How-To Guide for Team-Based Learning

ISBN-13: 9783030629229 / Angielski / Miękka / 2021 / 49 str.

Ruth Levine; Patricia Hudes

Spis treści

Chapter 1: What is Team-Based Learning?.- Chapter 2: How to Design and Implement TBL?.- Chapter 3: What Factors will Facilitate or Sabotage my Success?.- Chapter 4: How Can I Learn the Knowledge and Skills to Get Started?.- References.- Bibliography.

O autorze

Dr. Ruth E. Levine is the Clarence Ross Miller Professor of Psychiatry and Behavioral Sciences and the Associate Dean for Student Affairs and Admissions at the University of Texas Medical Branch, Galveston.  She is the Past President of the TBLC and is currently the Associate Editor of the TBL collection in MedEdPORTAL, the journal of teaching resources administered by the AAMC. She has published numerous articles, book chapters, and other educational materials on Team-Based Learning, and has provided faculty development in TBL for teachers in medicine, nursing, pharmacy and other disciplines nationally and internationally. Dr. Levine has been the recipient of numerous honors including the American Psychiatric Association’s Roeske Award for Excellence in Medical Student Education, the University of Texas System Regent’s Outstanding Teaching Award, ADMSEP’s Sierles award for Leadership and Excellence in Psychiatric Education and the AAMC Southern Group on Educational Affairs Career Educator Award.  She was the inaugural director of UTMB’s Academy of Master Teachers and is a member of the University of Texas Shine Academy Of Health Science Educators.

 

Blurb

This volume provides step-by-step instruction in creating a Team-Based Learning (TBL) module or course. In clear and concise language, the authors describe the content and purpose of each component of a TBL instructional unit. Using the principle of backward design, they then outline the process for creating a TBL learning activity. Practical issues of implementation are reviewed including team formation, orientation, incentive structures, appeals and peer evaluation. The factors that might facilitate or sabotage success are provided as well with discussion of the importance of “buy-in” and organization, getting the right room, the challenge of moving from lecturer to facilitator, and the dangers of over-testing or providing an inadequate incentive structure.  In the final chapter the authors provide resources and tips for developing the knowledge and skills to launch a TBL course or curriculum.