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    • Team-based learning for health professions education : a guide to using small groups for improving learning

Statement of Responsibility:
    • edited by Larry K. Michaelsen, Dean X. Parmelee, Kathryn K. McMahon and Ruth E. Levine ; foreword by Diane M. Billings
Place of Publication:
  • Virginia
Publication Date:
  • 2008
    • 9781579222482
    • 229 p
    • 25 cm
Binding Method:
  • Paperback
  • 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. 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.
  • 1. Team-based learning in health professions education: why is it a 'good fit'?; 2. Fundamental principles and practices of team-based learning; 3. Creating effective team assignments; 4. Improving critical thinking skills in the medical professional with team-based learning; 5. An educational rationale for the use of team-based learning: didactic versus dialectic teaching; 6. Team formation; 7. Team maintenance; 8. Facilitator skills; 9. Peer evaluation; 10. Research and scholarship: team-based learning in health professions education; 11. Team-based learning in the pre-medical curriculum: genetics; 12. Team-based learning in an introductory biochemistry class: a first-time user's perspective; 13. Using team-based learning as a substitute for lectures in a required undergraduate nursing course; 14. Team-based learning in a physician's assistant program; 15. The use of reading assignments and learning issues as an alternative to anatomy lectures in a team-based learning curriculum; 16. Team-based learning in sport and exercise psychology: case studies and concept maps as application exercises; 17.  Team-based learning in a psychiatry clerkship; 18. Reinvigorating a residency program through team-based learning: the experience of a physical medicine and rehabilitation program. 

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