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Medical Teacher Volume 39, 2017 - Issue 4
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Original Articles

Uncover it, students would learn leadership from Team-Based Learning (TBL): The effect of guided reflection and feedback

Maryam AlizadehDepartment of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran;
,
Azim MirzazadehDepartment of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran; ;Iran Health Professions Education Research Center, Tehran University of Medical Sciences, Tehran, Iran; Correspondence[email protected]
,
Dean X. ParmeleeWright State University Boonshoft, School of Medicine, Dayton, OH, USA;
,
Elizabeth PeytonVeterans Health Administration, National Center for Organization Development, Cincinnati, OH, USA;
,
Leila JananiDepartment of Biostatistics, School of Public Health, Iran University of Medical Sciences, Tehran, Iran; ;Clinical Trial Center (CTC), Tehran University of Medical Sciences, Tehran, Iran;
,
Gholamreza HassanzadehDepartment of Anatomy, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran;
&
Saharnaz NedjatEpidemiology and Biostatistics Department, School of Public Health, Knowledge Utilization Research Center, Tehran University of Medical Sciences, Tehran, Iran
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Pages 395-401 | Published online: 28 Feb 2017

Citations (11)

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Read on this site (3)

D. Beneroso & M. Erans. (2021) Team-based learning: an ethnicity-focused study on the perceptions of teamwork abilities of engineering students. European Journal of Engineering Education 46:5, pages 678-689.
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Sara Mortaz Hejri, Azim Mirzazadeh, Mahboobeh Khabaz Mafinejad, Maryam Alizadeh, Narges Saleh, Roghayeh Gandomkar & Mohammad Jalili. (2018) A decade of reform in medical education: Experiences and challenges at Tehran University of Medical Sciences. Medical Teacher 40:5, pages 472-480.
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Maryam Alizadeh, Azim Mirzazadeh, Dean X. Parmelee, Elizabeth Peyton, Neda Mehrdad, Leila Janani & Hooman Shahsavari. (2018) Leadership Identity Development Through Reflection and Feedback in Team-Based Learning Medical Student Teams. Teaching and Learning in Medicine 30:1, pages 76-83.
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Articles from other publishers (8)

Linda Hublin, Jaana-Maija Koivisto, Markus Lyyra & Elina Haavisto. (2023) Learning Collaborative Clinical Reasoning in Healthcare Education: An Integrative Review. Journal of Professional Nursing 49, pages 126-134.
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Veerle Duprez, Laure Dhont, Margreet van der Cingel, Thóra B. Hafsteinsdóttir & Simon Malfait. (2023) Understanding strategies that foster nurses to act as clinical leaders in hospitals: A realist review. Journal of Advanced Nursing.
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Na Zhai, Yong Huang, Xiaomei Ma & Jingchun Chen. (2023) Can reflective interventions improve students’ academic achievement? A meta-analysis. Thinking Skills and Creativity 49, pages 101373.
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Athena Li, Elif Bilgic, Amy Keuhl & Matthew Sibbald. (2022) Does your group matter? How group function impacts educational outcomes in problem-based learning: a scoping review. BMC Medical Education 22:1.
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Ali Norouzi, Maryam Alizadeh, Dean Parmelee, Saharnaz Nedjat, Saiideh Norouzi & Mohammad Shariati. (2022) Metamotivation in medical students: Explaining motivation regulation strategies in medical students. Journal of Education and Health Promotion 11:1, pages 157.
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Melanie Wiseman, Joshua Hartzell, William F. Kelly, Paul A. Hemmer & Michael Stein. (2022) Reflective Essays During Clerkship Following a Pre-clerkship Leadership Curriculum. Journal of Medical Education and Curricular Development 9, pages 238212052210915.
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Weeratian Tawanwongsri & Tharin Phenwan. (2019) Reflective and feedback performances on Thai medical students’ patient history-taking skills. BMC Medical Education 19:1.
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Kristin K. Janke, Robert A. Bechtol, Stephanie James, Gardner Lepp, Rebecca Moote & Peter Clapp. (2019) Determining Indicators of High-Quality Application Activities for Team-Based Learning. American Journal of Pharmaceutical Education 83:9, pages 7109.
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