Team-Based Learning for Health Professions Education

A Guide to Using Small Groups for Improving Learning

November 2007
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  • Publisher
    Stylus Publishing
  • Published
    9th November 2007
  • ISBN 9781579222482
  • Language English
  • Pages 256 pp.
  • Size 6" x 9"
  • Images figures
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June 2011
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  • Publisher
    Stylus Publishing
  • Published
    30th June 2011
  • ISBN 9781579229528
  • Language English
  • Pages 256 pp.
  • Size 6" x 9"
  • Images figures

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August 2020
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  • Publisher
    Stylus Publishing
  • Published
    31st August 2020
  • ISBN 9781642672640
  • Language English
  • Pages 256 pp.
  • Size 6" x 9"
  • Images figures

Education in the health professions is placing greater emphasis on “active” learning–learning that requires applying knowledge to authentic problems; and that teaches students to engage in the kind of collaboration that is expected in today’s clinical practice.

Team-Based Learning (TBL) is a strategy that accomplishes these goals. It transforms passive, lecture-based coursework into an environment that promotes more self-directed learning and teamwork, and makes the classroom come “alive.”

This book is an introduction to TBL for health profession educators. It outlines the theory, structure, and process of TBL, explains how TBL promotes problem solving and critical thinking skills, aligns with the goals of science and health courses, improves knowledge retention and application, and develops students as professional practitioners. The book provides readers with models and guidance on everything they need to know about team formation and maintenance; peer feedback and evaluation processes, and facilitation; and includes a directory of tools and resources.

The book includes chapters in which instructors describe how they apply TBL in their courses. The examples range across undergraduate science courses, basic and clinical sciences courses in medical, sports medicine and nursing education, residencies, and graduate nursing programs. The book concludes with a review and critique of the current scholarship on TBL in the health professions, and charts the needs for future research.

"Educators who use this book will transform their classrooms and find renewed satisfaction in their teaching. Students who participate in Team-Based Learning will develop the requisite knowledge, skills, and abilities of “thinking like a professional” and face a smoother transition from student to health care provider. The patient is the ultimate beneficiary when the health practitioner has been well prepared to provide safe and effective health care."

From the Foreword by Diane M. Billings, Indiana University School of Nursing

Foreword—Diane M. Billings
Preface—L. Dee Fink and Dean X. Parmelee;
1) Team-Based Learning in Health Professions Education: Why Is It a Good Fit?—Dean X. Parmelee
2) Fundamental Principles and Practices of Team-Based Learning—Larry K. Michaelsen and Michael Sweet
3) Creating Effective Team Assignments—Larry K. Michaelsen and Michael Sweet
4) Improving Critical Thinking Skills in the Medical Professional with Team-Based Learning—Herb F. Janssen, N. P. Skeen, John Bell, and William Bradshaw
5) An Educational Rationale for the Use of Team-Based Learning: Didactic vs. Dialectic Teaching—Herb F. Janssen, N. P. Skeen, R. C. Schutt, and Kathryn K. McMahon
6) Team Formation—Kathryn K. McMahon
7) Team Maintenance—John W. Pelley and Kathryn K. McMahon
8) Facilitator Skills—John W. Pelley and Kathryn K. McMahon
9) Peer Evaluation in Team-Based Learning—Ruth Levine
10) Research and Scholarship: Team-Based Learning in Health Professions Education—Paul Haidet, Virginia Schneider, and Gary M. Onady
11) Team-Based Learning in the Pre-Medical Curriculum: Genetics—Dorothy B. Engle
12) Team-Based Learning in an Introductory Biochemistry Class: A First-Time User’s Perspective—Teresa A. Garrett
13) Using Team-Based Learning as a Substitute for Lectures in a Required Undergraduate Nursing Course—Michele C. Clark
14) Team-Based Learning in a Physicians Assistant Program—Bob Philpot
15) The Use of Reading Assignments and Learning Issues as an Alternative to Anatomy Lectures in a Team-Based Learning Curriculum—Nagaswami S. Vasan and David O. DeFouw
16) Team-Based Learning in Sport and Exercise Psychology: Case Studies and Concept Maps as Application Exercises—Karla A. Kubitz
17) Team-Based Learning in a Psychiatry Clerkship—Cheryl S. Al-Mateen
18) Reinvigorating a Residency Program Through Team-Based Learning: The Experience of a Physical Medicine and Rehabilitation Program—Michael Petty and Kevin M. Means
Tools and Resources

Larry K. Michaelsen

Larry K. Michaelsen is Professor of Management at Central Missouri State University and is David Ross Boyd Professor Emeritus at the University of Oklahoma, a Carnegie Scholar, a Fulbright Senior Scholar, and former Editor of the Journal of Management Education. He is active in faculty and staff development activities and has conducted workshops on teaching effectively with small groups in a wide variety of university and, corporate settings. Dr. Michaelsen has also received numerous college, university, and national awards for his outstanding teaching and for his pioneering work in two areas. One is the development of Team-Based Learning, a comprehensive small-group based instructional process that is now being used in over 80 academic disciplines and on over 200 campuses in the US and in eight foreign countries. The other is an Integrative Business Experience (IBE) program that links student learning in three core courses to their experience in creating and operating an actual start-up business whose profits are used to fund a hands-on community service project.

Dean X. Parmelee

Dean X. Parmelee is Associate Dean of Academic Affairs at Wright State University's Boonshoft School of Medicine. He has fostered the use and development of Team-Based Learning throughout his school's curriculum, conducted numerous faculty development programs on TBL around the country, and was appointed 2006-07 Chair of the TBL Collaborative.

Ruth E. Levine

Ruth E. Levine is the Clarence Ross Miller Professor of Clinical Psychiatry and Internal Medicine at the University of Texas Medical Branch, and the Inaugural Director of UTMB's Academy of Master Teachers. As a national consultant for the Team Based-Learning Collaborative, she has assisted numerous faculty in a variety of disciplines develop and establish team-based learning programs.

Kathryn K. McMahon

Kathryn K. McMahon is Associate Professor in the Department of Pharmacology and Neuroscience at Texas Tech University Health Sciences Center in Lubbock Texas. She is active in teaching and oversight of the medical curriculum with particular emphasis on teaching basic sciences to health care professional trainees. She presents workshops and presentations on teaching modalities and curriculum issues at national and international conferences. Dr. McMahon is a past-Chair of theTeam-Based Learning Collaborative, a national organization of health professional educators who use Team-Based Learning.

TBL; clinical practice; self-directed learning; nursing education