Are Two Teachers Better than One? Team Teaching in TBL
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Are Two Teachers Better than One? Team Teaching in TBL Lishan Yang 1
&
Preman Rajalingam 1
# International Association of Medical Science Educators 2019
Abstract Teaching the medical sciences using team-based learning (TBL) is a complex task, which requires knowledge of both the subject matter and pedagogy. To deal with these increased demands on the teacher, a strategy where every TBL session is co-taught by a Content Expert and a Facilitator was implemented. Twelve classroom sessions focusing on the interaction between these groups of teachers and their contribution in class were observed. There are quantitative and qualitative differences in the nature of the questions that they ask. The findings provide insight into how effective TBL sessions arise from complementary questioning strategies from these parties. Keywords Team-based learning . Flipped classroom . Team teaching . Co-teaching . Inquiry-based teaching . Medical education
Background
Activity
The context of this article is the Lee Kong Chian School of Medicine (LKCMedicine), an undergraduate medical school in Singapore that has adopted TBL as its main pedagogical method for the first 2 years of the medical undergraduate curriculum (see [9] for more information). The focus of these TBL classes is the development of foundational scientific understanding and the contextualization of science to clinical presentations and clinical practice. TBL was adopted because it is proven a viable, and also more effective, alternative to lectures for large group teaching [4]. There are up to 150 students per class, and students are in teams of 6 and team composition changes yearly. Each class participates in roughly 70 TBL sessions each year. Each TBL session is assigned approximately 5 h of scheduled time in the preparation phase, 2.5 h in the readiness assurance phase and 2.5 h in the application phase. Other than the introduction of team teaching, TBL was established according to conventional principles (Fig. 1).
Each TBL session is conducted by an interdisciplinary teaching team consisting of one ‘Content Expert’, knowledgeable on the subject matter, and a ‘TBL Facilitator’, who manages the student discussions during TBL sessions and provides pedagogical expertise. This practice ensures that the lesson content is delivered and clarified by at least one Content Expert while constructivist pedagogical practices [3] are established by the Facilitator, who plays the role of the ‘Process Expert’. Content Experts at LKCMedicine are clinicians or scientists who are primarily involved in patient care and/or research, and who may be more accustomed to didactic teaching. The Facilitator is a process expert trained in studentcentred approaches to pedagogy. Teaching roles are delineated such that the Facilitator creates opportunities for student interaction, whereas the Content Expert handles student questions relating to the content and also provides closure to the topics discussed (see Fig. 2: Teaching roles). Students will get closure for their lingering q
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