Team-Based Learning: Systematic Research Review

Sisk, Rebecca

doi:10.3928/01484834-20111017-01

Cited by 179 publications

(165 citation statements)

References 21 publications

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“…Our study confirmed previously published outcomes of enhanced engagement and satisfaction with learning activities, increased selfdirected learning, and high acceptance rate of TBL compared to traditional lectures (Sisk 2011;Rezaee and Mosalanejad 2015). Prior resident exposure to TBL was highly variable and did not seem to affect the outcomes and acceptance rate of TBL.…”

Section: Discussionsupporting

confidence: 80%

A Modified Team Based Learning Approach to Enhance Resident Education in Outpatient Internal Medicine

Feurdean¹,

Matassa²,

Kang³

et al. 2017

MedEdPublish

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Objective: To implement a modified team-based learning (TBL) approach in ambulatory care education-for a large Internal Medicine residency program with limited resources-and to evaluate its effectiveness.Methods: 91 medicine residents were exposed to a modified TBL curriculum, composed of high-yield topics for ambulatory medicine. All residents participated in 10 TBL sessions per academic year. One faculty and one chief resident developed the pre-session reading requirements, readiness assurance tests, and clinical case scenarios for each session and facilitated the TBL exercises. At the end of the academic year, residents were asked to complete an anonymous survey online.Results: 72.5% of residents completed the survey. 96% reported being actively engaged in the sessions and contributing substantially to the discussions. A majority expressed preference for future TBL sessions. Educational effectiveness of TBL was at least as good or better compared to traditional lectures. Both faculty and residents expressed very high satisfaction with our TBL format. Conclusion:We successfully implemented a one year modified TBL curriculum to teach high yield topics in outpatient internal medicine in a large, multi-site residency program. TBL resulted in high resident engagement in the classroom and high satisfaction with the format by both residents and faculty.

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Section: Discussionsupporting

confidence: 80%

A Modified Team Based Learning Approach to Enhance Resident Education in Outpatient Internal Medicine

Feurdean¹,

Matassa²,

Kang³

et al. 2017

MedEdPublish

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“…Research suggests that the use of TBL can help improve student performance (Zingone et al, 2010) and increase student engagement, as well as satisfaction (Chung, Rhee, Baik, & A, 2009;Clark, Nguyen, Bray, & Levine, 2008;Haidet, O'Malley, & Richards, 2002;Sisk, 2011). TBL has been suggested as a new model of education for nursing (Clark et al, 2008;Sisk, 2011) that helps meet the call to transform nursing education by creating an engaging learning environment for students (Mennenga & Smyer, 2010).…”

Section: Team-based Learning and Ethics Education In Nursingmentioning

confidence: 99%

“…However, with some minor modifications, this approach can be adapted for use in teaching more abstract courses, such as applied health care ethics (Chung et al, 2009). TBL helps students learn how to work through challenging ethical dilemmas in a group setting akin to a health care team (Sisk, 2011), which is an especially critical skill when there is disagreement about the best course of action and no clear right or wrong answer (Hamric, 2001). This experience facilitates the development of interpersonal and team skills necessary to work through potentially emotionally charged clinical situations (Clark et al, 2008).…”

Section: Team-based Learning and Ethics Education In Nursingmentioning

confidence: 99%

Team-Based Learning and Ethics Education in Nursing

Hickman¹,

Wocial²

2013

J Nurs Educ

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This report describes the use of team-based learning concepts in an undergraduate nursing applied ethics course using established reporting guidelines. Team-based learning relies on actively engaging students in the learning process through small-group activities that facilitate the development of skills, including concept analysis, critical thinking, and problem solving. Students are divided into teams of five to seven members who collaborate throughout the semester to work through activities that build on ethics concepts introduced through reading and lectures. Nurse educators are challenged to develop educational approaches that will engage students and help them to apply what they learn from the study of ethics to the lived experience of clinical practice. The ultimate goal is to help students to develop into morally sensitive and competent professionals. Team-based learning represents a novel way to teach these skills to undergraduate nursing students.

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“…The students highlight the importance of a less competitive, more collaborative culture. Such attributes have been discussed in relation to problem-based learning and related theories [9,[27][28][29] . The body of literature around critical thinking has also indicated the importance of personal reflection and discussion in groups to grasp complex and practice-related issues [29][30][31][32] .…”

Section: Discussionmentioning

confidence: 99%

Excellence in teaching and learning: Students’ perspective

Shaha

Berg²,

Shaefer³

et al. 2013

JNEP

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Background: Excellence in teaching and learning (ETAL) constitute important aims of nursing schools. At present, these aims are measured by course evaluations, students' passing rate of NCLEX exams (in the United States), graduate' students' employment rate, and positions, and graduates' continuing with post-graduate education. In order to continue improving ETAL in nursing schools, it is necessary to explore this phenomenon more fully. Methods:A qualitative study using a community-based participatory research design was conducted at a leading nursing school in the U. S. In three phases, the perspectives of the students (phase one) and of the faculty (phase two) were elicited, as well as a model for ETAL developed (phase three). Students' views on barriers and facilitators to ETAL were obtained in focus groups. Faculty were interviewed. The model development involved inductive, as well as retroductive theory development strategies. Focus group and interview data were analysed using thematic analysis. Results:In this manuscript, the results from phase one will be reported. A total of 41 students (bachelor, Masters and doctoral) participated in this phase. Three main themes were identified: Teaching excellence, Learning excellence, and Nursing as a new language. Students highlighted the need for congruence and coherence between the course syllabus and course assignments as essential contributors to teaching excellence. The supportive environment existing at the school was appreciated as it contributed substantially to learning excellence. Finally, the students highlighted that the clinicals were the most important elements in the curriculum. Clinicals allowed for an immersion in the practice field and, thus, were the most important way of learning Nursing as a new language. Conclusions:The findings of the study's phase one have been taken into consideration by the newly developed Office for Teaching Excellence (OTE). A number of supportive measures for faculty have been developed and are on offer to faculty. Programs were improved in order to better support students in their learning excellence. Phase one of this study has highlighted that program coherence and congruence constitutes an important factor for excellence in teaching and learning.

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Team-Based Learning: Systematic Research Review

Cited by 179 publications

References 21 publications

A Modified Team Based Learning Approach to Enhance Resident Education in Outpatient Internal Medicine

A Modified Team Based Learning Approach to Enhance Resident Education in Outpatient Internal Medicine

Team-Based Learning and Ethics Education in Nursing

Excellence in teaching and learning: Students’ perspective

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