Abstract
Background: Team-based learning (TBL) has been shown to improve knowledge, teamwork and interactivity in medical school settings. There are fewer reports of its use with postgraduate doctors. We report on our experience of using TBL with residents. What we did: We converted a didactic module of lectures into a TBL module for 44 psychiatry residents. This involved training faculty, orientating residents, writing TBL materials, delivering and evaluating the module. On the basis of the positive evaluations we aim to introduce more TBL. Conclusions: TBL can be successfully introduced into a residency training programme. Tips for implementation include: involve a TBL expert and provide experiential training for faculty; hold an orientation session for residents; and provide individual and team incentives to reinforce pre-class preparation and promote engagement with TBL. Avoid underestimating the effort involved in converting lecture-based teaching into TBL and do not assign excessive pre-session assignments.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 191-195 |
| Number of pages | 5 |
| Journal | Medical Teacher |
| Volume | 36 |
| Issue number | 3 |
| DOIs | |
| State | Published - Mar 2014 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Medicine(all)
- Education
Cite this
How we implemented team-based learning for postgraduate doctors. / McMullen, Isabel; Cartledge, Jonathan; Finch, Emily; Levine, Ruth; Iversen, Amy.
In: Medical Teacher, Vol. 36, No. 3, 03.2014, p. 191-195.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - How we implemented team-based learning for postgraduate doctors
AU - McMullen, Isabel
AU - Cartledge, Jonathan
AU - Finch, Emily
AU - Levine, Ruth
AU - Iversen, Amy
PY - 2014/3
Y1 - 2014/3
N2 - Background: Team-based learning (TBL) has been shown to improve knowledge, teamwork and interactivity in medical school settings. There are fewer reports of its use with postgraduate doctors. We report on our experience of using TBL with residents. What we did: We converted a didactic module of lectures into a TBL module for 44 psychiatry residents. This involved training faculty, orientating residents, writing TBL materials, delivering and evaluating the module. On the basis of the positive evaluations we aim to introduce more TBL. Conclusions: TBL can be successfully introduced into a residency training programme. Tips for implementation include: involve a TBL expert and provide experiential training for faculty; hold an orientation session for residents; and provide individual and team incentives to reinforce pre-class preparation and promote engagement with TBL. Avoid underestimating the effort involved in converting lecture-based teaching into TBL and do not assign excessive pre-session assignments.
AB - Background: Team-based learning (TBL) has been shown to improve knowledge, teamwork and interactivity in medical school settings. There are fewer reports of its use with postgraduate doctors. We report on our experience of using TBL with residents. What we did: We converted a didactic module of lectures into a TBL module for 44 psychiatry residents. This involved training faculty, orientating residents, writing TBL materials, delivering and evaluating the module. On the basis of the positive evaluations we aim to introduce more TBL. Conclusions: TBL can be successfully introduced into a residency training programme. Tips for implementation include: involve a TBL expert and provide experiential training for faculty; hold an orientation session for residents; and provide individual and team incentives to reinforce pre-class preparation and promote engagement with TBL. Avoid underestimating the effort involved in converting lecture-based teaching into TBL and do not assign excessive pre-session assignments.
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UR - http://www.scopus.com/inward/citedby.url?scp=84894588051&partnerID=8YFLogxK
U2 - 10.3109/0142159X.2014.875617
DO - 10.3109/0142159X.2014.875617
M3 - Article
C2 - 24495218
AN - SCOPUS:84894588051
VL - 36
SP - 191
EP - 195
JO - Medical Teacher
JF - Medical Teacher
SN - 0142-159X
IS - 3
ER -