References
- Bahramifarid N, Sutherland S, Jalali A. 2012. Investigating the applications of team-based learning in medical education. Educ Med J. 4:7–12. http://eduimed.com/index.php/eimj/article/view/3.
- Bear JB, Woolley AW. 2011. The role of gender in team collaboration and performance. Interdiscip Sci Rev. 36:146–153.
- Borges NJ, Thompson BM, Roman BJ, Townsend MH, Carchedi LR, Cluver JS, Frank JB, Haidet PM, Levine RE. 2015. Team emotional intelligence, team interactions, and gender in medical students during a psychiatry clerkship. Acad Psychiatry. 39:661–663.
- Burgess AW, McGregor DM, Mellis CM. 2014. Applying established guidelines to team based learning programs in medical schools: a systematic review. Acad Med. 89:678–688.
- Curseu PL, Pluut H. 2013. Student groups as learning entities: the effect of group diversity and teamwork quality on groups’ cognitive complexity. Stud High Educ. 38:87–103.
- Denson N, Chang MJ. 2009. Racial diversity matters: the impact of diversity-related student engagement and institutional context. Am Educ Res J. 46:322–353.
- Gurin P, Dey E, Hurtado S, Gurin G. 2002. Diversity and higher education: theory and impact on educational outcomes. Harv Educ Rev. 72:330–367.
- Haidet P, Kubitz K, McCormack WT. 2014. Analysis of the team-based learning literature: TBL comes of age. J Excell Coll Teach. 25:303–333.
- Huang Z, Li M, Zhou Y, Ao Y, Xin W, Jia Y, Yang Y, Cai Y, Xu C, Yang Y, et al. 2016. Modified team-based learning in an ophthalmology clerkship in China. PLoS One. 11:e0154250.
- Koles PG, Stolfi A, Borges NJ, Nelson S, Parmelee DX. 2010. The impact of team-based learning on medical studentsʼ academic performance. Acad Med. 85(11):1739–1745.
- Loes C, Pascarella E, Umbach P. 2012. Effects of diversity experiences on critical thinking skills: who benefits? J High Educ. 83:1–25.
- McMahon KK. 2010. Team-based learning. In: Jeffries WB, Huggett KN, editors. An introduction to medical teaching. New York (NY): Springer; p. 55–64. http://link.springer.com/chapter/10.1007/978-90-481-3641-4_5.
- Michaelsen LK, Knight AB, Fink LD. 2002. Team-based learning: a transformative use of small groups. Santa Barbara (CA): Greenwood Publishing Group.
- Michaelsen LK, Sweet M. 2011. Team-based learning. New Dir Teach Learn. 2011:41–51.
- Pascarella ET, Palmer B, Moye M, Pierson CT. 2001. Do diversity experiences influence the development of critical thinking? J Coll Stud Dev. 42:257–271.
- Poeppelman RS, Liebert CA, Vegas DB, Germann CA, Volerman A. 2016. A narrative review and novel framework for application of team-based learning in graduate medical education. J Grad Med Educ. 8:510–517.
- Saha S, Guiton G, Wimmers PF, Wilkerson L. 2008. Student body racial and ethnic composition and diversity-related outcomes in US medical schools. JAMA. 300:1135–1145.
- Saudek K, Treat R. 2015. Team-based learning on a third-year pediatric clerkship improves NBME subject exam blood disorder scores. Med Educ Online. 20:29021.
- Teachman JD. 1980. Analysis of population diversity: measures of qualitative variation. Sociol Methods Res. 8:341–362.
- Thompson BM, Haidet P, Borges NJ, Carchedi LR, Roman BJB, Townsend MH, Butler AP, Swanson DB, Anderson MP, Levine RE. 2015. Team cohesiveness, team size, and team performance in team-based learning teams. Med Educ. 49:379–385.
- Thompson BM, Schneider VF, Haidet P, Levine RE, McMahon KK, Perkowski LC, Richards BF. 2007. Team-based learning at ten medical schools: two years later. Med Educ. 41:250–257.
- Whitla DK, Orfield G, Silen W, Teperow C, Howard C, Reede J. 2003. Educational benefits of diversity in medical school: a survey of students. Acad Med. 78:460–466.
- Williams HM, Meân LJ. 2004. Measuring gender composition in work groups: a comparison of existing methods. Organ Res Methods. 7:456–474.
- Williamson JW, Krumwiede KH, Reed J, Farmer S, Behrendt W. 2015. Does behavioral style influence learning strategy in health professions students? J Allied Health. 44:158–163.
- Zgheib NK, Simaan JA, Sabra R. 2010. Using team-based learning to teach pharmacology to second year medical students improves student performance. Med Teach. 32:130–135.