Team Learning in Medical Education: Initial Experiences at Ten Institutions

Searle, Nancy S.; Haidet, Paul; Kelly, P. Adam; Schneider, Virginia; Seidel, Charles L.; Richards, Boyd F.

doi:10.1097/00001888-200310001-00018

Cited by 133 publications

(108 citation statements)

References 4 publications

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“…Additional research suggests that using this approach fosters group collaboration (Hunt, Haidet, Coverdale, & Richards, 2003), engages learners (Searle et al, 2003), and improves knowledge outcomes related to content (Levine et al, 2004). …”

Section: Literature Reviewmentioning

confidence: 99%

Traditional Lectures and Team-Based Learning in an Occupational Therapy Program: A Survey of Student Perceptions

Zachry¹,

Nash²,

Nolen³

2017

The Open Journal of Occupational Therapy

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Section: Literature Reviewmentioning

confidence: 99%

Traditional Lectures and Team-Based Learning in an Occupational Therapy Program: A Survey of Student Perceptions

Zachry¹,

Nash²,

Nolen³

2017

The Open Journal of Occupational Therapy

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“…In the third phase, the students in the assigned teams consult to solve complex problems, triggering active participation and learning. 4,5 The benefits of TBL include maximising student engagement, improving teamwork, developing communication skills, enhancing problem-solving skills and promoting knowledge outcomes. [5][6][7][8][9] There are limited studies comparing TBL to other educational methods.…”

mentioning

confidence: 99%

Is a Team-based Learning Approach to Anatomy Teaching Superior to Didactic Lecturing ? = هل نهج طريقة التعلم القائم على الفريق لعلم التشريح أفضل من إلقاء المحاضرات التعليمية ؟

Ghorbani¹,

Karbalay‐Doust²,

Noorafshan³

2014

SQUMJ

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Objectives:Team-based learning (TBL) is used in the medical field to implement interactive learning in small groups. The learning of anatomy and its subsequent application requires the students to recall a great deal of factual content. The aims of this study were to evaluate the students' satisfaction, engagement and knowledge gain in anatomy through the medium of TBL in comparison to the traditional lecture method. Methods: This study, carried out from February to June 2012, included 30 physical therapy students of the Shiraz University of Medical Science, School of Rehabilitation Sciences. Classic TBL techniques were modified to cover lower limb anatomy topics in the first year of the physical therapy curriculum. Anatomy lectures were replaced with TBL, which required the preparation of assigned content, specific discussion topics, an individual self-assessment test (IRAT) and the analysis of discussion topics. The teams then subsequently retook the assessment test as a group (GRAT). The first eight weeks of the curriculum were taught using traditional didactic lecturing, while during the second eight weeks the modified TBL method was used. The students evaluated these sessions through a questionnaire. The impact of TBL on student engagement and educational achievement was determined using numerical data, including the IRAT, GRAT and final examination scores. Results: Students had a higher satisfaction rate with the TBL teaching according to the Likert scale. Additionally, higher scores were obtained in the TBL-based final examination in comparison to the lecture-based midterm exam. Conclusion: The students' responses showed that the TBL technique could be used alone or in conjunction with traditional didactic lecturing in order to teach anatomy more effectively.

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“…Além das vantagens observadas anteriormente por Michaelsen, outras foram constatadas entre as instituições que a implementaram. Entre elas, a satisfação e motivação dos estudantes proporcionada por esta estratégia (mesmo quando a matéria não era considerada tão interessante para eles), a responsabilização do estudante pelo preparo prévio, o envolvimento dos estudantes durante a aula toda, o aprimoramento de uma comunicação interpessoal efetiva e do raciocínio crítico individual e em equipe para tomada de decisões, a promoção da metacognição e a formação de comunidades de prática 9,[12][13][14][15][16] .…”

Section: Introductionunclassified

O “Bê-Á-Bá” da Aprendizagem Baseada em Equipe

Krug

Vieira

Maciel

et al. 2016

Rev. bras. educ. med.

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Team Learning in Medical Education: Initial Experiences at Ten Institutions

Abstract: We surmise that this relatively rapid spread of TL into the medical curriculum is due to the sound pedagogy and efficiency of TL as well as the modest financial resources and support we have provided to partner institutions.

Cited by 133 publications

References 4 publications

Traditional Lectures and Team-Based Learning in an Occupational Therapy Program: A Survey of Student Perceptions

Traditional Lectures and Team-Based Learning in an Occupational Therapy Program: A Survey of Student Perceptions

Is a Team-based Learning Approach to Anatomy Teaching Superior to Didactic Lecturing ? = هل نهج طريقة التعلم القائم على الفريق لعلم التشريح أفضل من إلقاء المحاضرات التعليمية ؟

O “Bê-Á-Bá” da Aprendizagem Baseada em Equipe

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