Team-Based Learning for Health Professions Education
A Guide to Using Small Groups for Improving Learning

Paper: 978 1 57922 248 2
Price: $29.95  
 

Publisher: Stylus Publishing
256 pp., 6" x 9"
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Education in the health professions is placing greater emphasis on “active” learning–learning that requires applying knowledge to authentic problems; and that teaches students to engage in the kind of collaboration that is expected in today’s clinical practice.

Team-Based Learning (TBL) is a strategy that accomplishes these goals. It transforms passive, lecture-based coursework into an environment that promotes more self-directed learning and teamwork, and makes the classroom come “alive.”

This book is an introduction to TBL for health profession educators. It outlines the theory, structure, and process of TBL, explains how TBL promotes problem solving and critical thinking skills, aligns with the goals of science and health courses, improves knowledge retention and application, and develops students as professional practitioners. The book provides readers with models and guidance on everything they need to know about team formation and maintenance; peer feedback and evaluation processes, and facilitation; and includes a directory of tools and resources.

The book includes chapters in which instructors describe how they apply TBL in their courses. The examples range across undergraduate science courses, basic and clinical sciences courses in medical, sports medicine and nursing education, residencies, and graduate nursing programs. The book concludes with a review and critique of the current scholarship on TBL in the health professions, and charts the needs for future research.


Table of Contents:
Foreword—Diane M. Billings
Preface—L. Dee Fink and Dean X. Parmelee;
PART ONE: FUNDAMENTALS
1) Team-Based Learning in Health Professions Education: Why Is It a Good Fit?—Dean X. Parmelee
2) Fundamental Principles and Practices of Team-Based Learning—Larry K. Michaelsen and Michael Sweet
3) Creating Effective Team Assignments—Larry K. Michaelsen and Michael Sweet
4) Improving Critical Thinking Skills in the Medical Professional with Team-Based Learning—Herb F. Janssen, N. P. Skeen, John Bell, and William Bradshaw
5) An Educational Rationale for the Use of Team-Based Learning: Didactic vs. Dialectic Teaching—Herb F. Janssen, N. P. Skeen, R. C. Schutt, and Kathryn K. McMahon
6) Team Formation—Kathryn K. McMahon
7) Team Maintenance—John W. Pelley and Kathryn K. McMahon
8) Facilitator Skills—John W. Pelley and Kathryn K. McMahon
9) Peer Evaluation in Team-Based Learning—Ruth Levine
10) Research and Scholarship: Team-Based Learning in Health Professions Education—Paul Haidet, Virginia Schneider, and Gary M. Onady
PART TWO: VOICES OF EXPERIENCE
11) Team-Based Learning in the Pre-Medical Curriculum: Genetics—Dorothy B. Engle
12) Team-Based Learning in an Introductory Biochemistry Class: A First-Time User’s Perspective—Teresa A. Garrett
13) Using Team-Based Learning as a Substitute for Lectures in a Required Undergraduate Nursing Course—Michele C. Clark
14) Team-Based Learning in a Physicians Assistant Program—Bob Philpot
15) The Use of Reading Assignments and Learning Issues as an Alternative to Anatomy Lectures in a Team-Based Learning Curriculum—Nagaswami S. Vasan and David O. DeFouw
16) Team-Based Learning in Sport and Exercise Psychology: Case Studies and Concept Maps as Application Exercises—Karla A. Kubitz
17) Team-Based Learning in a Psychiatry Clerkship—Cheryl S. Al-Mateen
18) Reinvigorating a Residency Program Through Team-Based Learning: The Experience of a Physical Medicine and Rehabilitation Program—Michael Petty and Kevin M. Means
Tools and Resources


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Reviews & Endorsements:
"Educators who use this book will transform their classrooms and find renewed satisfaction in their teaching. Students who participate in Team-Based Learning will develop the requisite knowledge, skills, and abilities of “thinking like a professional” and face a smoother transition from student to health care provider. The patient is the ultimate beneficiary when the health practitioner has been well prepared to provide safe and effective health care."
- From the Foreword by Diane M. Billings, Indiana University School of Nursing
Related Titles by Subject:
See Higher Education catalog and Teaching & Learning ( Higher Education )