Team-Based Learning (TBL) (JiTL)-Teaching with Team Based Learning

Pdf Summary

This document provides comprehensive guidelines for implementing Team-Based Learning (TBL) in undergraduate medical education (UME). TBL is a structured cooperative learning approach emphasizing fixed student teams working through case-based problems after individual and team readiness assurance tests (iRAT and tRAT) that confirm foundational knowledge. It employs a flipped-classroom model where pre-class preparation enables active, in-class application and elaboration of knowledge. Didactic instruction is minimal and targeted to address misconceptions revealed in assessments.<br /><br />Importantly, TBL is trademarked and requires specific steps: individual readiness assurance, team readiness assurance linked to the same learning objectives, and challenging application activities promoting deep reasoning and debate. Misapplication includes equating TBL with any group work or using readiness assessments disconnected from application exercises.<br /><br />TBL benefits learning by fostering cognitive processes proven to enhance memory and understanding, such as interactive elaboration, retrieval practice, and misconception correction. Additionally, TBL cultivates teamwork skills including positive interdependence, individual accountability, interpersonal communication, and promotive interaction through cooperative problem-solving and peer teaching.<br /><br />Preparing for TBL involves backward design: defining high-level learning objectives, crafting complex application scenarios that provoke debate (adhering to the 4S rule: significant problem, same problem, specific choice, simultaneous report), generating linked readiness assurance questions, and assigning focused pre-class materials. Teams typically have 6-8 heterogeneous members with stable membership to maximize diverse perspectives. The iRAT and tRAT use multiple-choice questions, with tRAT allowing discussion to reach consensus.<br /><br />Implementation requires real-time feedback and debriefing of misunderstandings, followed by interactive application activities where teams simultaneously report their answers and engage in inter-team debate before instructor feedback. Evaluation of TBL success includes analyzing assessment data, observing discussion rigor, and gathering student feedback on engagement and relevance.<br /><br />TBL integrates well with other learning methods, serving primarily to deepen and apply knowledge rather than deliver content. At UNM, TBL modules are often scheduled weekly following didactic and other learning activities. Additional resources and observation opportunities are available through Continuous Professional Learning and Academic Multimedia Services.

Asset Subtitle

Created to guide instructors in the UME Phase 1 curriculum, this guide is generally useful for instructors in any curriculum and consolidates many of the resources that are found, here, separately.

Keywords

Team-Based Learning

undergraduate medical education

readiness assurance tests

flipped classroom

application activities

4S rule

teamwork skills

backward design

interactive elaboration

peer teaching