A Team-Based Learning Guide For Faculty

David Hawkins

• Publisher: Stratton Press
• Year: 2020
• eBook ISBN: 9781643459721
• Edition: 1
• Topic: Didattica
• Subtopic: Didattica generale

Team-Based Learning (TBL) engages students in active learning, which promotes both the acquisition and retention of knowledge. This is in sharp contrast to the classic method of teaching by lecturing to students. The didactic lecture creates a passive learning environment in which students memorize facts and then regurgitate them on exams. We refer to this as bulimic learning. Knowledge retention is short-lived when the learning process is passive.

Research has shown that TBL enhances problem solving, improves student performance, sharpens critical thinking skills, prolongs knowledge retention, and ensures a high degree of learning satisfaction. TBL should replace the lecture in every academic program.

This book will provide faculty with a concise set of instructions on how to create a TBL course. Faculty will be guided through the process of developing learning outcomes and objectives, identifying fundamental course concepts, designing guided learning handouts, and assessing student learning.

Chapter 1

Rationale and Method for Developing a Team-Based Learning Curriculum

Team-Based Learning (TBL) is a well-defined active learning strategy that combines pre-class guided self-learning with highly interactive small group learning in class. It has a great advantage over other small group methods, such as problem-based learning, because a single faculty facilitator rather than multiple facilitators can work with multiple teams, and the learning is faculty directed. TBL emphasizes the importance of individual accountability, teamwork, and the application of basic fundamental concepts in solving real-world problems. The role of the instructor is to clearly articulate the learning outcomes, create challenging problems for students to solve, and probe their reasoning in reaching conclusions.

Designing team-based learning instruction does require more time and effort than the traditional lecture-based, passive-learning style of teaching, but it is well worth the extra time and effort. Several published studies have documented the benefits of TBL including enhancing clinical problem solving (Bick et al., Beatty et al.), having a positive impact on student engagement and learning satisfaction, (Chung et al., Clark et al.), improving student performance (Zgheib et al., Vasan et al., Thomas et al., Tan N. et al.), and sharpening critical thinking skills and long-term retention (McInerney and Fink).

The format for TBL is comprised of three phases as shown in the diagram below.

Adapted from: Michaelsen LK et al. Team-Based Learning for Health Professions Education

In phase 1, students study independently outside of class using guided learning materials to master course objectives and fundamental concepts. This may involve audiotaped mini-lectures, reading assignments, or other activities. In phase 2, individual learners complete a multiple-choice exam to assure their readiness to apply the concepts learned during phase 1. This is referred to as the Individual Readiness Assurance Test (IRAT). Then the same multiple-choice test is given to each team, which must reach a consensus on the answer for each question. This is referred to as the Team Readiness Assurance Test (TRAT). Written appeals may be submitted by any team who would like to challenge the instructor on the correct answer or the adequacy of phase 1 assignments. Appeals that are upheld are rewarded by giving extra grade points to the team that made the appeal. After the TRAT, the instructor provides immediate feedback on the concepts covered on the test by engaging the students in a Socratic discussion designed to clarify concepts and enhance further learning. In phase 3, teams will complete in-class assignments that promote collaboration, use of phase 1 and phase 2 knowledge, and critical thinking. Again, a Socratic discussion period follows the application exercise to reinforce what was learned and to practice applying fundamental concepts to solve additional problems.

Prior to getting started with these three learning phases, the instructor will form teams comprised of five to six students based on various criteria that help achieve an even distribution of demographics, talents, and experiences across all teams. Some of the criteria used in team formation include gender, ethnicity, previous academic experience in related courses, and course-related life experiences. It is important to make the team formation process transparent and avoid using student-selected teams. Students usually remain with the same team throughout the semester for each course. All students are accountable for their own work and their teamwork.

A good systematic way of developing TBL instructional units is to use what is commonly referred to as the backward design approach: you begin with the end in mind and you end with knowing if you got where you intended to go. Answers to the following questions will provide a roadmap for creating an effective TBL unit, a complete course, or an entire curriculum.

1. What do you want your students to be able to do when they have finished the course or course topic?
   The answer to this question will guide you in establishing student learning outcomes (SLOs) for the course. Once the course learning outcomes have been identified, the instructor can develop applications that compel students to first learn fundamental course concepts and then apply those concepts to analyzing, evaluating, and synthesizing solutions to problems. The applications may involve decision-making, critical appraisal of the literature, or team projects in which the outcome sheds light on new knowledge or uses existing knowledge to solve real world problems. Creating relevant and interesting applications will not only help you organize your TBL course, but will also help you design the criteria for assessing student learning. In well-designed TBL units, the number of student learning outcomes should be in the range of three to six.
2. What will your students need to know in order to be able to do those things?
   The answer to this question identifies the body of knowledge that must be ...

Table of contents

• A Team-Based Learning Guide For Faculty
• Dedication
• Foreword
• Preface
• Chapter 1
• Chapter 2
• Chapter 3
• Chapter 4
• Chapter 5
• Chapter 6
• Chapter 7
• Chapter 8
• Chapter 9
• Chapter 10