Team Based Learning - Fundamentals, Implementation and Research

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TBL 101 - Where to begin

This is the single best introduction to TBL.   The structure, process, and essential characteristics of an effective TBL module are emphasized.

By the conclusion of this session, the participant will be able to:

1) Explain the key components of a successful TBL module.
2) Outline how they would construct a TBL module from a set of objectives.
3) Describe how they might convert a course/lecture they already teach into a TBL module.
4) Illustrate how to transform a small group into a productive learning-team.

Presenter:  Larry Michaelsen, Ph.D.

 
Movie Clips referenced in the presentation:
Video #1   /   Video #2

Voices of Experience Adopting TBL Into your Course

Join us as we discuss our experiences in adopting TBL to a basic science course (Medical Biochemistry and Molecular Biology) and in clinical clerkships. We will describe how we train new students in the TBL format and how we use TBL to train and evaluate students in developing the skills that will make them a good team member (communication, self-awareness, problem solving, professionalism). We will describe our processes of developing TBL exercises and the response of our students to these exercises.

Presenters:  Ed McKee, Ph.D., and Brenda Roman, M.D.

Peer Evaluation

Peer evaluation is an essential component of Team Based Learning, yet many health science educators have encountered difficulties when attempting to incorporate a peer evaluation program into their TBL courses. Peer evaluation is often perceived as an uncomfortable or threatening process.  In this webinar, we will introduce to you the reasons for peer evaluation,   strategies of peer evaluation that have been used in Team Based Learning, and the advantages and disadvantages of the major strategies. We will illustrate the peer evaluation methods that we both use and the reasons that we have incorporated these methods into our respective curricula.

Presenters:  Ruth Levine, M.D.,  and Paul Koles, M.D.

Creating Good TBL Questions and Using MedED Portal Resources

Come join us for this seminar that will introduce you to the design and development of effective TBL exercises.  We will highlight the use backwards design to connect your course objectives with effective TBL questions. Specifically, we will highlight strategies to develop questions using the 4 S's TBL question framework.  

We will also discuss the differences between Readiness Assurance Test  (RAT) questions and Application questions. We will discuss how to get started designing TBL questions and activities, perhaps with resources with which you are already familiar. We will provide an overview of the design of a specific MedEd Portal published TBL and other TBLs that are in the MedEd Portal collection.  Finally we will suggest where to get help with TBL implementation questions.

Presenters: Jim Sibley, and  Ed McKee, Ph.D.

The 12 Tips of Creating a Good TBL Course

Presenters: Dean Parmelee, M.D.,  and Larry Michaelsen, Ph.D.

Team-based learning (TBL) in medical education has emerged over the past few years as an instructional strategy to enhance active learning and critical thinking - even in large, basic science courses.  Although TBL consistently improves academic outcomes by shifting the instructional focus from knowledge transmission to knowledge application, it also addresses several professional competencies that cannot be achieved or evaluated through lecture-based instruction.  The 12 tips to be presented in this seminar will provide the attendee with a set of specific recommendations which, if followed, will ensure the successful design and implementation of TBL for a unit of study.

Research in Team-Based Learning

Presenters: Paul Haidet, M.D., M.P.H.

The health sciences present unique challenges for educators in terms of the structure, timing, and context of educational efforts. This creates a particularly vibrant and complex environment, and also creates opportunities for research. Amid this environment, the growing popularity of Team-Based Learning leads to a need for ongoing scholarship about the effects of the method, its implementation, and its dissemination. In today's web seminar, Paul Haidet, one of the original proponents of TBL in medical education, provides a sampling of some of the representative work to date, and discusses issues in performing research in the setting of TBL classrooms. He will also sample some of the research tools that have been used to evaluate TBL, and present a conceptual model to drive future scholarly efforts. A bibliography of current peer-reviewed articles will be provided.

IAMSE Members - Register Here
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Non Members - Register Here