subsequent performance during the basic science component of the curriculum which relies heavily on problembased learning (PBL). Methods The authors used data from the matriculating classes of 2010-2012 (n = 125). Collected data included student MMI scores, highest MCAT score, undergraduate GPA, and demographics. The authors correlated MMI scores with PBL ratings using the Sequenced Performance Inventory and Reflective Assessment of Learning (SPIRAL), a modified version of a small group scoring rubric. The authors analyzed the data using Pearson's correlation coefficient. Results The authors found significant positive correlations between the MMI and 12 of the 14 SPIRAL factors. The correlation between the MMI score and the average of the 14 SPIRAL factor ratings was 0.325 (p < 0.01). The authors found no significant correlations between the MMI score and MCAT scores, GPA, age, or gender. Conclusions Previous studies have reported on the predictive validity of the multiple mini-interview (MMI) process regarding non-cognitive learning aspects and teamwork dynamics. Our findings lend support to the growing MMI literature by showing that the MMI model is associated with aspects of small group learning. The MMI is a valued part of this school's admissions process for selecting students who may be more successful in learning activities involving groups. Other schools of medicine may find the MMI to be a valuable addition to their admissions process for assessing noncognitive skills.

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Should we choose between problem-based learning and team-based learning? No, combine the best of both worlds!

Abstract: In this paper we advocate for a joining of forces. By combining elements of PBL and TBL, we could create varied instructional approaches that are in keeping with current instructional design principles, thereby combining the best of both worlds to optimize student learning.

Cited by 128 publications

References 19 publications

TBL - Aprendizaje Basado en Equipos

TBL - Aprendizaje Basado en Equipos

What’s in a name: Should medical students be renamed “student doctors”?

Association of Multiple Mini-Interview Scores with First Year Medical Student Success in Problem-Based Learning

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