Browsing by Subject "Team-Based Learning"

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    The Efficacy of Team-Based Learning in Histology
    (2010) Brokaw, James J.; Condon, Keith W.
    Team-Based Learning (TBL) is an instructional strategy in which traditional lectures are replaced with in-class activities that promote group discussion and active learning. Students are expected to master the basic facts and concepts of the subject matter prior to coming to class. We sought to determine whether the knowledge obtained using TBL is comparable to that obtained using traditional lectures, and whether students have a preference for either instructional method. From 2006-2008, the students in a graduate histology course were taught the structure and function of the basic tissues using TBL. Other topics in the course were taught using lectures, so the students experienced both instructional methods. Using the same 59 multiple-choice questions, we tested the students’ knowledge about the basic tissues, and compared the results to those obtained in 2005, when the basic tissue material was taught using lectures. In 2006-2008, the mean ± SD exam performance after TBL (87.5 ± 7.5, n = 32; 83.9 ± 11.1, n = 36; 78.9 ± 13.2, n = 24) was similar to that observed in 2005 after lectures (82.7 ± 12.0, n = 39). When asked to respond to the statement, “I prefer TBL sessions rather than traditional lectures”, 40.4% of the students agreed or strongly agreed, 23.4% disagreed or strongly disagreed, and 36.0% had no opinion (89 of 92 students responding). These results suggest that TBL and lectures produce comparable learning outcomes, at least as measured on a multiple-choice exam, and that students have a mild preference for the TBL format.
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    GREAT Expectations: Promoting Active and Collaborative Learning in Online and Face-to-face Courses
    (2014-04-01) Zhu, Liugen; Hook, Sara Anne
    GREAT Expectations stands for Group work, Reflection, Evaluation of self and peers, Application of course content to real-world problems and Testing (pre- and post-testing). It encompasses all of the techniques and technologies that the presenters use to promote active and collaborative learning in their online and face-to-face courses and to encourage students to take more responsibility for their own learning.
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    Team-Based Learning (TBL) in Histology: Lessons Learned Through 7 Years of Experience
    (2013) Brokaw, James J.; Condon, Keith W.
    In 2006, we began the transition from a traditional lecture-based histology course to a TBL course, gradually adding more TBL exercises each year until the course was virtually lecture-free. Our laboratory sessions using microscopes and glass slides remained unchanged. We have previously reported that TBL produces learning outcomes comparable to those of lectures (Clin. Anat. 23: 474, 2010). Based on our trail-and-error experiences of the last 7 years, we now offer 4 key suggestions for successfully implementing TBL in histology: (1) Schedule the laboratory session before the corresponding TBL exercise. This permits the use of histologic images that students already have some familiarity with. (2) Limit Internet access during the TBL exercise, especially for clinically-oriented problems. Students can quickly find the “right” answer via search engines without understanding why it is correct. (3) When discussing the TBL exercise in class, call out the names of individual students to respond using a checklist of the team rosters. This sends a clear message that all team members must fully participate in the process and be prepared to explain and defend the team’s answers. (4) At the conclusion of the TBL exercise, provide a “take-home message” about what the students are expected to understand about the topic. Students often fail to connect what they see in lab or read in the text with the problems presented in the exercise.