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Foreword ix
Diane M. Billings
Preface xi
L. Dee Fink
Dean X. Parmelee
PART ONE: FUNDAMENTALS
Team-Based Learning in Health Professions Education
Why Is It a Good Fit? 3
Dean X. Parmelee
Fundamental Principles and Practices of Team-Based Learning 9
Larry K. Michaelsen
Michael Sweet
Creating Effective Team Assignments 35
Larry K. Michaelsen
Michael Sweet
Improving Critical Thinking Skills in the Medical Professional With Team-Based Learning 61
Herbert F. Janssen
N. P. Skeen
John Bell
William Bradshaw
An Educational Rationale for the Use of Team-Based Learning
Didactic Versus Dialectic Teaching 75
Herbert F. Janssen
N. P. Skeen
R. C. Schutt
Kathryn K. McMahon
Team Formation 85
Kathryn K. McMahon
Team Maintenance 89
John W. Pelley
Kathryn K. McMahon
Facilitator Skills 99
John W. Pelley
Kathryn K. McMahon
Peer Evaluation in Team-Based Learning 103
Ruth E. Levine
Research and Scholarship
Team-Based Learning in Health Professions Education 117
Paul Haidet
Virginia Schneider
Gary M. Onady
PART TWO: VOICES OF EXPERIENCE
Team-Based Learning in the Premedical Curriculum
Genetics 133
Dorothy B. Engle
Team-Based Learning in an Introductory Biochemistry Class
A First-Time User's Perspective 141
Teresa A. Garrett
Using Team-Based Learning as a Substitute for Lectures in a Required Undergraduate Nursing Course 151
Michele C. Clark
Team-Based Learning in a Physician's Assistant Program 161
Bob Philpot
The Use of Reading Assignments and Learning Issues as an Alternative to Anatomy Lectures in a Team-Based Learning Curriculum 169
Nagaswami S. Vasan
David O. DeFouw
Team-Based Learning in Sport and Exercise Psychology
Case Studies and Concept Maps as Application Exercises 177
Karla A. Kubitz
Team-Based Learning in a Psychiatry Clerkship 195
Cheryl S. Al-Mateen
Reinvigorating a Residency Program Through Team-Based Learning
The Experience of a Physical Medicine and Rehabilitation Program 203
Michael E. Petty
Kevin M. Means
Contributors 215
Index 225
이용현황보기
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출판사 책소개
Education in the health professions is placing greater emphasis on “active” learning?learning that requires applying knowledge to authentic problems; and that teaches students to engage in the kind of collaboration that is expected in today’s clinical practice.
Team-Based Learning (TBL) is a strategy that accomplishes these goals. It transforms passive, lecture-based coursework into an environment that promotes more self-directed learning and teamwork, and makes the classroom come “alive.”
This book is an introduction to TBL for health profession educators. It outlines the theory, structure, and process of TBL, explains how TBL promotes problem solving and critical thinking skills, aligns with the goals of science and health courses, improves knowledge retention and application, and develops students as professional practitioners. The book provides readers with models and guidance on everything they need to know about team formation and maintenance; peer feedback and evaluation processes, and facilitation; and includes a directory of tools and resources.
The book includes chapters in which instructors describe how they apply TBL in their courses. The examples range across undergraduate science courses, basic and clinical sciences courses in medical, sports medicine and nursing education, residencies, and graduate nursing programs. The book concludes with a review and critique of the current scholarship on TBL in the health professions, and charts the needs for future research.
Team-Based Learning (TBL) is a strategy that accomplishes these goals. It transforms passive, lecture-based coursework into an environment that promotes more self-directed learning and teamwork, and makes the classroom come “alive.”
This book is an introduction to TBL for health profession educators. It outlines the theory, structure, and process of TBL, explains how TBL promotes problem solving and critical thinking skills, aligns with the goals of science and health courses, improves knowledge retention and application, and develops students as professional practitioners. The book provides readers with models and guidance on everything they need to know about team formation and maintenance; peer feedback and evaluation processes, and facilitation; and includes a directory of tools and resources.
The book includes chapters in which instructors describe how they apply TBL in their courses. The examples range across undergraduate science courses, basic and clinical sciences courses in medical, sports medicine and nursing education, residencies, and graduate nursing programs. The book concludes with a review and critique of the current scholarship on TBL in the health professions, and charts the needs for future research.
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