Team Based Learning

Öz

Team-based learning is a learner-centered instructional strategy led by an expert instructor and applied in large learner groups composed of teams including 5-7 individuals in each. The method requires some out-of-class and in-class activities and special team assignments for students to learn at individual and team level. In pure team-based learning, there are three phases: preparation, readiness assurance and application-oriented activities. Peer assessment is used to ensure desired group dynamics. This article presents detailed information on team-based learning phases, results of a literature search on team-based learning use in medical and health sciences education, the factors effective on team-based learning use, comparison of team-based learning with other methods, advantages of team-based learning and difficulties experienced in application of the method.

Anahtar Kelimeler

• Team-based learning, application, medical education

TAKIM ÇALIŞMASINA DAYALI ÖĞRENME

Öz

Takım çalışmasına dayalı öğrenme 5-7 kişilik öğrenci takımlarından oluşan kalabalık bir grupta, konunun uzmanı tek bir eğiticinin yönetiminde uygulanan öğrenci merkezli bir eğitim stratejisidir. Yöntem olarak bireysel ve takım düzeyinde öğrenmenin gerçekleşmesi için sınıf içi ve dışı faaliyetlerin ve uygulamaya yönelik özel görevlerin bireyler ve takımlar tarafından yerine getirilmesini gerektirir. Klasik takım çalışmasına dayalı öğrenme yönteminde sınıf öncesi hazırlanma, sınıfta hazır bulunuşluğun gösterilmesi ve sınıf içi uygulama olmak üzere 3 aşama yer almaktadır. Takım dinamiklerinin olumlu işleyişi açısından akran değerlendirmesine başvurulur. Bu makalede ayrıntılı olarak takım çalışmasına dayalı öğrenme aşamalarından, takım çalışmasına dayalı öğrenmenin tıp ve sağlık bilimleri eğitiminde kullanımına yönelik yapılan literatür taramasının sonuçlarından, takım çalışmasına dayalı öğrenme kullanımını etkileyen faktörlerden, takım çalışmasına dayalı öğrenmenin diğer yöntemlerle olan benzerlik ve farklılıklarından, yöntemin avantajları ve uygulamada rastlanan güçlüklerden bahsedilmektedir.

Anahtar Kelimeler

• Takım çalışmasına dayalı öğrenme, uygulama, tıp eğitimi

Kaynakça

1. Papa FJ, Harasym PH. Medical Curriculum Reform in North America, 1765 to the Present: A Cognitive Science
2. Perspective. Academic Medicine 1999; 74: 154-64.
3. Michaelsen LK,Watson WE, Cragin JP, Fink LD. Team-based learning: A potential solution to the problems of large classes. Journal of Management Education January 1982 7: 13-22.
4. Fink LD. Beyond Small Groups: Harnessing the Extraordinary Power of Learning Teams. In: Michaelsen LK, Knight AB, Fink LD, (Ed.). Team-Based Learning: A Transformative Use of Small Groups. Westport, Connecticut and London: Praeger; 2002
5. Seidel CL, Richards BF. Application of team learning in a medical physiology course. Academic Medicine 2001; 76(5): –4.
6. Haidet P, O’Malley KJ, Richards B. An initial experience with team learning in medical education. Academic Medicine ; 77 (1): 40–4. Haidet P, Richards B, Morgan RO, Wristers K, Moran BJ. A controlled trial of active versus passive learning strategies in a large group setting. Advances in Health Sciences Education 2004; 9 (1): 15–27.
7. 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): 131–9.
8. McInerney MJ. Team-based learning enhances longterm retention and critical thinking in an undergraduate microbial physiology course. Journal of Microbiology & Biology Education 2003; 4(1): 3–12.

9. 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): 270–5.
10. Dunaway GA. Adaption of team learning to an introductory graduate pharmacology course. Teaching and Learning in Medicine 2005; 17 (1): 56–62.
11. Searle NS, Haidet P, Kelly PA, Schneider VF, Seidel CL, Richards BF. Team learning in medical education: initial experiences at ten institutions.Academic Medicine 2003;78 (10):55-58.
12. Parmelee DX, DeStephen D, Borges NJ. Medical Students’ Attitudes about Team-Based Learning in a Pre-Clinical Curriculum. Medical Education Online [serial online] 2009;14:1 doi;10.3885/meo.2009.Res00280
13. Nieder GL, Parmelee DX, Stolfi A, Hudes PD. Team-Based Learning in a Medical Gross Anatomy and Embryology Course. Clinical Anatomy 2005; 18: 56–63.
14. Kaufman DM. Applying educational theory in practice. In: Cantillon P, Wood D (Ed). ABC of Leraning and Teaching in Medicine. Singapore: Blackwell Publishing Ltd.; 2002.
15. Vygotsky LS. Mind in Society: The Development of Higher Psychological Processe. Cambridge, MA: Harvard University Press, 1978.
16. Michaelsen LK, Sweet M, Parmelee DX. The essential elements of TBL in Team-Based Learning: Small Group Learning's Next Big Step: New Directions for Teaching and Learning, No. 116. Published online in Wiley InterScience, Brobeck FC, Kerschreiter R, Mojzisch A, Frey D, Schulz-Hardt S. The Dissemination of Critical, Unshared Information in Decision-Making Groups: The Effects of Pre-Discussion Dissent. European Journal of Social Psychology 2002; 32: –56
17. Chan C, Burtis J, Bereiter C. Knowledge Building as a Mediator of Conflict in Conceptual Change. Cognition and Instruction 1997; 15(1): 1–40.
18. Fiechtner SB, Davis EA. Why Some Groups Fail: A Survey of Students’ Experiences with Learning Groups. Organizational Behavior Teaching Review 1985; 9(4): 58–71.
19. Michaelsen L K, Black RH. Building Learning Teams: The Key to Harnessing the Power of Small Groups in Higher Education. In S. Kadel, J. Keehner (Eds.). Collaborative Learning: A Sourcebook for Higher Education. State College, Pa.: National Center for Teaching, Learning and Assessment; 1994.
20. Team formation for TBL. (http://www.teambasedlearning.org/Default.aspx?pageId=1032336 . 12.Temmuz.2011 tarihinde ulaşılmıştır)
21. Michaelsen LK. Team-based learning for health professions education: A guide to using small groups for improving learning. Sterling, VA: Stylus Publishing, 2008
22. Birmingham C, McCord M. Group Process Research: Implications for Using Learning Groups. In: Michaelsen LK, Knight AB, Fink LD (Eds.). Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Sterling, Va.: Stylus Publishing; 2004
23. Salomon G. Distributed cognitions: Psychological and educational considerations.New York: Cambridge University Pres; 1993.
24. Greeno J. Learning in activity. In:Sawyer K (Ed), The Cambridge handbook of learning sciences, New York: Cambridge University Pres; 2006.
25. Patel VL, Yoskowitz NA, Arocha JF. Towards effective evaluation and reform in medical education: a cognitive and learning sciences perspective. Advances in Health Sciences Education: Theory and Practice 2009; 14(5): 791-812.
26. Thomson MB, Schneider VF, Haidet P, Levine RE, McMahon KK, Perkowski LC, Richards BF. Team-based learning at ten medical schools: two years later. Medical Education 2007; 41: 250–257.
27. Lachman N, Pawlina W. Integrating Professionalism in Early Medical Education: The Theory and Application of Reflective Practice in the Anatomy Curriculum. Clinical Anatomy 2006; 19: 456-60.
28. Vasan NS, DeFouw DO, Holland BK. Modified Use of Team-Based Learning for Effective Delivery of Medical Gross Anatomy and Embryology. Anatomical Sciences Education 2008, 1: 3-9.
29. Vasan NS, DeFouw DO, Compton S. A Survey of Student Perceptions of Team-Based Learning in Anatomy Curriculum: Favorable Views Unrelated to Grades. Anatomical Sciences Education 2009; 2(4): 150-156.
30. Durosaro O, Lachman N, Pawlina W. Use of Knowledge-sharing Web-based Portal in Gross and Microscopic Anatomy. Annals of the Academy of Medicine, Singapore 2008; 37: 998-1001.
31. Shankar N, Roopa R. Evaluation of a modified team based learning method for teaching general embryology to 1 st year medical graduate students. Indian Journal of Medical Sciences 2009; 63: 4-12.
32. Zgheib NK, Siman JA, Sabra R. Using team based learning to teach pharmacology to second year medical students improves student performance. Medical Teacher 2010; 32: 130–135
33. Letassy NA, Fugate SE, Medina MS, Stroup JS, Britton ML. Using Team-Based Learning in an Endocrine Module Taught Across Two Campuses, American Journal of Pharmaceutical Education 2008; 72(5): 103.
34. Beatty SJ,Kelley KA, Metzger AH, Bellebaum KL, McAuley JW. Team-Based Learning in Therapeutics Workshop Sessions. American Journal of Pharmaceutical Education 2009; 73 (6): 100.
35. Brown SD. A Process-Oriented Guided Inquiry Approach to Teaching Medicinal Chemistry. American Journal of Pharmaceutical Education 2010; 74 (7): 121.
36. Conway SE, Johnson JL, Ripley TL. Integration of Team-Based Learning Strategies Into a Cardiovascular Module. American Journal of Pharmaceutical Education 2010; 74 (2): 35.
37. Koles P, Nelson S, Stolfi A, Parmelee DX, DeStephen D. Active Learning in a Year 2 Pathology Curriculum. Medical Education 2005; 39: 1045–55.
38. Koles PG, Stolfi A, Borges NJ, Nelson S, Parmelee DX. The impact of team-based learning on medical students' academic performance. Academic Medicine. 2010; 85(11): 1739-1745.
39. Willett LR , Rosevear GC, Kim S. 'A Trial of Team-Based Versus Small-Group Learning for Second-Year Medical Students: Does the Size of the Small Group Make a Difference?', Teaching and Learning in Medicine 2011; 23(1): 28
40. Chung EK, Rhee JA, Baik YH, A OS. The effect of team-based learning in medical ethics education. Medical Teacher ; 31(11): 1013-1017.
41. Kim SY. Students’ Evaluation of a Team-based Course on Research and Publication Ethics: Attitude Change in Medical School Graduate Students. Journal of Educational Evaluation for Health Professions. 02/2008; 5:3. DOI: 3352/jeehp.2008.5.3
42. Tai BC, Koh WP. Does Team Learning Motivate Students’ Engagement in an Evidence-based Medicine Course? Annals of Academic Medicine, Singapore 2008; 37: 1019-1023
43. Abdelkhalek N, Hussein A, Gibbs T, Hamdy H. Using team-based learning to prepare medical students for future problem-based learning. Medical Teacher 2010; 32: 123–129
44. Wiener H, Plass H, Marz R. Team-Based Learning in Intensive Course Format for First-year Medical Students, Croatian Medical Journal. 2009; 50: 69-76.
45. Thomas PA, Bowen CW : A Controlled Trial of Team-Based Learning in an Ambulatory Medicine Clerkship for Medical Students, Teaching and Learning in Medicine 2011; 23(1): 31-6.
46. Başterzi AD. Takım Çalışmasına Dayalı Öğrenim.(http://78.189.53.61/-/bs/bss/ad_basterzi.pdf 27. Temmuz. 2011 tarihinde ulaşılmıştır)
47. Altıntaş L, Alimoğlu MK, Altıntaş Ö, Bütün E, Ergüven S, Güllü D. Ekip çalışmasına dayalı öğrenme yöntemi ile yürütülen eğitim uygulamalarının değerlendirilmesi. Topluma Dayalı Tıp Eğitimi ve Eğitim Araştırmaları Sempozyumu Özet Kitabı 2011;45-6.
48. Touchet BK, Coon KA. A pilot use of team-based learning in psychiatry resident psychodynamic psychotherapy education. Academic Psychiatry 2005; 29: 293–296.
49. Shellenberger S, Seale JP,.Harris DL, Johnson JA, Dodrill CL,Velasquez MM. Applying Team-Based Learning in Primary Care Residency Programs to Increase Patient Alcohol Screenings and Brief Interventions. Academic Medicine ; 84(3): 340-346. Eversmann LK, Eversmann T, Fischer M. Team-and Case-Based Learning to Activate Participants and Enhance Knowledge: An Evaluation of Seminars in Germany. Journal of Continuing Education in the Health Professions 2008; (3): 165-171.
50. Ju YS. Evaluation of a team-based learning tutor training workshop on research and publication ethics by faculty and staff participants. Journal of Educational Evaluation for Health Professions 2009; 6: 5.
51. Thompson BM, Schneider VF, Haidet P, Perkowski LC, Richards BF. Factors Influencing Implementation of Team- Based Learning in Health Sciences Education. Academic Medicine 2007; 82 (10): 53-56
52. 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, Teaching and Learning in Medicine 2005; 17(2): 112 -118.
53. Parmelee DX. Team-based learning in health professions education: Why is it a good fit? In: Michaelsen LK, Parmelee DX, McMahon KK, Levine RE (Eds). Team-Based Learning for Health Professions Education: A Guide to Using Small Groups for Improving Learning. Sterling, VA: Stylus Publishing, LLC. 2007.
54. Cooke M, Irby DM, O’Brien BC. Educating physicians: A call for Reform of Medical School and Residency. San Fransisco: Jossey-Bass, 2010.
55. Parmelee DX, Michaelsen LK. Twelve tips for doing effective Team-Based Learning (TBL). Medical Teacher 2010; 32: –122.