Events & Resources

What's New in Team-Based Learning

Team-Based Learning and MedEdPORTAL:

Several TBL cases are now available on MedEdPORTAL! MedEdPORTAL is a project of the AAMC through which faculty may disseminate their educational works. It was designed to promote collaboration and educational scholarship by facilitating the exchange of peer reviewed teaching resources. Submissions from TBLC members are indicated by the TBLC puzzle piece on the entry. You can learn more about MedEdPORTAL on the AAMC website.



Team-Based Learning in Health Professions Education - Sixth Annual Conference

The University of British Columbia wil sponsor Team-Based Learning Conference 2007 May 31-June 1, 2007, in Vancouver, BC, including the Sixth Annual TBLC Meeting. The conference will include introductory sessions for faculty new to TBL and more advanced sessions for experienced users. Links to conference information, registration, and abstract submission are provided below:


Download a conference brochure

Registration Information

Submit an Abstract

TBL at AAMC Meeting 2006

The annual informational meeting for TBLC members AND those who would like more information about TBL at the AAMC Meeting in Seattle, Washington is scheduled for:

Monday, October 30th, 12:30 - 2:00 pm
Location: Convention Center 303

To download a list of TBL-related sessions at the AAMC, click here

Faculty Consultants!

Five Faculty Consultants are now available to mentor health professions faculty with all phases of team-based learning implementations including:

• planning curriculum for team-based learning
• designing objectives, RATS, and group activities
• facilitation and classroom management
• planning evaluations
• team-based learning research design

If you are interested in assistance with team-based learning, you may contact a faculty consultant directly (below) or request assistance from the Webmasterr.

Dan Mayer, MD, Professor of Emergency Medicine at Albany Medical College, mayerd@mail.amc.edu

I am an Emergency Physician and Professor of Emergency Medicine at Albany Medical College. I have developed and I teach a four-year required Pass-Fail course in Evidence Based Medicine and operations of the Health Care System, which has been in existence for the past 13 years at the medical college. I introduced team-based learning into this course three years ago and this has improved the content of the course. I have presented workshops on team-based learning at the Association of American Medical Colleges, Oxford University (UK) and the University of Birmingham (UK).

Scott D. Zimmerman, Ph.D., Biomedical Sciences Department at Southwest Missouri State University, sdz575f@smsu.edu

I began using team-based learning in 2001.  Though I had won several teaching awards using a traditional lecture-based teaching approach, I wanted to provide my students with a deeper learning experience.  After learning about TBL from Kip Herreid at the University of Buffalo, I implemented TL in undergraduate Physiology and Anatomy.  Since then I have used TL in other undergraduate Physiology courses and Medical Physiology for PT and PA students.

Paul Koles, MD, Director of Pathology Education at Wright State University, paul.koles@wright.edu

I coordinate the education of medical students in pathology across the four-year curriculum, with particular emphasis on the second year integrated organ-based curriculum. I works closely with basic science and clinical faculty to illustrate pathology's critical role in preparing students for the scientific practice of medicine. After being introduced to team-based learning (TBL) in the spring of 2002, I utilized TBL as the cornerstone of an active learning component in the second-year curriculum, creating over 30 learning modules which attempt to integrate essential content in anatomy, physiology, microbiology, immunology, pathology, pharmacology, and clinical sciences. I am especially interested in research which evaluates the impact of TBL on learning and analyzes performance-based learning outcomes. I have accumulated over 200 hours of live contact time using TBL with medical students, and has taught TBL workshops for faculty in local, regional, and national forums. I enjoys consulting with faculty who are considering adapting TBL to enhance a multidisciplinary medical curriculum.

Ruth Levine, MD, Professor of Psychiatry at the University of Texas Medical Branch at Galveston, rlevine@utmb.edu

I have been using TBL in the Psychiatry clerkship since 2002, and in the Neuroscience and Human Behavior course since 2003. I have conducted numerous workshops and assisted faculty in a variety of disciplines to learn about and establish Team-Based Learning programs in medical student, resident, and nursing education. I also am interested in research in team-based learning and several publications documenting the impact of team-based learning on student NBSME test scores.

Paul Haidet, MD, MPH, Assistant Professor of Medicine at Baylor College of Medicine, phaidet@bcm.tmc.edu

I have used team-based learning to teach evidence based medicine and other topics to medical students and residents since 2001. I’m willing to consult on teaching, but my area of interest and greatest expertise is research. I have designed and published several studies evaluating the effects of team-based learning in medical education and remain actively involved in new research. I have worked to develop a research agenda for the team-based learning Collaborative and am very interested in promoting inter-institutional and inter-disciplinary projects

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Tools & Resources

The TBLC strives to provide tools and resources to support team-based medical education among its members.

Team Learning Links:

• University of Oklahoma
  Information and resources about team-based learning for educators in all disciplines

• TeamCrossing (TBLC members only)
  An on-line case bank and discussion forum for members of the Team-Based Learning Collaborative. See information about membership>>

General Medical Education:

• American Association of Medical Colleges (AAMC)

• International Association of Medical Science Educators (IAMSE)

• Society of Directors of Research in Medical Education

• SACME

Journals:

• Academic Medicine

• Medical Education

1. Koles P, Nelson S, Stolfi A, Parmelee D, DeStephen D. Active Learning in a 2 Year Pathology Curriculum. Med Educ 2005 October, 39:1045-1055.

2. Touchet BK, Coon KA. A Pilot Use of Team-Based Learning in Psychiatry Resident Psychodynamic Psychotherapy Education. Academic Psychiatry, July-Aug 2005, 29:3: 293-296.

3. Nieder GL, Parmelee DX, Stolfi A, Hudes PD. Team-Based Learning in a Medical Gross Anatomy and Embryology Course. Clinical Anatomy, Vol 18 (1) January 2005, pp 56-63.

4. Vasan NS , DeFouw D. Team Learning in a Medical Gross Anatomy Course. Med Educ. 2005 May; 39(5): 524.

5. Kelly PA, Haidet P, Schneider V, Searle N, Seidel CL, Richards BF. A Comparison of In-class Learner Engagement Across Lecture, Problem-based Learning, and Team Learning Using the STROBE Classroom Observation Tool. Teach Learn Med. 2005 Spring; 17(2): 112-8.
   
6. Michaelsen LK, Richards BF. Drawing Conclusions from the Team Learning Literature In Health-Sciences Education: A Commentary. Teaching and Learning in Medicine, 2005 Winter; 17(1): 85-88.
   
7. Dunaway, GA. Adaption of team learning to an introductory graduate pharmacology course. Teaching and Learning in Medicine, 2005 Winter;17(1):56-62.
   
8. Levine RE, O'Boyle M, Haidet P, Lynn D, Stone MM, Wolf DV, Paniagua FA. Transforming a Clinical Clerkship Through Team Learning, Teaching and Learning in Medicine 2004; 16(3);270-275.
   
9. Haidet P, Richards B, Morgan RO, Wristers K, Moran BJ. A Controlled Trial of Active Versus Passive Learning Strategies in a Large Group Setting. Adv Health Sci Educ Theory Pract. 2004;9(1):15-27.
   
10. O’Rourke KS, Nowacek G, Gorney B, Lambros A, Ober KP. Team Learning Method for Delivering Case-Based Teaching in Rheumatology to Medical Students: A Pilot Trial. Arthritis & Rheumatology 48 (9:suppl):S705, 2003.
    
11. Hunt DP, Haidet P, Coverdale JH, Richards BF. The Effect of Using Team Learning in an Evidence-based Medicine Course for Medical Students. Teaching and Learning in Medicine 2003, 15(2):131-139.
    
12. McInerney, MJ. Team-Based Learning Enhances Long-Term Retention and Critical Thinking in an Undergraduate Microbial Physiology Course. Microbiology Education Journal, 4(1), 2003, p. 3-12).
    
13. Searle NS, Haidet P, Kelly PA, Schneider VF, Seidel CL, Richards BF. Team learning in medical education: Initial experiences at ten institutions. Acad Med. 2003 Oct;78(10 Suppl):S55-8.
    
14. O'Malley KJ, Moran BJ, Haidet P, Seidel CL, Schneider V, Morgan RO, Kelly PA, Richards BF. Validation of an Observation Instrument for Measuring the Type and Amount of Student Engagement in the Health Professions Classroom. Evaluation & The Health Professions, 2003;26(1):86-103.
    
15. Haidet P, O'Malley KJ, Richards B. An initial experience with "team learning" in medical education. Academic Medicine 2002;77(1):40-44
    
16. Seidel CL, Richards BF. Application of team learning in a medical physiology course. Academic Medicine 2001 May;76(5):533-534

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