A systematic review of the published literature on team-based learning in health professions education

Reimschisel, Tyler; Herring, Anna L.; Huang, Jennifer; Minor, Tara J.

doi:10.1080/0142159x.2017.1340636

Cited by 192 publications

(286 citation statements)

References 63 publications

Supporting

Mentioning

245

Contrasting

Unclassified

Order By: Relevance

“…Previous studies have shown that the active methodology has been well accepted in Physical therapy courses, when approaching contents related to the understanding of the health-illness process [6,15] and the results suggest teaching practices that favor a dialogued and critical education [2,3,22]. However, little evidence shows the TBL method more specifically for this undergraduate course.…”

Section: Discussionmentioning

confidence: 81%

“…In the first group, it was not possible to adopt the method due to the students' own preferences, who questioned the fact that the evaluation preceded the professor's teaching. Such strangeness results from the hegemonic model of health education founded on the hierarchy between professor and student, the dichotomy between practice and theory and the struggle to construct different knowledges collectively [17,22]. In a pharmacy undergraduate course [21], when the students were first taught through the TBL method and then the traditional method was adopted, they refused expository lessons and showed interest to continue the active method of learning.…”

Section: Discussionmentioning

confidence: 99%

“…Exactly in this environment, TBL seeks to produce, pedagogically, a certain discomfort with what is known, some disturbance regarding the necessity to know how to act. This learning process intends to mobilize and challenge the students to search and be open for the new and the action [10,17,22]. The challenge of rupturing with the banking mode of education was present, in the different teaching strategies gathered for certain harmony between what is practiced and what is taught, as well as in the empowerment of students regarding their responsibility to prepare and discuss their learning contents.…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Team-based learning in Physical therapy undergraduate course: experiment report

Amorim

Poltronieri

Ribeiro³

et al. 2019

Fisioter. mov.

View full text Add to dashboard Cite

Introduction: Active learning methods have shown positive results, mainly in terms of content learning and the development of communication skills, critical thinking, and collaborative practice. However, they are still unknown by most professors teaching in Physical therapy courses. Objective: To present the report of an experiment based on the application of the Team-Based Learning (TBL) method, in the Physical therapy undergraduate course. Method: This is a report of an experiment comparing traditional teaching and TBL with 61 students in the Physical therapy course. A comparison was performed between means, medians, approval ratio and satisfaction of the students who experienced the active methodology. Results: The results showed that the final average of the summative evaluations of the TBL group (71.9 ± 10.5 points) was statistically different (p = 0.003) from that of the traditional teaching group (63.7 ± 9.92 points). The proportion of approved students was not statistically different between the groups, 92.0% and 88.6%, respectively (p = 0.478). Conclusion: The overall satisfaction was that the method, although tiresome, according to the students, favored a greater understanding of the content and motivation to study. The study presents innovative results regarding the application of the team-based teaching method to the Physical therapy course.

show abstract

Section: Discussionmentioning

confidence: 81%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Team-based learning in Physical therapy undergraduate course: experiment report

Amorim

Poltronieri

Ribeiro³

et al. 2019

Fisioter. mov.

View full text Add to dashboard Cite

show abstract

“…Many interventions have been tested to investigate the effectiveness of different teaching methods, and comprehensive pragmatic and systematic reviews of evidence-based strategies for the teaching of undergraduate RMDs have been published [74,104]. Examples of successful teaching strategies include the following: small interactive group sessions [81,108,109], flipped classroom learning [110], the use of patient educators/partners [109,[111][112][113], team-based learning [114,115], peer-assisted learning [116,117], e-learning or computer-assisted learning as a useful adjunct [118][119][120][121] and the use of MSK ultrasound to facilitate the learning of anatomy [122][123][124]. Educators in the field of RMDs have been encouraged to embrace new teaching strategies and learning styles [40,82,93].…”

Section: Learning Methods and Interventionsmentioning

confidence: 99%

A global perspective on the challenges and opportunities in learning about rheumatic and musculoskeletal diseases in undergraduate medical education

et al. 2019

View full text Add to dashboard Cite

Rheumatic and musculoskeletal diseases (RMDs) encompass a spectrum of degenerative, inflammatory conditions predominantly affecting the joints. They are a leading cause of disability worldwide and an enormous socioeconomic burden. However, worldwide deficiencies in adult and paediatric RMD knowledge among medical school graduates and primary care physicians (PCPs) persist. In October 2017, the World Forum on Rheumatic and Musculoskeletal Diseases (WFRMD), an international think tank of RMD and related experts, met to discuss key challenges and opportunities in undergraduate RMD education. Topics included needs analysis, curriculum content, interprofessional education, teaching and learning methods, implementation, assessment and course evaluation and professional formation/career development, which formed a framework for this white paper. We highlight a need for all medical graduates to attain a basic level of RMD knowledge and competency to enable them to confidently diagnose, treat/manage or refer patients. The importance of attracting more medical students to a career in rheumatology, and the indisputable value of integrated, multidisciplinary and multiprofessional care are also discussed. We conclude that RMD teaching for the future will need to address what is being taught, but also where, why and to whom, to ensure that healthcare providers deliver the best patient care possible in their local setting.

show abstract

“…(1) students' preparation of an assigned topic with guided focused pre-reading resources, (2) demonstration of their knowledge through individual (IRAT) and group readiness assurance tests and finally, (3) group problem-solving exercises of real-world scenarios through the application of their learned concepts. 11,12 At the University of Notre Dame Australia School of Medicine Sydney, we designed and implemented a modified format of the classical TBL model with positive outcomes. The medical course in the University of Notre Dame Australia School of Medicine Sydney is a graduate entry, 4-year medical programme, and anatomy is taught mainly during the first 2 years.…”

mentioning

confidence: 99%