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This article is from BMC Medical Education , volume 13 . Abstract Background: Team-based learning (TBL) is an effective teaching method for medical students. It improves knowledge acquisition and has benefits regarding learner engagement and teamwork skills. In medical education it is predominately used with undergraduates but has potential benefits for training clinicians. The aims of this study were to examine the impact of TBL in a sample of psychiatrists in terms of classroom engagement, attitudes towards teamwork, learner views and experiences of TBL. Methods: Forty-four psychiatry residents participated in an Addictions Psychiatry TBL module. Mixed-methods were used for evaluation. Self-rated measures of classroom engagement (Classroom Engagement Survey, CES) were compared with conventional lectures, and attitudes regarding the value of teams (Value of Teams Scale, VTS) were compared before and after the module. Independent t-tests were used to compare ‘lecture’ CES scores with TBL CES scores and pre and post scores for the VTS. Feedback questionnaires were completed. Interviews were conducted with a subset of residents and transcripts analysed using thematic analysis. Results: Twenty-eight residents completed post-course measures (response rate 63.6%). Seven participants volunteered for qualitative interviews–one from each team. There was a significant difference in the mean CES score lectures compared to TBL (p 

Protocol for the Team-based learning grant at the Faculty of Medicine, Suez Canal university

In recent decades, traditional pathology education methodologies have been noticeably affected by new teaching approaches, including problem-based learning (PBL) and team-based learning (TBL). However, lack of outcome-based studies has hindered the extensive application of the TBL approach in the teaching of pathology in Chinese medical schools. In this study, a pilot TBL format on four topics in pathology was implemented in one session with medical students at Jinan University Medical School and the previous sessions of medical students were able to function as controls. The final exam scores of TBL participants were significantly higher than the scores for non-participants, indicating that the students demonstrated better academic performance at the end of the TBL class. In addition, the follow-up questionnaires revealed that the majority of the TBL participants spent more time studying and were actively and enthusiastically involved in TBL activities. The new teaching format also inspired teachers' desire to lead discussions and administer quizzes instead of repeating rote didactics. Overall, this pilot study reveals that a combination of the TBL approach and traditional pathology theory can improve pathology education.

In recent decades, traditional pathology education methodologies have been noticeably affected by new teaching approaches, including problem-based learning (PBL) and team-based learning (TBL). However, lack of outcome-based studies has hindered the extensive application of the TBL approach in the teaching of pathology in Chinese medical schools. In this study, a pilot TBL format on four topics in pathology was implemented in one session with medical students at Jinan University Medical School and the previous sessions of medical students were able to function as controls. The final exam scores of TBL participants were significantly higher than the scores for non-participants, indicating that the students demonstrated better academic performance at the end of the TBL class. In addition, the follow-up questionnaires revealed that the majority of the TBL participants spent more time studying and were actively and enthusiastically involved in TBL activities. The new teaching format also inspired teachers' desire to lead discussions and administer quizzes instead of repeating rote didactics. Overall, this pilot study reveals that a combination of the TBL approach and traditional pathology theory can improve pathology education.

Team-Based Learning (TBL) is a collaborative teaching method in which students utilize course content to solve challenging problems. A modified version of TBL is used at the University of Louisville School of Medicine. Students complete questions on the Individual Readiness Assurance Test (iRAT) then gather in pre-assigned groups to retake the quiz, given time to utilize their learning resources and discuss each of the questions (Team Readiness Assurance Test-tRAT). Following this discussion, students take an Individual Summative Assessment Test (iSAT) with new questions at a similar cognitive level and content focus. While educational gains of TBL have been shown, student evaluations negatively assessed the teaching method with complaints regarding question difficulty and stress levels. Thus, during implementation of TBL in the School of Dentistry, three main changes were made: (1) The contribution of TBL to the overall grade was reduced (2) TBL questions were cognitively aligned with unit exam questions, and (3) Scratch-off, lottery response cards were used to create a fun, game-like environment. This revised TBL format, compared to the original format, resulted in similar student performance during iRAT and tRAT sessions. However, the revised, low-stress format had significantly higher scores on the iSAT (n = 119-161, p <.05). Furthermore, students participating in the revised TBL format reported higher effectiveness of the learning format, higher levels of perceived fairness, and lower stress levels. These results suggest that the qualitative experience of students may be an important consideration that should be carefully evaluated during implementation of a new teaching technique.

Current educational practices and cognitive-developmental theories emphasize the importance of active participation in the learning environment, and they suggest that the first, and arguably most important, step to creating a better learning environment is to make learning an active and reciprocal process. Flipped classrooms, in which students learn the primary course content outside of class, have gained recent popularity. Many institutions, especially medical and business schools, have established flipped classrooms and recorded the method's effectiveness. One key component to the flipped classroom is the absence of traditional lectures inside the classroom. Unfortunately, how to effectively structure the classroom experience in light of this absence is largely missing in the literature and creates a unique challenge for instructors who are unsure of how to spend class time. In this paper, we present Team-Based Learning (TBL) as one way to effectively structure a flipped classroom environment.

This paper is a report on an experimental study which intended to look into the possible effects of Competitive Team-Based Learning (CTBL) vis-à-vis Group Investigation (GI) method of Cooperative Learning (CL) on the language proficiency of Iranian EFL intermediate students. Seventy homogeneous Iranian intermediate students were selected out of a total population of 110 to serve the present study. The results of the study indicated the advantage of CTBL over GI in terms of its effect on improving the target group's language proficiency. The results of the study were in contrast to the reports of researchers like Ab-Raza (2007), an Israeli language specialist, who have argued that students in Islamic countries "do not value diversity of ideas, beliefs, and perspectives" (p. 5) and so cannot be taught through modern methods like those of CL.

This paper serves as a platform to precisely substantiate the success of "Competitive Team-Based Learning" (CTBL) as an effective and rational educational approach. To that end, it brings to the fore part of the (didactic) theories and hypotheses which in one way or another delineate and confirm the mechanisms under which successful (language) learning occurs and then tries to correlate such mechanisms to those inherent in CTBL settings. This, bridging the gap between theory and practice, would, I hope, enable educators to better recognize the nature and the major goals of my instructional approach and consequently its pivotal significance especially for the present context of globalization not only as a sophisticated, modern, super-flexible, inclusive, and relevant and realistic approach to ELT/Education, but as a "weapon" as well. My "Theory of Language" and also my "Multiple Input-Output Hypothesis", which are the axes of my approach, have also been thrown into sharp relief in this paper. The present conceptual paper, as such, is bound to benefit (ELT) teachers in terms of its contribution to their knowledge building, and critical, analytical, and creative thinking, and thus further pedagogical achievement and professional development.

Increased emphasis is being placed on working and learning through teams, especially online. While technical aspects of this process have largely been the focus of researchers and practitioners, the emotional dynamics of online teams has received considerably less attention. In this study of online, problem-based learning teams, membership evoked a powerful sense of ambivalence and emotion revolving around difference, authority, and intimacy. Learning to learn across difference involved a re-working of one's identity as a team member and learner. [For complete proceedings, see ED491481.]

This article is from Journal of Microbiology & Biology Education : JMBE , volume 14 . Abstract We have developed a cooperative-learning, case studies project model that has teams of students working with biotechnology professionals on company-specific problems. These semester-long, team-based projects can be used effectively to provide students with valuable skills in an industry environment and experience addressing real issues faced by biotechnology companies. Using peer-evaluations, we have seen improvement in students’ professional skills such as time-management, quality of work, and level of contribution over multiple semesters. This model of team-based, industry-sponsored projects could be implemented in other college and university courses/programs to promote professional skills and expose students to an industry setting.

In this paper, we describe a two-week learning module where students tested the role of the "fruitless" gene on aggression and courtship in "Drosophila melanogaster" via team-based learning (TBL) strategies. The purpose of this module was to determine if TBL could be used in the future as a platform to implement the course goals and teach scientific skills in two sections of a junior/senior-level college Behavioral Genetics laboratory. We utilized the TBL format: pre-class preparation, readiness assurance, and concept application. The first week students learned the concepts necessary to understand the role of the "fruitless" gene on behavior and were tested as individuals and teams during the Readiness Assurance Test (RAT). They practiced working with the organisms and observing their behavior before developing novel research experiments and engaging in an extensive peer review process of their experimental designs. The following week, each group re-designed and implemented their experiments. Student performance improved during the team RAT, they preferred TBL, and were more prepared for their final research projects. Therefore, we found that incorporating TBL in this laboratory module was a successful tool toward encouraging the development of scientific skills in this laboratory.

To create a satisfying social learning experience, an emerging challenge in educational data mining is to automatically assign students into effective learning teams. In this paper, we utilize discourse data mining as the foundation for an online team-formation procedure. The procedure features a deliberation process prior to team assignment, where participants hold discussions both to prepare for the collaboration task and provide indicators that are then used during automated team assignment. We automatically assign teams in a way that maximizes average observed pairwise transactivity exchange within teams, whereas in a control condition, teams are assigned randomly. We validate our team-formation procedure in a crowdsourced online environment that enables effective isolation of variables, namely Amazon's Mechanical Turk. We compare group knowledge integration outcomes between the two team assignment conditions. Our results demonstrate that transactivity-based team assignment is associated with significantly greater knowledge integration (p < 0.05, effect size 3 standard deviations). [For the full proceedings, see ED592609.]

To create a satisfying social learning experience, an emerging challenge in educational data mining is to automatically assign students into effective learning teams. In this paper, we utilize discourse data mining as the foundation for an online team-formation procedure. The procedure features a deliberation process prior to team assignment, where participants hold discussions both to prepare for the collaboration task and provide indicators that are then used during automated team assignment. We automatically assign teams in a way that maximizes average observed pairwise transactivity exchange within teams, whereas in a control condition, teams are assigned randomly. We validate our team-formation procedure in a crowdsourced online environment that enables effective isolation of variables, namely Amazon's Mechanical Turk. We compare group knowledge integration outcomes between the two team assignment conditions. Our results demonstrate that transactivity-based team assignment is associated with significantly greater knowledge integration (p < 0.05, effect size 3 standard deviations). [For the full proceedings, see ED592609.]

This article is from BMC Research Notes , volume 6 . Abstract Background: Continuing Professional Development (CPD) courses should ideally improve a physician’s knowledge and change their professional behavior in daily practice towards a best clinical practice reference model and guideline adherence. Interactive methods such as team-based learning and case-based learning, as compared to lectures, can impart sustainable knowledge and lead to high satisfaction among participants. We designed an interactive case-based CPD-seminar on diabetes care using a team-based learning approach to evaluate whether it leads to an improvement of short-term knowledge and changing of behavior towards guideline based decisions and how this learning approach is perceived by participants. Methods: Questionnaires and an electronic voting system were used to evaluate motivation, acceptance and knowledge of voluntary participants. Furthermore, we analyzed data on index diagnostic tests and referrals of patients with diabetes of participating physicians over a period of six months before and after the course in comparison with a matched control group in a quasi-experimental design. Results: Participants (n=103) rated the interactivity and team-based discussions as the main reasons for enhanced learning. They also expected that the course would change their professional behavior. Participants scored a mean of 43.9% right answers before and 62.6% after the course (p

Cooperative learning and team-based learning have been widely recognized as beneficial strategies to improve all levels of education, including higher education. Just forming groups, however, does not automatically lead to better learning and motivation; cooperation flourishes only under appropriate conditions (Fink; Gillies; Parmelee et al.). High-ability students learn differently than their peers; they are quicker in their thinking, more flexible in their strategies, and better at memorization; they know more and prefer complexity (Freeman; Shore & Kanevsky; Wallace). Furthermore, high-ability students need less structure (Snow & Swanson). Finally, when motivation is an important selection criterion for honors students, as it is in Dutch programs, these high-ability students are more motivated than their peers. Given these differences, high-ability students require different instructional conditions to benefit optimally from assignments based on cooperative learning. In this article the authors provide two examples of student-driven honors courses in which students work in teams on complex assignments. These courses, which are designed based on characteristics of cooperative and team-based learning, have revealed that team-based learning works best for honors students when (1) courses are student-centered rather than teacher-driven, (2) the teacher's role is to coach and facilitate, and (3) the assignments are complex and challenging.

The purpose of the study was to investigate whether the team-based learning environment facilitated the competency of third year dental students in caries detection and activity assessment. Corresponding data were achieved using digital radiographs to determine the carious lesions in three clinical cases. The distribution of the caries evaluations for each of the 36 students and the 12 teams were tabulated for each mesial and distal surface of each tooth for the three patients. In the first stage of the evaluation, students worked individually for caries assessment. In the second stage, twelve teams of three students each performed the assessment. The teams had a significantly larger percentage of accurate anterior caries evaluations (54%) than the individual students (33%) (X[superscript 2] = 5.50; p = 0.019), but also saw significantly more carious lesions when there was no lesion (126%) compared to the students working singly (85%) (X[superscript 2] = 7.55; p = 0.006). The individual students, however, were significantly more likely to incorrectly call incipient caries active (81%) than the teams (14%).

Team-based learning (TBL) is an instructional strategy developed in the business school environment in the early 1990s by Larry K. Michaelsen, Professor of Management and Business Communication, University of Oklahoma, who wanted the benefits of small group learning within large classes. Team-based learning is a form of cooperative learning. TBL, an approach first developed to facilitate active learning in large undergraduate classes, but which has subsequently proven to be effective in a wide range of instructional settings. TBL has also been shown to reduce faculty burnout by promoting increased student responsibility, engagement in the learning process, and increased opportunities for positive teacher-student interactions.  A key feature is multiple-choice questions that students take individually and then re-take as a team. TBL is very different from teaching methods in that there is no need for many faculty or rooms as in case of problem based learning (PBL), students must come prepared to sessions and individual and small groups of students (teams) are highly accountable for their contributions to team productivity. TBL is one of the teaching methods where teacher becomes guide on the side and effective implementation depends on teachers for its success. Also to be noted that TBL gives equal opportunity to high performers and low performers to interact and improve upon.

When implementing innovative teaching techniques, instructors often seek to gauge the success of their methods. Proposing one approach to assessing classroom innovation, this study examines the ability of students' ratings of engagement and instructional practices to predict their learning in a cooperative (team-based) framework. After identifying the factor structures underlying measures of student engagement and instructional practices, these factors were used as predictors of self-reported student learning in a general chemistry course delivered using a team-based learning approach. Exploratory factor analyses showed a four factor structure of engagement: teamwork involvement, investment in the learning process, feelings about team-based learning, level of academic challenge; and a three-factor structure of instructional practices: instructional guidance, fostering self-directed learning skills, and cognitive level. Multiple linear regression revealed that feelings about team-based learning and perceptions of instructional guidance had significant effects on learning, beyond other predictors, while controlling gender, GPA, class level, number of credit hours, whether students began college at their current institution, expected highest level of education, racial or ethnic identification, and parental level of education. These results yield insight into student perceptions about team-based learning, and how to measure learning in a team-based learning framework, with implications for how to evaluate innovative instructional methods.

Teamwork has become an integral part of most organisations today, and it is clearly important in Science and other disciplines. In Science, research teams increase in size while the number of single-authored papers and patents decline. Team-work in laboratory sciences permits projects that are too big or complex for one individual to be tackled. This development requires that students gain experience of team-work before they start their professional career. Students working in teams this may increase productivity, confidence, innovative capacity and improvement of interpersonal skills. Problem-based learning (PBL) is an instructional approach focusing on real analytical problems as a means of training an analytical scientist. PBL may have a positive impact on team-work skills that are important for undergraduates and postgraduates to enable effective collaborative work. This survey of the current literature explores the development of the team-work skills in Biomedical Science students using PBL.

Writing research proposal in educational setting is a very complex process involving variety of elements. Consequently, analyzing the complex elements from introduction to data analysis sections in order to yield convinced research proposal writing through reviewing reputable journal articles is worth-contributing. The objectives of this research are to improve students' ability in generating a research topic from reputable journal articles, developing thesis proposal draft, and writing comprehensive thesis proposal. A classroom action research administered at English Department University of Muhammadiyah Gresik Indonesia is adopted. The results reveal that the implementation of team-based discovery learning may improve students' ability in generating a research topic, developing research proposal draft and writing comprehensive research proposal. Several suggestions are addressed. First, although the syntax of the team based discovery learning is quite similar to the remaining strategies but it will not work more optimally if it is not followed by relevant sets of guiding questions reflecting the detailed content of each reputable journal article in each meeting. Second, learning innovations activities through intensive writing practices and consultations should be taken into account to foster the steps of discovery learning in group discussion process. Finally, the results of commonalities of strategies may be used as a reference to enhance students' ability in writing comprehensive research proposal.

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This project aims to gather player perspectives on what is helpful or productive about learning to play or improve from videos and streams. Specifically focusing on team-based esport games. We will be sending a survey asking questions about their viewing habits including the types of videos or streams they watch and why they do/do not watch them for learning or improving.

Due to the competitive and fast-changing nature of external business environments, university students should acquire knowledge of how to cooperate, share knowledge, and enhance team effectiveness and individual learning in the future workplace. Consequently, the redesign of business courses in higher education merits more discussion. Based on the notions of team-based learning (TBL) and flipped classrooms, we proposed a business course model consisting of three main phases, which have before-class, in-class, and online-course activities. After implementing these course models in two business courses at two public universities in Taiwan, a survey based on social learning and social exchange theories was distributed. A total of 262 business undergraduate students participated in this study. The findings show that team members' valuable contributions are important in teams. This has significant impact on knowledge sharing and team effectiveness. Knowledge sharing also matters in teams since it is a significant mediator between team members' valuable contributions and team effectiveness. In addition, when team effectiveness is higher, students in this class perceive higher levels of individual learning. [For the complete proceedings, see ED579282.]

This article is from BMC Medical Education , volume 14 . Abstract Background: Neurology is complex, abstract, and difficult for students to learn. However, a good learning method for neurology clerkship training is required to help students quickly develop strong clinical thinking as well as problem-solving skills. Both the traditional lecture-based learning (LBL) and the relatively new team-based learning (TBL) methods have inherent strengths and weaknesses when applied to neurology clerkship education. However, the strengths of each method may complement the weaknesses of the other. Combining TBL with LBL may produce better learning outcomes than TBL or LBL alone. We propose a hybrid method (TBL + LBL) and designed an experiment to compare the learning outcomes with those of pure LBL and pure TBL. Methods: One hundred twenty-seven fourth-year medical students attended a two-week neurology clerkship program organized by the Department of Neurology, Sun Yat-Sen Memorial Hospital. All of the students were from Grade 2007, Department of Clinical Medicine, Zhongshan School of Medicine, Sun Yat-Sen University. These students were assigned to one of three groups randomly: Group A (TBL + LBL, with 41 students), Group B (LBL, with 43 students), and Group C (TBL, with 43 students). The learning outcomes were evaluated by a questionnaire and two tests covering basic knowledge of neurology and clinical practice. Results: The practice test scores of Group A were similar to those of Group B, but significantly higher than those of Group C. The theoretical test scores and the total scores of Group A were significantly higher than those of Groups B and C. In addition, 100% of the students in Group A were satisfied with the combination of TBL + LBL. Conclusions: Our results support our proposal that the combination of TBL + LBL is acceptable to students and produces better learning outcomes than either method alone in neurology clerkships. In addition, the proposed hybrid method may also be suited for other medical clerkships that require students to absorb a large amount of abstract and complex course materials in a short period, such as pediatrics and internal medicine clerkships.

Team Based Learning which focuses on enhancing positive group dynamics is a relatively popular instructional approach in several disciplines such as Health Sciences and Business but has yet to gain popularity in Education. This paper examines the use of Team Based Learning in teacher training as well as the receptiveness towards the approach as indicated by a group of Teaching English as a Second Language teacher trainee. The trainees were asked to write diaries regarding their experiences working in a team during a course for a semester which were then collected in three cycles throughout the semester. Entries were analysed in terms of whether there were positive, negative or neutral reference to working in teams. All members of a team were also required to participate in individual micro teaching sessions for which they were evaluated. Findings indicate that Team Based Learning has a potential role in teacher training as positive entries outnumbered negative entries. Additionally, teams with high average micro teaching scores also had more positive diary entries.

Team Based Learning which focuses on enhancing positive group dynamics is a relatively popular instructional approach in several disciplines such as Health Sciences and Business but has yet to gain popularity in Education. This paper examines the use of Team Based Learning in teacher training as well as the receptiveness towards the approach as indicated by a group of Teaching English as a Second Language teacher trainee. The trainees were asked to write diaries regarding their experiences working in a team during a course for a semester which were then collected in three cycles throughout the semester. Entries were analysed in terms of whether there were positive, negative or neutral reference to working in teams. All members of a team were also required to participate in individual micro teaching sessions for which they were evaluated. Findings indicate that Team Based Learning has a potential role in teacher training as positive entries outnumbered negative entries. Additionally, teams with high average micro teaching scores also had more positive diary entries.

Team Based Learning which focuses on enhancing positive group dynamics is a relatively popular instructional approach in several disciplines such as Health Sciences and Business but has yet to gain popularity in Education. This paper examines the use of Team Based Learning in teacher training as well as the receptiveness towards the approach as indicated by a group of Teaching English as a Second Language teacher trainee. The trainees were asked to write diaries regarding their experiences working in a team during a course for a semester which were then collected in three cycles throughout the semester. Entries were analysed in terms of whether there were positive, negative or neutral reference to working in teams. All members of a team were also required to participate in individual micro teaching sessions for which they were evaluated. Findings indicate that Team Based Learning has a potential role in teacher training as positive entries outnumbered negative entries. Additionally, teams with high average micro teaching scores also had more positive diary entries.

Team-based learning (TBL) is an instructional pedagogy that has gained recent popularity due to its effectiveness in disciplines such as medicine and business. However, TBL has not been widely adopted in teacher education based on reviews of research and practitioner based literature. The purpose of this case study was to assess the implementation and effectiveness of TBL in a Singapore teaching institute with thirty in-service teachers. Quantitative and qualitative data was collected from teachers about their experience learning through TBL. Research findings revealed that 1) teachers generally perceived TBL to be a positive experience, although several areas for improvement were suggested; 2) quality of scores through TBL was high, with team scores being significantly higher than individual scores. The findings from this study have the potential to guide the design of future TBL courses in education.

Background: Team-based learning (TBL) has become a more commonly recognized and implemented pedagogical approach in curricula of numerous disciplines. The desire to place more autonomy on the student and spend less in-class time delivering content has resulted in complete or partial adoption of this style of learning in many educational settings. Aim: Provide faculty with tools that foster a well facilitated and interactive TBL learning environment. Methods: We examined the published literature in the area of facilitation--specifically in TBL environments, and explored learning theories associated with team learning and our own experiences to create these facilitation tips. Results: We created 12 tips for TBL facilitation designed to assist faculty to achieve an effective and engaging TBL learning environment. Conclusions: Applying these twelve tips while facilitating a TBL classroom session will help to ensure maximal participation and optimal learning in a safe yet stimulating environment.

This essay presents the adaptation of Team-Based Learning (TBL) for a course that uses ecofeminist approaches to environmental literature. Developed originally for use in professional programs, TBL's cornerstones are permanent learning teams, preparation, application, and timely assessment (Michaelsen, Knight, & Fink, 2002). I wanted my students to examine literature about nature and sustainability in a way that would inform their ecological practice in the future. In this essay, I discuss the practice of using TBL in the environmental literature classroom, a strategy that has produced noticeable positive engagement from my students, engendering intellectual engagement with literature, the environment, and ecofeminist theory and criticism. I outline how TBL has proved an effective teaching strategy in the environmental literature classroom, showing the model's value in a Humanities setting. I begin by detailing the goals of a course on women's environmental literature and ecofeminist theory. Second, I explain how I applied TBL strategies of student and teacher accountability to the course by using Readiness Assessment Tests (RATs) and assigning permanent teams of five to eight students for regular discussion and peer evaluation. Third, I discuss ways in which a TBL approach to teaching women's environmental literature encourages collaborative learning among students, and reflects the communal attitude that should be a part of ecofeminist learning and application. I also present students' assessments of their experiences in the TBL classroom, along with my own evaluation, concluding that although the TBL method is initially labour intensive for both students and teachers, it is an ideal teaching method as it encourages accountability, regular feedback, and practical application of course material.

PROJECT ABSTRACT BACKGROUND The purpose of this scoping review is to examine the effectiveness of team-based learning and problem-based learning toward the development of effective professional communication skills. These professional communication skills include providing feedback to peers, communicating to patients and preceptors, elaboration of ideas, non-verbal active listening, and engaging other team members. Interpersonal and communication skills is listed as one of the competencies for the physician assistant profession. This student development is relevant to physician assistant education and other health professions education. METHODS A systematic search will be created by a health sciences librarian using keywords and MeSH terms in PubMed. Upon approval of the initial PubMed search by the rest of the research team, the librarian will translate the search to 8 other databases. Those databases are: Embase (Elsevier), CINAHL Complete, ERIC, and PsycInfo (EBSCOHost), Web of Science Core Collection and Dissertations & Theses index (Clarivate), Cochrane Database of Systematic Reviews (Wiley), Applied Social Sciences Index & Abstracts (ASSIA) via ProQuest, and Google Scholar. Google Scholar, Web of Science and Dissertations & Theses will be used to source grey literature findings. The research team will conduct hand-searching of relevant agencies and websites upon completion of screening. CONCLUSION As a result of this project, we hope to better understand the evidence regarding the effectiveness of team-based learning and problem-based learning toward the development of professional communication skills.

Team-Based Learning (TBL) maximizes class time for student practice in complex problems using peer learning in an instructor-guided format. Generally entire courses are structured using the comprehensive guidelines of TBL. We used TBL in a subsection of a veterinary course to determine if it remained effective in this format. One section of the class was taught the material using PowerPoint based lectures. The other group was taught the same material by the same instructor using TBL. All students took the same examination on the material at the end of the course and again 18 months later. There were no differences in the course examination or course grades but grade distributions differed; TBL grades were more widely distributed and female TBL students outperformed male TBL students. TBL students scored significantly higher on the repeat examination. Objective student engagement was high and students were positive about the experience. (Contains 4 figures.)

In this work, we draw attention to a connection between skill-based models of game outcomes and Gaussian process classification models. The Gaussian process perspective enables a) a principled way of dealing with uncertainty and b) rich models, specified through kernel functions. Using this connection, we tackle the problem of predicting outcomes of football matches between national teams. We develop a player kernel that relates any two football matches through the players lined up on the field. This makes it possible to share knowledge gained from observing matches between clubs (available in large quantities) and matches between national teams (available only in limited quantities). We evaluate our approach on the Euro 2008, 2012 and 2016 final tournaments.

This article is from BMC Medical Education , volume 14 . Abstract Background: In 2010, in the midst of the human immunodeficiency virus (HIV) epidemic in Zimbabwe, 69% of faculty positions in the Department of Medicine of the University of Zimbabwe College of Health Sciences (UZ-CHS) were vacant. To address the ongoing need to train highly skilled HIV clinicians with only a limited number of faculty, we developed and implemented a course for final-year medical students focused on HIV care using team-based learning (TBL) methods. Methods: A competency-based HIV curriculum was developed and delivered to final-year medical students in 10 TBL sessions as part of a 12 week clinical medicine attachment. A questionnaire was administered to the students after completion of the course to assess their perception of TBL and self-perceived knowledge gained in HIV care. Two cohorts of students completed the survey in separate academic years, 2011 and 2012. Descriptive analysis of survey results was performed. Results: Ninety-six of 120 students (80%) completed surveys. One hundred percent of respondents agreed that TBL was an effective way to learn about HIV and 66% strongly agreed. The majority of respondents agreed that TBL was more stimulating than a lecture course (94%), fostered enthusiasm for the course material (91%), and improved teamwork (96%). Students perceived improvements in knowledge gained across all of the HIV subjects covered, especially in challenging applied clinical topics, such as management of HIV antiretroviral failure (88% with at least a “large improvement”) and HIV-tuberculosis co-infection (80% with at least a “large improvement”). Conclusions: TBL is feasible as part of medical education in an African setting. TBL is a promising way to teach challenging clinical topics in a stimulating and interactive learning environment in a low-income country setting with a high ratio of students to teachers.

Skill competence is essential for nursing students, and the team-based learning (TBL) teaching method has become increasingly popular in Chinese nursing education. However, no consensus has been reached on whether the teaching method can improve skill competence in nursing students. This meta-analysis aimed specifically to examine the effect of the TBL teaching method versus the traditional teaching method on skill competence. Relevant studies in Chinese and English were comprehensively retrieved. Compared with traditional teaching, the TBL teaching method improved Chinese nursing students' operational skills, helping them to improve their comprehensive abilities. College nursing educators should consider adopting TBL teaching method in nursing education to promote the skill competence of students.

Team-based learning (TBL) is an approach that builds on both the case method and problem-based learning and has been widely adopted in the sciences and healthcare disciplines. In recent years business disciplines have also discovered the value of this approach. One of the key characteristics of the team-based learning approach consists of exercises that require teams to choose a specific answer and defend it against the answers of other teams. Discipline-specific exercises designed for this approach are not in abundance, and a gap in the literature exists regarding information on how to create effective exercises for the business disciplines. This paper reviews the concept of team-based learning as related to business, discusses the need for help in designing effective exercises, and suggests four avenues for filling the void.

This article is from Medical Journal of the Islamic Republic of Iran , volume 28 . Abstract Background: Team-based learning (TBL) is a structured type of cooperative learning that has growing application in medical education. This study compares levels of student learning and teaching satisfaction for a neurology course between conventional lecture and team-based learning. Methods: The study incorporated 70 students aged 19 to 22 years at the school of rehabilitation. One half of the 16 sessions of the neurology course was taught by lectures and the second half with team-based learning. Teaching satisfaction for the teaching methods was determined on a scale with 5 options in response to 20 questions. Results: Significant difference was found between lecture-based and team-based learning in final scores (p

The problem of effective learning in college classrooms, especially in a large lecture setting, has been a topic of discussion for a considerable span of time. Most efforts to improve learning incorporate various forms of student-active learning, such as in-class investigations or problems, group discussions, collaborative examinations and interactive technology such as i-clicker. Team-Based Learning (TBL) is a classroom paradigm that all but eliminates the standard lecture and shifts exams from an end-of-unit exercise to a preparatory role. Adapting TBL to an introductory oceanography course has yielded mixed results. Student satisfaction as measured by course evaluations has increased in several important indicators, but not in summative questions. Final grades have also continued at high levels, and discussions around in-class investigations have become increasingly sophisticated, but performance on certain exam components associated with higher-order learning has declined. The classroom environment may play a major role, with TBL showing greater effectiveness in a TBL-designed facility compared with a traditional auditorium.

A small group of faculty at Salem State University representing the disciplines of Chemistry, Finance, Geography, Political Science, and Social Work implemented a Team-Based Learning (TBL) model in their courses to explore its efficacy for increasing student engagement. Surveys were used to collect pre- and post-data from students to determine the extent of change in their perceptions of TBL. The data showed that TBL not only heightened students' self-awareness of their learning capabilities but also revealed that students had an affinity for TBL, often preferring TBL courses over traditionally structured courses.

A small group of faculty at Salem State University representing the disciplines of Chemistry, Finance, Geography, Political Science, and Social Work implemented a Team-Based Learning (TBL) model in their courses to explore its efficacy for increasing student engagement. Surveys were used to collect pre- and post-data from students to determine the extent of change in their perceptions of TBL. The data showed that TBL not only heightened students' self-awareness of their learning capabilities but also revealed that students had an affinity for TBL, often preferring TBL courses over traditionally structured courses.

This article is from BMC Medical Education , volume 11 . Abstract Background: Team-based learning (TBL), a new active learning method, has not been reported for neurology education. We aimed to determine if TBL was more effective than passive learning (PL) in improving knowledge outcomes in two key neurology topics - neurological localization and neurological emergencies. Methods: We conducted a modified crossover study during a nine-week internal medicine posting involving 49 third-year medical undergraduates, using TBL as the active intervention, compared against self-reading as a PL control, for teaching the two topics. Primary outcome was the mean percentage change in test scores immediately after (post-test 1) and 48 hours after TBL (post-test 2), compared to a baseline pre-test. Student engagement was the secondary outcome. Results: Mean percentage change in scores was greater in the TBL versus the PL group in post-test 1 (8.8% vs 4.3%, p = 0.023) and post-test 2 (11.4% vs 3.4%, p = 0.001). After adjustment for gender and second year examination grades, mean percentage change in scores remained greater in the TBL versus the PL group for post-test 1 (10.3% vs 5.8%, mean difference 4.5%,95% CI 0.7 - 8.3%, p = 0.021) and post-test 2 (13.0% vs 4.9%, mean difference 8.1%,95% CI 3.7 - 12.5%, p = 0.001), indicating further score improvement 48 hours post-TBL. Academically weaker students, identified by poorer examination grades, showed a greater increase in scores with TBL versus strong students (p < 0.02). Measures of engagement were high in the TBL group, suggesting that continued improvements in scores 48 hours post-TBL may result from self-directed learning. Conclusions: Compared to PL, TBL showed greater improvement in knowledge scores, with continued improvement up to 48 hours later. This effect is larger in academically weaker students. TBL is an effective method for improving knowledge in neurological localization and neurological emergencies in undergraduates.

The purpose of this study is to describe the process of developing learning tools to support a team-based digital learning environment (DLE) project in library management courses. The analyze, design, develop, implement, and evaluate (ADDIE) development model is used in this study to investigate this type of research and development (R&D). The study included 162 students from four universities in Indonesia. Data is gathered through media and material validation questionnaires, learning management system (LMS) user satisfaction questionnaires, and lesson learning outcomes tests. Instruments include media and material validation sheets, LMS user satisfaction instruments, and lesson learning outcomes test instrument sheets. The media validation test and material results show that all media can be used with minor adjustments. Students have responded positively to the DLE application for online learning at universities. Learning tools are critical for raising motivation and accomplishing course learning outcomes. In the future, the evolution of learning media may be accompanied by the evolution of learning designs. As a result, the learning process and learning outcomes can be optimized. This study makes recommendations for revamping learning materials, media, and design to increase student motivation to learn.