Browsing by Subject "Team-based Learning"

Now showing 1 - 2 of 2
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    Assessing the Process of Team-Based Projects to Promote Quality Contribution and Equitable Assessment
    (Indiana University, 2024-03-08) Zhu, Liugen
    This article explores the development and implementation of a multifaceted evaluation approach aimed at assessing both the product and process aspects of team-based projects. Specifically, it delves into the practice of utilizing peer evaluation to evaluate the intricate process dynamics within team-based projects. In support of this methodology, this article references relevant literature and theories to underscore the importance of assessing the process and advocating for equitable assessment practices. The article includes the peer evaluation form, an informative FAQ page, a group discussion assignment, and a hypothetical example illustrating the grading process.
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    Team-based learning and ethics education in Nursing
    (2013-12) Hickman, Susan E.; Wocial, Lucia D.
    This report describes the use of team-based learning concepts in an undergraduate nursing applied ethics course using established reporting guidelines. Team-based learning relies on actively engaging students in the learning process through small-group activities that facilitate the development of skills, including concept analysis, critical thinking, and problem solving. Students are divided into teams of five to seven members who collaborate throughout the semester to work through activities that build on ethics concepts introduced through reading and lectures. Nurse educators are challenged to develop educational approaches that will engage students and help them to apply what they learn from the study of ethics to the lived experience of clinical practice. The ultimate goal is to help students to develop into morally sensitive and competent professionals. Team-based learning represents a novel way to teach these skills to undergraduate nursing students.