AN APPLICATION OF TEAM BASED LEARNING IN MEDICAL EDUCATION IN THE AGE OF COVID-19: A DIGITAL EXPERIENCE
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Published:
Oct 11, 2021
Keywords:
Team Based Learning, Medical Education, Educational Technologies, Faculty Development, Higher Education, Educational Technology, Technology Enhanced Learning
Main Article Content
Abstract
In recent decades, Medical Education has undergone several radical changes. Moreover, the changes currently due to the Covid-19 emergency must be added. This paper aims to share the results of a teaching innovation in medical education based on Team-Based Learning (TBL), which was implemented within an elective course in the Master's Degree Course in Medicine and Surgery. The results of the mixed method evaluative research led to identify interpretative elements concerning the students’ engagement, their learning outcomes, and their perceptions about the teaching approach. The TBL, if introduced progressively and implemented with appropriate scaffolding actions through the exploitation of the potential of educational technologies, can lead to positive results. It can indeed facilitate a greater involvement of the students and the mobilization of the knowledge autonomously acquired in order to face tasks with increasing cognitive complexity, as well as an empowerment process of the "learning to learn" skill in the perspective of lifelong learning.
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Articles - Special Issue
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Watson, W. E., Michaelsen, L. K., & Sharp, W. (1991). Member competence, group interaction, and group decision making: A longitudinal study. Journal of Applied Psychology, 76(6), 803–809. doi: 10.1037/0021-9010.76.6.803
White, M. D., & Marsh, E. E. (2006). Content analysis: A flexible methodology. Library Trends, 55(1), 22-45. doi: 10.1353/lib.2006.0053
Andrew, S., & Halcomb, E. J. (2012). Mixed methods research. In S. Borbasi, & D. Jackson (Eds.), Navigating the Maze of Research: Enhancing Nursing and Midwifery Practice (pp. 147-166). Marrickville, NSW, AU: Elsevier.
Brewer, J., & Hunter, A. (1989). Multimethod research: A synthesis of styles. Newbury Park, CA, US: Sage.
Burgess, A. W., McGregor, D. M., & Mellis, C. M. (2014). Applying established guidelines to team-based learning programs in medical schools: a systematic review. Academic Medicine, 89(4), 678-688. doi: 10.1097/ACM.0000000000000162
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115. doi: 10.1111/j.1365-2648.2007.04569.x
Goldfield, N. (2017). Dramatic Changes in Health Care Professions in the Past 40 Years. Journal of Ambulatory Care Management, 40(3), 169-175. doi: 10.1097/jac.0000000000000201
Harvey, L., & Newton, J. (2007). Transforming quality evaluation: moving on. In D.F. Westerheijden, B. Stensaker, & M.J. Rosa (Eds.), Quality assurance in higher education (pp. 225-245). Dordrecht, NL: Springer.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Abingdon, UK and New York, NY, US: Routledge.
Hernández-García, Á., & Suárez-Navas, I. (2017). GraphFES: A web service and application for Moodle message board social graph extraction. In B. Kei Daniel (Ed.), Big data and learning analytics in higher education (pp. 167-194). Cham, CH: Springer.
Koles, P. G., Stolfi, A., Borges, N. J., Nelson, S., & Parmelee, D. X. (2010). The impact of team-based learning on medical students' academic performance. Academic Medicine, 85(11), 1739-1745. doi: 10.1097/acm.0b013e3181f52bed
Letassy, N. A., Fugate, S. E., Medina, M. S., Stroup, J. S., & Britton, M. L. (2008). Using team-based learning in an endocrine module taught across two campuses. American Journal of Pharmaceutical Education, 72(5), 39-50. doi: 10.5688%2Faj7205103
Lotti, A. (2019). Il Team Based Learning (TBL): un metodo formativo per apprendere a lavorare in gruppo. In A. Dipace, & V. Tamborra (Eds.), Insegnare in Università. Metodi e strumenti per una didattica efficace (pp. 141-165). Milano, IT: Angeli.
Michaelsen, L. K., & Sweet, M. (2011). Team-based learning. New Directions for Teaching and Learning, 128, 41–51. doi: 10.1002/tl.467
Mortari, L. (2003). Apprendere dall’esperienza: Il pensare riflessivo nella formazione. Roma, IT: Carocci.
Nicol, D. (2020). The power of internal feedback: exploiting natural comparison processes. Assessment & Evaluation in Higher Education, 46(5), 756-778. doi: 10.1080/02602938.2020.1823314
Parmelee, D. X., & Hudes, P. (2012). Team-based learning: a relevant strategy in health professionals’ education. Medical Teacher, 34(5), 411-413. doi: 10.3109/0142159x.2012.643267
Parmelee, D. X., & Michaelsen, L. K. (2010). Twelve tips for doing effective Team-Based Learning (TBL). Medical teacher, 32(2), 118-122. doi: 10.3109/01421590903548562
Stake, R. E. (1975). Evaluating the arts in education: A responsive approach. Columbus, OH, US: Merrill.
Watson, W. E., Michaelsen, L. K., & Sharp, W. (1991). Member competence, group interaction, and group decision making: A longitudinal study. Journal of Applied Psychology, 76(6), 803–809. doi: 10.1037/0021-9010.76.6.803
White, M. D., & Marsh, E. E. (2006). Content analysis: A flexible methodology. Library Trends, 55(1), 22-45. doi: 10.1353/lib.2006.0053