Team-based learning: Difference between revisions

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'''Team-based learning''' ('''TBL''') is a [[collaborative learning]] and teaching strategy<ref name=":0">{{Cite news|url=http://www.teambasedlearning.org/definition/|title=Definition - Team-Based Learning Collaborative|newspaper=Team-Based Learning Collaborative|language=en-US|access-date=2016-11-03}}</ref> that enables people to follow a structured process to enhance student engagement and the quality of student or trainee learning.<ref>[[Larry Michaelsen|Michaelsen, Larry]], and Michael Sweet. "Team-Based Learning." Web log post. NEA - Team Based Learning. N.p., n.d. Web. 27 Nov. 2012. <http://www.nea.org/home/34362.htm>.</ref> The term and concept was first popularized by [[Larry Michaelsen]], the central figure in the development of the TBL method while at [[University of Oklahoma]] in the 1970s, as an educational strategy that he developed for use in academic settings, as in [[medical education]].<ref>[[Larry Michaelsen|Michaelsen, L.K.]], Watson, W.E., Cragin, J.P., and [[L. Dee Fink|Fink, L.D]]. (1982) Team-based learning: A potential solution to the problems of large classes. ''Exchange: The Organizational Behavior Teaching Journal 7''(4): 18-33.''''</ref><ref name="isbn0-89789-863-X">{{cite book |editor=Larry K. Michaelsen |editor-link=Larry K. Michaelsen |editor2=Arletta Bauman Knight |editor3=[[L. Dee Fink]] |editor3-link=L. Dee Fink |title=Team-based learning: a transformative use of small groups |publisher=Praeger |___location=New York |year=2002 |pages= |isbn=978-0-89789-863-8 |oclc= |doi=}}</ref> Team-based learning methodology can be used in any classroom or training sessions at school or in the workplace.

== How it works ==

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== Benefits ==

Team-Based Learning has been suggested to help students who seem uninterested in subject material, do not do their homework, and have difficulty understanding material. TBL can transform traditional content with application and problem solving skills, while developing interpersonal skills.<ref name="isbn0-89789-863-X" /> Its implementation in education can also be important for developing skills and abilities that are useful for businesses, organizations, careers, and industries where many projects and tasks are performed by teams. Learning how to learn, work, interact, and collaborate in a team is essential for success in this kind of an environment.<ref>Howard Hills (2001) Team Based Learning Gower Publishing Company {{ISBN|0-566-08364-7}}</ref> Many of the medical schools have adopted some version of TBL for several of the benefits listed above, and also for greater long-term knowledge retention. According to a study done by the [https://medicine.wustl.edu/ Washington University School of Medicine], individuals who learned through an active team based learning curriculum had greater long-term knowledge retention compared to a traditional passive lecture curriculum. Evidently, faculty of professional schools are thus directing their focus towards developing application and integration of knowledge beyond the content-based curricula, rather than simple course objectives such as simply memorizing a concept.<ref>{{Cite journal|title=Knowledge Is No Longer Enough: Enhancing Professional Education with Team-Based Learning|journal=New Directions for Teaching and Learning|volume=2008|issue=116|pages=41–53|url=http://www.southampton.ac.uk/assets/centresresearch/documents/medu/Workshops%20and%20courses%20flyer/10_4_13_sibley.pdf|doi=10.1002/tl.332|year=2008|last1=Sibley|first1=Jim|last2=Parmelee|first2=Dean X.}}</ref> Michaelsen adds that "assignments that require groups to make decisions and enable them to report their decisions in a simple form, will usually generate high levels of group interaction"<ref name="isbn0-89789-863-X_chapter2">{{cite book|title=Team-based learning: a transformative use of small groups|publisher=Praeger|year=2002|isbn=978-0-89789-863-8|editor-link=Larry K. Michaelsen|___location=New York|pages=|chapter=Chapter 2: Getting Started with Team Learning|doi=|oclc=|editor=Larry K. Michaelsen|editor2=Arletta Bauman Knight|editor3=[[L. Dee Fink]]|editor3-link=L. Dee Fink}}</ref> and are:

* significant (correlated to important course objectives, meaningful to the future work that the course might prepare a student for),

* the same for all teams in the course,