Team-based learning: design, facilitation and participation

Annette Burgess; Christie van Diggele; Chris Roberts; Craig Mellis

doi:10.1186/s12909-020-02287-y

Team-based learning: design, facilitation and participation

BMC Med Educ. 2020 Dec 3;20(Suppl 2):461. doi: 10.1186/s12909-020-02287-y.

Authors

Annette Burgess^{1

2}, Christie van Diggele^{3

4}, Chris Roberts^{5

3}, Craig Mellis⁶

Affiliations

¹ The University of Sydney, Faculty of Medicine and Health, Sydney Medical School, Education Office, The University of Sydney, Edward Ford Building A27, Sydney, NSW, 2006, Australia. annette.burgess@sydney.edu.au.
² The University of Sydney, Faculty of Medicine and Health, Sydney Health Professional Education Research Network, The University of Sydney, Sydney, Australia. annette.burgess@sydney.edu.au.
³ The University of Sydney, Faculty of Medicine and Health, Sydney Health Professional Education Research Network, The University of Sydney, Sydney, Australia.
⁴ The University of Sydney, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia.
⁵ The University of Sydney, Faculty of Medicine and Health, Sydney Medical School, Education Office, The University of Sydney, Edward Ford Building A27, Sydney, NSW, 2006, Australia.
⁶ The University of Sydney, Faculty of Medicine and Health, Sydney Medical School, Central Clinical School, Sydney, Australia.

Abstract

Team-based learning (TBL) provides an active, structured form of small group learning, that can be applied to large classes. Student accountability is achieved through the specific steps of TBL, including pre-class preparation, readiness assurance testing, problem-solving activities, and immediate feedback. Globally, a growing number of healthcare faculties have adopted TBL in a variety of combinations, across diverse settings and content areas. This paper provides a succinct overview of TBL and guidance for teachers towards successful design and implementation of TBL within health professional education. It also offers guidance for students participating in TBL. The paper is informed by both educational theory, and the extensive, seven year experience of the first and last authors in designing, implementing, facilitating and evaluating TBL at a large medical school.

Keywords: Clinical problem-solving; Medicine and health curriculum; Problem based learning; Team-based learning.

Publication types

Review

MeSH terms

Educational Measurement
Feedback
Group Processes*
Humans
Learning
Problem-Based Learning*
Schools, Medical