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Building High Efficiency Learning Teams in the Biochemistry Laboratory and Classroom
Author(s) -
Stahelin Robert Virgil
Publication year - 2008
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.22.1_supplement.659.2
Subject(s) - teamwork , team based learning , workforce , psychology , graduate students , medical education , engineering ethics , knowledge management , computer science , engineering , pedagogy , medicine , management , political science , law , economics
Learning for entering the culture and practice of science takes place in three program‐embedded‐areas: laboratory‐centered, program centered, and peer‐centered. Additionally, group‐based work brings together skills at acquiring, communicating, and integrating information, while prospective employers support programs that allow the growth of interpersonal, organizational, and teamwork skills that will better prepare students for the scientific workforce. Team Based Learning (TBL) originated with Larry Michaelsen in the late 1970's. TBL is an especially powerful form of learning as it creates learning teams, which are distinct from other group learning activities. Based upon our preliminary studies and the current state of literature in the education field, we hypothesized that high efficiency learning teams could be created in the academic laboratory and undergraduate/graduate biochemistry classroom through implementation of TBL. First, a new course addressing the biophysics of lipids has been designed and implemented. Second, mentoring of undergraduate and graduate research teams performing research in the Stahelin lab utilizes TBL for efficient scientific discovery. The outline, assessment, advantages and disadvantages, as well as the future of TBL in a bona fide scientific research setting and classroom will be presented.