Key components of a team-based learning (TBL) module: phase I, preclass assignment; phase II, individual and team readiness assurance tests; phase III, team problem solving of application-focused exercises.
The TBL Collaborative is a nonprofit organization and faculty community of practice offering workshops, conferences, web-based training materials, expert consultations, and mentoring. There are video examples of TBL in action, extensive lists of how-to books, samples of TBL research, and a list of TBL experts who can visit your institution to give faculty development sessions.
Michaelsen et al. (21)
The original (and excellent) how-to guide by Michaelsen et al. (21) in collaboration with expert faculty developers (Knight and Fink). The books has three parts: part I gives a practical description of all of the elements of TBL, part II provides several use case examples, and part III concludes with lessons learned and frequently asked questions.
Michaelsen et al. (22)
Guide written by the early leaders of the TBL Collaborative. Chapters are arranged in 2 sections: Fundamentals and Voices of Experience. Has useful appendices showing examples of RAT, peer evaluation forms, plus some nonstandard elements such as incorporation of concept maps as a team exercise.
Parmelee et al. (25)
This AMEE guide looks at the TBL process first through the lens of what a student experiences and then what the instructor needs to think about. Raises the issue of modified TBL and tries to highlight the must-be-done elements of TBL. Gives a brief head-to-head comparison of TBL with problem-based learning.
Parmelee and Michaelsen (24)
A useful quick read of the main points but does not replace reading of the more in-depth resources.
Gullo et al. (7)
Excellent quick list of effective suggestions about facilitation in the TBL classroom; notes that the interteam dimension of facilitation is unique to TBL among small-group teaching methods. The first 6 tips focus on aspects of design and planning ahead that make of a smooth TBL lesson; the second block of 6 tips talks about enhancing active student engagement, for example, through use of waiting, use of open-ended questions, restating student comments, holding all students accountable at any given time, etc.
An earlier contribution to the 12-tip series worth revisiting. Although written for PBL tutors who work with a single small group, there are reminders of effective techniques sometimes lost in the discussion of TBL facilitation, for example, having groups spend some time at the start establishing ground rules and expectations for conduct, the importance of faculty role modeling respectful communication and fostering a safe place for disagreement and discussion, and emphasizing the approach of “we” (i.e., student-faculty collaboration in the learning process).
TBL, team-based learning; RAT, team readiness assurenace; AMEE, Association for Medical Education in Europe; PBL, problem-based learning.
Cover: From material detailed in the following article: Bell FE, Wilson LB, Hoppmann RA. Using ultrasound to teach medical students cardiac physiology. Adv Physiol Educ 39: 392–396, 2015; doi:10.1152/advan.00123.2015.