How-to guide for team-based learning /

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Bibliographic Details
Author / Creator:	Levine, Ruth E., author.
Imprint:	Cham, Switzerland : Springer, [2021]
Description:	1 online resource.
Language:	English
Series:	IAMSE Manuals IAMSE Manuals.
Subject:	Medical education. Team learning approach in education. Curriculum planning. Curriculum planning. Medical education. Team learning approach in education.
Format:	E-Resource Book
URL for this record:	http://pi.lib.uchicago.edu/1001/cat/bib/12611697

Hidden Bibliographic Details
Other authors / contributors:	Hudes, Patricia D., author.
ISBN:	3030629236 9783030629236 3030629228 9783030629229
Notes:	Includes bibliographical references and index. Description based on online resource; title from digital title page (viewed on April 12, 2021).
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.
Other form:	Print version: 3030629228 9783030629229
Standard no.:	10.1007/978-3-030-62923-6

Table of 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
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
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
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
4.7 Inviting a TBL Consultant
References
Bibliography
Index

How-to guide for team-based learning /

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