A selection of texts recommended on MedEdWorld

MedEdWorld Updates highlight useful and easily accessible sources of information on key and important topics in medical education contributed by leading experts from around the world.

U P D AT E O NTEAM-BASED

LEARNINGUseful resources on MedEdWorld

Dr Catherine Kennedy, AMEE Projects Offi cer

GLOSSARYTeam-Based Learning: Team-based learning is a learner-centred, instructor-directed strategy that incorporates class-based teamwork and assessment to enhance active learning and critical thinking. Originally developed by Larry Michaelsen in a business school environment to promote the benefi ts of small-group teaching in a large group setting, it has since been increasingly used within medical education. It can be used with large or small classes, and involves dividing a class into multiple small groups of between 5-7 students in a single classroom. One content-expert can instruct 20 or more teams, and grading, peer evaluation and feedback are used to promote individual and team accountability and learning. A summary of TBL and how it can be implemented can be found in our Glossary.

Reference adapted from: Parmelee, D., Michaelsen, L.K., Cook, S., and Hudes, P.D. (2012) “Team-based learning: A practical guide: AMEE Guide No. 65.” Medical Teacher 34:5, e275-287.

The MedEdWorld Glossary can be accessed at www.mededworld.org/Glossary.aspx

WEBINARS

Transform Your Classroom into Active Learning: Team-Based Learning from A-ZDate: 2013 Presenter: Dean Parmelee Host Institution: Wright State University Boonshoft, School of Medicine, USA www.mededworld.org/Webinars/Webinar-Items/Transform-Your-Classroom-into-Active-Learning-Te.aspx This webinar demonstrates the experience of being a learner in a TBL module, and a set of activities to help viewers create one for their own unit of instruction.

TEXTBOOKSBillings. D.M., Michaelsen. L.K., Parmelee, D.X., McMahon, K.K. and Levine, R.E. (Eds)(2007) Team-Based Learning for Health Professions Education: A Guide to Using Small Groups for Improving Learning. www.mededworld.org/Publications/Textbooks/Team-Based-Learning-for-Health-Professions-Edu-%281%29.aspxThis book 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.

MedEdWorldA global online medical education community

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A database of the expanding vocabulary used in medical education

Hour-long interactive presentations with experts in medical education

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groups of between 5-7 students in a single classroom. One content-expert can instruct 20 or more teams, and grading, peer evaluation and feedback are used to promote individual and team accountability and

Billings. D.M., Michaelsen. L.K., Parmelee, D.X., McMahon, K.K. and Levine, R.E. (Eds)(2007) Team-Based

This book outlines the theory, structure, and process of TBL, explains how TBL promotes problem solving

A selection of key articles recommended by the MedEdWorld Community

Michaelsen, L.K., Sweet, M. and Parmelee, D.X. (Eds.) (2009) Team-Based Learning: Small Group Learning’s Next Big Step. San Francisco: Jossey Basswww.mededworld.org/Publications/Textbooks/Team-Based-Learning-Small-Group-Learning-s-Next-Bi.aspx The practical elements of TBL and how it can be used in the classroom.

Michaelsen, L.K. (2004) Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Stylus Publishing.www.mededworld.org/Publications/Textbooks/Team-based-Learning-A-Transformative-Use-of-Small.aspx A complete guide to implementing TBL in a way that will promote deep learning.

Parmelee, D., Hudes, P. and Michaelsen, L.K. (2013) “Team-based learning.” in Dent, J.A. and Harden, R.M.(Eds.), A Practical Guide for Medical Teachers (4th Ed.) London: Churchill Livingstone Elsevier.www.mededworld.org/Publications/Textbooks/A-Practical-Guide-for-Medical-Teachers-%284th-Ed-%29.aspxThis chapter on team-based learning provides a useful overview of the approach with helpful tips on how to implement this teaching strategy in practice.

JOURNAL ARTICLESAbdelkhalek, N., Hussein, A., Gibbs, T. and Hamdy, H. (2010) Using team-based learning to prepare medical students for future problem-based learning. Medical Teacher, 32:2, pp. 123-129.www.mededworld.org/Publications/Articles/Using-team-based-learning-to-prepare-medical-stude.aspx This article describes the experience of adapting a team-based learning (TBL) approach as preparation for later study in a PBL environment.

Borges, N.J., Kirkham, K., Deardorff , A.S. and Moore, J.A. (2012) Development of emotional intelligence in a team-based learning internal medicine clerkship. Medical Teacher, 34:10, pp. 802-806.www.mededworld.org/Publications/Articles/Development-of-emotional-intelligence-in-a-team-ba.aspx This paper examines changes in team emotional intelligence during a third year clerkship where TBL is a primary instructional strategy.

Chung, E.K., Rhee, J.A., Baik, Y.H. and A, O.S. (2009) The eff ect of team-based learning in medical ethics education. Medical Teacher, 31:11, pp. 1013-1017.www.mededworld.org/Publications/Articles/The-eff ect-of-team-based-learning-in-medical-e-%281%29.aspx This article reports on the impact of TBL on student engagement, satisfaction and educational achievements when introduced into a medical ethics.

Davidson, L.K. (2011) A 3-year experience implementing blended TBL: Active instructional methods can shift student attitudes to learning. Medical Teacher, 33:9, pp. 750-753.www.mededworld.org/Publications/Articles/A-3-year-experience-implementing-blended-TBL-Activ.aspx This article reports on 3 years of experience implementing a blend of team-based learning (TBL) and online learning modules in an undergraduate medical course.

Hyrnchak, P. and Batty, H. (2012) The educational theory basis of team-based learning. Medical Teacher, 34:10, pp. 796-801.www.mededworld.org/Publications/Articles/The-educational-theory-basis-of-team-based-learnin.aspx This article shows how TBL follows the principles of constructivist learning theory.

Inuwa, I.M., Al-Rawahy, M., Roychoudhry, S., Taranikanti, V. (2012) Implementing a modifi ed team-based learning strategy in the fi rst phase of an outcome-based curriculum - Challenges and prospects. Medical Teacher, 34:7, pp. e492-e499www.mededworld.org/Publications/Articles/Implementing-a-modifi ed-team-based-learning-strate.aspx This article reports on the introduction of a modifi ed TBL approach in a large class, the challenges of its implementation and preliminary data of its eff ects on student performance.

Parmelee, D.X. and Hudes, P. (2012) Team-based learning: A relevant strategy in health professionals’ education. Medical Teacher, 34:5, pp. 411-413www.mededworld.org/Publications/Articles/Team-based-learning-A-relevant-strategy-in-health.aspx This article explains the importance and relevance of TBL in healthcare education, and supports its inclusion as an eff ective learning strategy.

Parmelee, D., Michaelsen, L.K., Cook, S. and Hudes, P.D. (2012) Team-based learning: A practical guide: AMEE Guide No. 65. Medical Teacher, 34:5, e275-e287.www.mededworld.org/Publications/Articles/Team-based-learning-A-practical-guide-AMEE-Guide-N.aspxThis guide aims to clarify what TBL is and is not, when and how it should be used, and which of its components must be done (and how) for the greatest likelihood of success.

Parmelee, D. and Michaelsen, L.K. (2010) Twelve Tips for doing eff ective Team-Based Learning (TBL), Medical Teacher, 32:2, pp. 118-122.www.mededworld.org/Publications/Articles/Twelve-tips-for-doing-eff ective-Team-Based-Learnin.aspx These 12 tips provide the reader with a set of specifi c recommendations to will ensure the successful design and implementation of TBL for a unit of study.

Zgheib, N., Simaan, J.A. and Sabra, R.A (2010) Using team-based learning to teach pharmacology to second year medical students improves student performance. Medical Teacher, 32:2, pp. 130-135.www.mededworld.org/Publications/Articles/Using-team-based-learning-to-teach-pharmacology-to.aspxThis article examines the eff ect of teaching pharmacology using a TBL approach on second year medical students’ satisfaction and performance.

RESOURCES Website - The Team- Based Learning Cooperativewww.mededworld.org/Resources/Resources-Items/Team-Based-Learning-Collaborative.aspx This website contains a wealth of useful information on Team-Based Learning, with videos, literature and a range of other resources to support all aspects.

Video clip - Duke University School of Medicine (2011) Duke School of Medicine embraces Team-Based Learningwww.mededworld.org/Resources/Resources-Items/Duke-School-of-Medicine-embraces-Team-Based-Learni.aspx This short video from Duke University School of Medicine demonstrates the use of Team-Based Learning (TBL) in medical education

Video clip - University of Texas at Austin (2011) Team-Based Learning: Group Work that Workswww.mededworld.org/Resources/Resources-Items/Team-Based-Learning-Group-Work-that-Works.aspx This excellent video from the University of Texas at Austin provides a valuable summary of Team-Based Learning (TBL) in action.

Video clip - Dean Parmelee (2009) Background to Team Based Learningwww.mededworld.org/Resources/Resources-Items/Background-to-Team-Based-Learning-%28Dean-Parmelee%29.aspx This presentation outlines the historical development of TBL and provides an overview of the characteristics and principles of the approach.

Video clip - Nagaswami Vasan (2009) Team Based Learning in Anatomywww.mededworld.org/Resources/Resources-Items/Team-Based-Learning-in-Anatomy-%28Nagaswami-Vasan%29.aspxNagaswami Vasan, Professor of Anatomy, explains how team based learning has been used in the teaching of anatomy in his medical school over the past fi ve years.

Conference video – AMEE 2010 Symposium: Team Based Learning. www.mededworld.org/Resources/Resources-Items/Symposium-Team-based-learning.aspx Presented at AMEE 2010 in Glasgow, Scotland by Dean Parmelee (USA), Larry Michaelsen (USA), Sandy Cook (Singapore), Hossam Hamdy (UAE) and Toshi Yoshioka (Japan).

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Including reports, websites, video clips,images and diagrams.

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LEARNING TECHNOLOGY IF-ATwww.mededworld.org/Learning-Technology/Equipment-Items/IF-AT.aspx The Immediate Feedback Assessment Technique (IF-AT) is a multiple choice learning and assessment system. It is suited to classroom assessment.

Poll Everywherewww.mededworld.org/Learning-Technology/Equipment-Items/Poll-Everywhere.aspxAn instant audience feedback tool for enhancing interactive lectures.

TurningPointwww.mededworld.org/Learning-Technology/Equipment-Items/TurningPoint.aspxA ‘clicker’ based in-class system for polling, voting and feedback.

FORUMS

Method of the Month – Team Based Learningwww.mededworld.org/Forums/f129/t2629/Team-Based-Learning.aspx Post you queries, ideas and suggestions about team based learning here for discussion with colleagues.

You can also add your recommendations on topics to a forum for upload into the MedEdWorld site.

POLLHas your school thought about using Team-Based Learning? www.mededworld.org/News/News-Articles/Poll-Results-Has-your-school-thought-about- using-T.aspxThe results of our March survey revealed that 41% of respondents reported that their school was planning to implement Team-Based Learning, and 24% that TBL had already been implemented. Of the remaining respondents 23% advised that to their knowledge their school had not considered TBL while a further 12% advised that while TBL had been considered their school had decided not to implement it.

The results of our March survey revealed that 41% of respondents reported that their school