Team-based learning: design, facilitation and participation
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Team-based learning: design, facilitation and participation Annette Burgess1,2*, Christie van Diggele2,3, Chris Roberts1,2 and Craig Mellis4
Abstract Team-based learning (TBL) provides an active, structured form of small group learning, that can be applied to large classes. Student accountability is achieved through the specific steps of TBL, including pre-class preparation, readiness assurance testing, problem-solving activities, and immediate feedback. Globally, a growing number of healthcare faculties have adopted TBL in a variety of combinations, across diverse settings and content areas. This paper provides a succinct overview of TBL and guidance for teachers towards successful design and implementation of TBL within health professional education. It also offers guidance for students participating in TBL. The paper is informed by both educational theory, and the extensive, seven year experience of the first and last authors in designing, implementing, facilitating and evaluating TBL at a large medical school. Keywords: Team-based learning, Problem based learning, Clinical problem-solving, Medicine and health curriculum
Background Team-based learning (TBL) is defined as “an active learning and small group instructional strategy that provides students with opportunities to apply conceptual knowledge through a sequence of activities that includes individual work, team work, and immediate feedback” [1]. TBL was originally designed by Professor Larry Michaelsen during the 1980s, in the United States of America, for use in business schools. Michaelsen developed TBL in response to increasing class sizes, and his concern about the effectiveness of learning from lectures to large groups [2]. TBL provided the opportunity to continue teaching in a manner that was engaging, catered for large numbers of students, provided immediate feedback, involved students in decision making, and promoted active small group and class discussions [2]. TBL goes beyond the simple transfer * Correspondence: [email protected] 1 The University of Sydney, Faculty of Medicine and Health, Sydney Medical School, Education Office, The University of Sydney, Edward Ford Building A27, Sydney, NSW 2006, Australia 2 The University of Sydney, Faculty of Medicine and Health, Sydney Health Professional Education Research Network, The University of Sydney, Sydney, Australia Full list of author information is available at the end of the article
of content, to the application of knowledge through conceptual and procedural problem solving [3]. In recent years, TBL has gained popularity in medical and healthcare education as a resource efficient, student-centred teaching pedagogy, sometimes introduced as an alternative to Problem based learning (PBL). In comparison to PBL, TBL maintains the advantages of small group teaching and learning, but importantly, without the need for large numbers of tutors. Globally, a growing number of healthcare faculties have adopted TBL in a variety of combinations, across diverse settings and
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