| Description |
1 online resource (xi, 49 pages) : color illustrations |
| Series |
IAMSE manuals |
|
IAMSE manuals.
|
| Contents |
Intro -- Photo Credits -- Purpose -- Contents -- About the Authors -- Chapter 1: What is Team-Based Learning? -- 1.1 Advantages Over Conventional Instructional Methods -- 1.1.1 Focus on Application of Knowledge -- 1.1.2 Positive Learning Outcomes -- 1.2 TBL Steps -- 1.2.1 Step 1: Pre-class Preparations -- 1.2.2 Step 2: Readiness Assurance -- 1.2.2.1 Individual Readiness Assurance Test (IRAT) -- 1.2.2.2 Group or Team Readiness Assurance Test (GRAT) -- 1.2.2.3 Appeals -- 1.2.2.4 Facilitator Feedback or Clarification -- 1.2.3 Step 3: Application of Key Concepts -- References |
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Chapter 2: How to Design and Implement TBL -- 2.1 Backward Design -- 2.2 Design Steps -- 2.2.1 Step 1: Situational Factors: Consider the Situational Factors -- 2.2.2 Step 2: Learning Objectives: Create Your Learning Objectives -- 2.2.3 Step 3: Application Activities: Create Your Application Activities -- 2.2.4 Step 4: Readiness Assurance Activities: Design Your Readiness Assurance Process -- 2.2.5 Step 5: Preparation/Learning Materials: Identify and/or Develop the Preparation Materials -- 2.2.6 Step 6: Colleague/Peer Review: Request One or More Colleagues to Review Your TBL Module |
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2.2.7 Step 7: Piloting: Pilot Your TBL Module Before It Goes Live -- 2.3 Implementation Steps -- 2.3.1 Step 1: Team Formation -- 2.3.2 Step 2: Orientation -- 2.3.3 Step 3: Incentive Structure -- 2.3.4 Step 4: Appeals -- 2.3.5 Step 5: Student Peer Assessment/Evaluation -- References -- Chapter 3: What Factors Will Facilitate or Sabotage my Success? -- 3.1 Buy-In -- 3.2 Organization and Coordination -- 3.3 The Right Room -- 3.4 Facilitator vs. Lecturer -- 3.5 Too Much Too Often -- 3.6 Poor Incentive Structure -- 3.7 Poor Exercises -- References |
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Chapter 4: How Can I Learn the Knowledge and Skills to get Started? -- 4.1 Reviewing the TBL Collaborative and Other Websites -- 4.1.1 Team-Based Learning Collaborative -- 4.1.2 IF-AT (Immediate Feedback Assessment Technique) -- 4.1.3 MedEdPORTAL -- 4.1.4 National Board of Medical Examiners (NBME) Constructing Written Test Questions for the Basic and Clinical Sciences -- 4.2 Reading Books or Guides -- 4.2.1 Books -- 4.2.2 Guides -- 4.3 Participating in Regional and National Workshops -- 4.4 Joining the TBL Listserv -- 4.5 Becoming a TBL Collaborative Member -- 4.6 Visiting a School |
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4.7 Inviting a TBL Consultant -- References -- Bibliography -- Index |
| Summary |
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 Band 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 |
| Bibliography |
Includes bibliographical references (pages 41-45) and index |
| Notes |
Online resource; title from digital title page (viewed on April 12, 2021) |
| Subject |
Medical education.
|
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Team learning approach in education.
|
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Curriculum planning.
|
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Education, Medical
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Curriculum planning
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Medical education
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Team learning approach in education
|
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Educació mèdica.
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Aprenentatge cooperatiu.
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Disseny curricular.
|
| Genre/Form |
Llibres electrònics.
|
| Form |
Electronic book
|
| Author |
Hudes, Patricia D., author
|
|
International Association of Medical Science Educators, sponsoring body.
|
| ISBN |
9783030629236 |
|
3030629236 |
|
