Team-Based Learning In Large Enrollment Classes

Keywords

Active learning; Collaborative learning; Small group learning; Team-based learning

Abstract

The goal of this review is to highlight the key elements needed to successfully deploy team-based learning (TBL) in any class, but especially in large enrolment classes, where smooth logistics are essential. The text is based on a lecture and workshop given at the American Physiological Society's Institute on Teaching and Learning in Madison, WI, in June 2016. After a short overview of the TBL method, its underpinning in learning theory, and a summary of current evidence for its effectiveness, we present two case studies from our own teaching practices in a new medical school. The first case study explores critical elements of design and planning for a TBL module, and the second explores best practices in classroom management. As medical educators in the fields of physiology, pediatrics, nephrology, and family medicine, we present the objective views of subject matter experts who adopted TBL as one teaching method rather than TBL experts or advocates per se. The review is aimed primarily at faculty contemplating using TBL for the first time who are interested in exploring the significant benefits and challenges of TBL.

Publication Date

1-1-2016

Publication Title

Advances in Physiology Education

Volume

40

Issue

4

Number of Pages

435-442

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1152/advan.00095.2016

Socpus ID

84992490557 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84992490557

This document is currently not available here.

Share

COinS