Twelve tips for doing effective Team-Based Learning (TBL)

Abstract

Team-based learning (TBL) in medical education has emerged over the past few years as an instructional strategy to enhance active learning and critical thinking – even in large, basic science courses. Although TBL consistently improves academic outcomes by shifting the instructional focus from knowledge transmission to knowledge application, it also addresses several professional competencies that cannot be achieved or evaluated through lecture-based instruction. These 12 tips provide the reader with a set of specific recommendations which, if followed, will ensure the successful design and implementation of TBL for a unit of study.

Notes

1. Based on data from 6161 students in 1115 teams since 1986–1114 team scores were higher than the score of their own very best member.

Additional information

Notes on contributors

Dean X. Parmelee

DEAN X. PARMELEE is the associate dean for Academic Affairs, and devotes most of his time to improving medical student education.

Larry K. Michaelsen

LARRY K. MICHAELSEN is a professor of Management, an active teacher of undergraduate business school students, and both he and Dr Parmelee conduct workshops on TBL for faculty development at a variety of institutions of higher learning internationally. He is also the David Ross Boyd Professor Emeritus at the University of Oklahoma, a Carnegie Scholar, a Fulbright Senior Scholar, and former editor of the Journal of Management Education.