Team-based learning: Difference between revisions
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Team-based learning can be a vehicle to enhance [[problem-based learning]].<ref name="isbn0-89789-863-X">{{cite book |author=Fink, L. Dee; Michaelsen, Larry K.; Knight, Arletta Bauman |authorlink= |editor= |others= |title=Team-based learning: a transformative use of small groups |edition= |language= |publisher=Praeger |location=New York |year=2002 |origyear= |pages= |quote= |isbn=0-89789-863-X |oclc= |doi= |url= |accessdate=}}</ref> | Team-based learning can be a vehicle to enhance [[problem-based learning]].<ref name="isbn0-89789-863-X">{{cite book |author=Fink, L. Dee; Michaelsen, Larry K.; Knight, Arletta Bauman |authorlink= |editor= |others= |title=Team-based learning: a transformative use of small groups |edition= |language= |publisher=Praeger |location=New York |year=2002 |origyear= |pages= |quote= |isbn=0-89789-863-X |oclc= |doi= |url= |accessdate=}}</ref> | ||
==Implementation of team learning== | ==Implementation of team learning== | ||
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# Specific Choice. Teams are required to make a specific choice. | # Specific Choice. Teams are required to make a specific choice. | ||
# Simultaneous Report. Teams report their choice simultaneously. | # Simultaneous Report. Teams report their choice simultaneously. | ||
==Effectiveness== | |||
Several instruments, the STROBE<ref name="pmid12629924">{{cite journal| author=O'Malley KJ, Moran BJ, Haidet P, Seidel CL, Schneider V, Morgan RO et al.| title=Validation of an observation instrument for measuring student engagement in health professions settings. | journal=Eval Health Prof | year= 2003 | volume= 26 | issue= 1 | pages= 86-103 | pmid=12629924 | |||
| url=http://www.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pubmed&tool=clinical.uthscsa.edu/cite&email=badgett@uthscdsa.edu&retmode=ref&cmd=prlinks&id=12629924 }} <!--Formatted by http://sumsearch.uthscsa.edu/cite/--></ref>, the Classroom Engagement Survey (CES - 8 or 9 items), and the Team Performance Scale (TPS - 18 items)<ref name="pmid19907373">{{cite journal| author=Thompson BM, Levine RE, Kennedy F, Naik AD, Foldes CA, Coverdale JH et al.| title=Evaluating the quality of learning-team processes in medical education: development and validation of a new measure. | journal=Acad Med | year= 2009 | volume= 84 | issue= 10 Suppl | pages= S124-7 | pmid=19907373 | |||
| url=http://www.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pubmed&tool=clinical.uthscsa.edu/cite&email=badgett@uthscdsa.edu&retmode=ref&cmd=prlinks&id=19907373 | doi=10.1097/ACM.0b013e3181b38b7a }} <!--Formatted by http://sumsearch.uthscsa.edu/cite/--></ref> have been validated for measuring effectiveness. The CES has two subscales, learner’s participation (LP - 4 or 5 items) and learner enjoyment of class(EC - 3 items).<ref name="pmid18380264">{{cite journal| author=Clark MC, Nguyen HT, Bray C, Levine RE| title=Team-based learning in an undergraduate nursing course. | journal=J Nurs Educ | year= 2008 | volume= 47 | issue= 3 | pages= 111-7 | pmid=18380264 | |||
| url=http://www.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pubmed&tool=clinical.uthscsa.edu/cite&email=badgett@uthscdsa.edu&retmode=ref&cmd=prlinks&id=18380264 }} <!--Formatted by http://sumsearch.uthscsa.edu/cite/--></ref> | |||
==External links== | ==External links== | ||
Revision as of 12:36, 8 February 2010
In education, team-based learning is learning by having learners work in teams to solve problems.[1][2]
Team-based learning can be a vehicle to enhance problem-based learning.[3]
Implementation of team learning
The four essential principles of team-based learning are:[4]
- Teams must be properly formed and managed. The students should be well mixed.
- Students must be made accountable for their individual and group work
- Team assignments must promote both learning and team development
- students must have frequent and timely feedback.
Regarding team assignments, there are 4 S's:[5]
- Significant Problem. Select a relevant, significant problem.
- Same Problem. Teams work on the same problem, case or question.
- Specific Choice. Teams are required to make a specific choice.
- Simultaneous Report. Teams report their choice simultaneously.
Effectiveness
Several instruments, the STROBE[6], the Classroom Engagement Survey (CES - 8 or 9 items), and the Team Performance Scale (TPS - 18 items)[7] have been validated for measuring effectiveness. The CES has two subscales, learner’s participation (LP - 4 or 5 items) and learner enjoyment of class(EC - 3 items).[8]
External links
References
- ↑ Knight, Arletta Bauman; Michaelsen, Larry K. (2004). Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Stylus Publishing (VA). ISBN 1-57922-086-X.
- ↑ Michaelsen, Larry K.; Dean X. Parmelee, Kathryn K. McMahon, Ruth E. Levine, Diane M. Billings (2007-11). Team-Based Learning for Health Professions Education: A Guide to Using Small Groups for Improving Learning, 1. Stylus Publishing. ISBN 157922248X.
- ↑ Fink, L. Dee; Michaelsen, Larry K.; Knight, Arletta Bauman (2002). Team-based learning: a transformative use of small groups. New York: Praeger. ISBN 0-89789-863-X.
- ↑ Michaelsen, LK. Getting Started with Team-based Learning
- ↑ Sibley, J. Team-based Learning: alternative to lecturing in large class settings.
- ↑ O'Malley KJ, Moran BJ, Haidet P, Seidel CL, Schneider V, Morgan RO et al. (2003). "Validation of an observation instrument for measuring student engagement in health professions settings.". Eval Health Prof 26 (1): 86-103. PMID 12629924.
- ↑ Thompson BM, Levine RE, Kennedy F, Naik AD, Foldes CA, Coverdale JH et al. (2009). "Evaluating the quality of learning-team processes in medical education: development and validation of a new measure.". Acad Med 84 (10 Suppl): S124-7. DOI:10.1097/ACM.0b013e3181b38b7a. PMID 19907373. Research Blogging.
- ↑ Clark MC, Nguyen HT, Bray C, Levine RE (2008). "Team-based learning in an undergraduate nursing course.". J Nurs Educ 47 (3): 111-7. PMID 18380264.