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Fundamentals of Team‐based Learning and How it Can Work in Teaching Anatomy
Author(s) -
Nieder Gary L.
Publication year - 2013
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.27.1_supplement.15.1
Subject(s) - team based learning , teamwork , medical education , small group learning , quality assurance , psychology , computer science , medicine , pathology , external quality assessment , political science , law
Team‐based learning (TBL) is a well‐described instructional strategy, involving a sequence of individual and group learning activities, which promotes individual and group accountability, development of problem solving proficiency and improved teamwork skills. The core elements of TBL are: 1) individual preparation guided by specific assignments and objectives; 2) individual readiness assurance testing; 3) group readiness assurance testing; 4) group application exercises; 5) peer evaluation. Departure from this sequence is possible, but should be carefully undertaken and assessed to preserve all of the benefits of the method. TBL can be implemented alongside traditional anatomy learning activities such as readings, lecture and dissection lab or in alternative anatomy teaching situations. We have structured our TBL sessions to deal with the highly visual nature of the anatomical sciences, including the use of laptops and now iPads to provide each team with high quality radiological imaging, figures and video. We also include team‐produced drawings, with subsequent peer evaluation, as part of the application problems in most of the TBL sessions. TBL has proven to be a valued addition to the overall anatomy and embryology teaching program.