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Medical Teacher Volume 41, 2019 - Issue 9
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Letter to the Editor

Team-based learning: A medical student’s perspective

Carmen Lok Tung HoImperial College School of Medicine, Imperial College London, Hammersmith, LondonCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-8749-3973
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Page 1087 | Published online: 01 Feb 2019

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Laksha Bala, Rachel J. Westacott, Celia Brown & Amir H. Sam. (2023) Twelve tips for introducing very short answer questions (VSAQs) into your medical curriculum. Medical Teacher 45:4, pages 360-367.
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Articles from other publishers (3)

Jie Gong, Junfeng Du, Jinjin Hao & Lei Li. (2022) Effects of bedside team-based learning on pediatric clinical practice in Chinese medical students. BMC Medical Education 22:1.
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Kate R. Millar, Michael D. Reid, Preman Rajalingam, Claire A. Canning, Omid Halse, Naomi Low‐Beer & Amir H. Sam. (2021) Exploring the feasibility of using very short answer questions (VSAQs) in team‐based learning (TBL). The Clinical Teacher 18:4, pages 404-408.
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Gonzalo A. Carrasco, Kathryn C. Behling & Osvaldo J. Lopez. (2019) Implementation of Team-Based Learning: a Tale of Two New Medical Schools. Medical Science Educator 29:4, pages 1201-1210.
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