Team-Based Learning in Large Enrollment Classes

• Published in: Advances in physiology education 2016-12, Vol.40 (4), p.435-442
• Main Authors: Kibble, Jonathan D, Bellew, Christine, Asmar, Abdo, Barkley, Lisa
• Format: Article
• Language: English
• Subjects: Active Learning; Best Practices; Case Studies; Classroom management; Classroom Techniques; Collaborative learning; Cooperative Learning; Education, Medical, Undergraduate - methods; Educational Benefits; Educational Measurement - methods; Family Practice (Medicine); Health education; Humans; Large Group Instruction; Learning Theories; Medical Education; Medical Schools; Pediatrics; Physiology; Problem-Based Learning - methods; Students, Medical; Teaching Methods; Teams; Teamwork; Workshops
• ISSN: 1043-4046; 1522-1229
• DOI: 10.1152/advan.00095.2016

The goal of this review is to highlight the key elements needed to successfully deploy team-based learning (TBL) in any class, but especially in large enrolment classes, where smooth logistics are essential. The text is based on a lecture and workshop given at the American Physiological Society's Institute on Teaching and Learning in Madison, WI, in June 2016. After a short overview of the TBL method, its underpinning in learning theory, and a summary of current evidence for its effectiveness, we present two case studies from our own teaching practices in a new medical school. The first case study explores critical elements of design and planning for a TBL module, and the second explores best practices in classroom management. As medical educators in the fields of physiology, pediatrics, nephrology, and family medicine, we present the objective views of subject matter experts who adopted TBL as one teaching method rather than TBL experts or advocates per se. The review is aimed primarily at faculty contemplating using TBL for the first time who are interested in exploring the significant benefits and challenges of TBL.