[ { "key": "ERHZ5RNT", "version": 2, "library": { "type": "group", "id": 84447, "name": "PCAT Manuscript", "links": { "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84447/items/ERHZ5RNT", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript/items/ERHZ5RNT", "type": "text/html" } }, "meta": { "createdByUser": { "id": 589757, "username": "rchaight", "name": "Robert C. Haight", "links": { "alternate": { "href": "https://www.zotero.org/rchaight", "type": "text/html" } } }, "creatorSummary": "Michaelsen and Richards", "parsedDate": "2005", "numChildren": 1 }, "data": { "key": "ERHZ5RNT", "version": 2, "itemType": "journalArticle", "title": "Drawing conclusions from the team-learning literature in health-sciences education: a commentary", "creators": [ { "creatorType": "author", "firstName": "L.", "lastName": "Michaelsen" }, { "creatorType": "author", "firstName": "B.", "lastName": "Richards" } ], "abstractNote": "", "publicationTitle": "Teach Learn Med", "publisher": "", "place": "", "date": "2005", "volume": "17", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "85-8", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "internal-pdf://16024751-3661647104/16024751.pdf", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1040-1334 (Print)", "archive": "", "archiveLocation": "", "shortTitle": "Drawing conclusions from the team-learning literature in health-sciences education: a commentary", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "1", "tags": [ { "tag": "*Group Processes" }, { "tag": "*Learning" }, { "tag": "Education, Medical/*methods" }, { "tag": "Humans" }, { "tag": "TBL" }, { "tag": "Team-based learning" }, { "tag": "United States" } ], "collections": [ "H27FESTR" ], "relations": {}, "dateAdded": "2012-08-08T16:05:41Z", "dateModified": "2012-08-08T16:07:39Z" } }, { "key": "5GTHXDV7", "version": 2, "library": { "type": "group", "id": 84447, "name": "PCAT Manuscript", "links": { "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84447/items/5GTHXDV7", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript/items/5GTHXDV7", "type": "text/html" } }, "meta": { "createdByUser": { "id": 589757, "username": "rchaight", "name": "Robert C. Haight", "links": { "alternate": { "href": "https://www.zotero.org/rchaight", "type": "text/html" } } }, "creatorSummary": "Education.", "numChildren": 0 }, "data": { "key": "5GTHXDV7", "version": 2, "itemType": "journalArticle", "title": "Accreditation standards and guidelines for the Professional program in pharmacy leading to The doctor of pharmacy degree", "creators": [ { "creatorType": "author", "firstName": "Accreditation Council for Pharmacy", "lastName": "Education." } ], "abstractNote": "", "publicationTitle": "http://www.acpe-accredit.org/pdf/ACPE_Revised_PharmD_Standards_Adopted_Jan152006.pdf", "publisher": "", "place": "", "date": "", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "internal-pdf://ACPE_Revised_PharmD_Standards_Adopted_Jan152006-0750652423/ACPE_Revised_PharmD_Standards_Adopted_Jan152006.pdf", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Accreditation standards and guidelines for the Professional program in pharmacy leading to The doctor of pharmacy degree", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "H27FESTR" ], "relations": {}, "dateAdded": "2012-08-08T16:05:41Z", "dateModified": "2012-08-08T16:07:39Z" } }, { "key": "GE4ZQXEP", "version": 2, "library": { "type": "group", "id": 84447, "name": "PCAT Manuscript", "links": { "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84447/items/GE4ZQXEP", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript/items/GE4ZQXEP", "type": "text/html" } }, "meta": { "createdByUser": { "id": 589757, "username": "rchaight", "name": "Robert C. Haight", "links": { "alternate": { "href": "https://www.zotero.org/rchaight", "type": "text/html" } } }, "creatorSummary": "Thompson et al.", "parsedDate": "2007", "numChildren": 1 }, "data": { "key": "GE4ZQXEP", "version": 2, "itemType": "journalArticle", "title": "Factors influencing implementation of team-based learning in health sciences education", "creators": [ { "creatorType": "author", "firstName": "B. M.", "lastName": "Thompson" }, { "creatorType": "author", "firstName": "V. F.", "lastName": "Schneider" }, { "creatorType": "author", "firstName": "P.", "lastName": "Haidet" }, { "creatorType": "author", "firstName": "L. C.", "lastName": "Perkowski" }, { "creatorType": "author", "firstName": "B. F.", "lastName": "Richards" } ], "abstractNote": "BACKGROUND: Limited studies have looked at factors that lead to successful implementation of team-based learning (TBL). The purpose of this study was to identify contextual factors associated with implementation of TBL with a larger pool of individuals. METHOD: The authors administered a questionnaire who had implemented TBL via the Web to participants who attended TBL workshops; 297 of 594 responded. We used the constant comparative method to analyze responses. RESULTS: Analysis revealed five factors important to successful implementation of TBL: buy-in, expertise, resources, time, and course characteristics, with 60%, 38%, 37%, 36%, and 16% of respondents identifying each factor, respectively. CONCLUSIONS: When health science faculty and administrators implement TBL or other educational innovations, they must have buy-in, ensure adequate time and resources, develop needed expertise, and determine best fit within a course. Although these results are specific to TBL, they are consistent with models of dissemination and have implications for other educational innovations.", "publicationTitle": "Acad Med", "publisher": "", "place": "", "date": "2007", "volume": "82", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "S53-6", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "internal-pdf://00001888-200710001-00015-0792744448/00001888-200710001-00015.pdf", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1040-2446 (Print)", "archive": "", "archiveLocation": "", "shortTitle": "Factors influencing implementation of team-based learning in health sciences education", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "10 Suppl", "tags": [ { "tag": "Education, Medical, Undergraduate/*organization & administration Educational Measurement *Group Processes Humans *Problem-Based Learning Questionnaires Teaching/*methods" } ], "collections": [ "H27FESTR" ], "relations": {}, "dateAdded": "2012-08-08T16:05:41Z", "dateModified": "2012-08-08T16:07:39Z" } }, { "key": "V8TIR8V7", "version": 2, "library": { "type": "group", "id": 84447, "name": "PCAT Manuscript", "links": { "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84447/items/V8TIR8V7", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript/items/V8TIR8V7", "type": "text/html" } }, "meta": { "createdByUser": { "id": 589757, "username": "rchaight", "name": "Robert C. Haight", "links": { "alternate": { "href": "https://www.zotero.org/rchaight", "type": "text/html" } } }, "creatorSummary": "Dunaway", "parsedDate": "2005", "numChildren": 1 }, "data": { "key": "V8TIR8V7", "version": 2, "itemType": "journalArticle", "title": "Adaption of team learning to an introductory graduate pharmacology course", "creators": [ { "creatorType": "author", "firstName": "G. A.", "lastName": "Dunaway" } ], "abstractNote": "BACKGROUND: Team-learning experiences within a large group setting have a variety of educational applications. DESCRIPTION: Aspects of the team-learning process were introduced into the endocrine pharmacology unit of an introductory graduate pharmacology course. Each session involved both a faculty lecture and student participation in problem-solving exercises. Curriculum design, small group assignments, instructional materials, small group activities, assessment, student opinions, and cost-benefit considerations were evaluated. EVALUATION: The effects of team-learning strategies on student participation during class, preparation before class, and student perception were examined using a student feedback instrument, instructor perceptions, and comparison of student performances in the unit and the course, as well as personal interviews with students. CONCLUSION: The use of team learning was appreciated by the students and instructor. Students strongly believed that the team-learning component improved the extent and value of their classroom participation and offered insights equaling those of the lecture.", "publicationTitle": "Teach Learn Med", "publisher": "", "place": "", "date": "2005", "volume": "17", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "56-62; discussion 85-8", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "internal-pdf://16024759-3309323776/16024759.pdf", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1040-1334 (Print)", "archive": "", "archiveLocation": "", "shortTitle": "Adaption of team learning to an introductory graduate pharmacology course", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "1", "tags": [ { "tag": "*Group Processes" }, { "tag": "Education, Graduate/*methods" }, { "tag": "Illinois" }, { "tag": "Pharmacology/*education" }, { "tag": "TBL" }, { "tag": "Team-based learning" } ], "collections": [ "H27FESTR" ], "relations": {}, "dateAdded": "2012-08-08T16:05:41Z", "dateModified": "2012-08-08T16:07:39Z" } }, { "key": "PJNU6VPS", "version": 2, "library": { "type": "group", "id": 84447, "name": "PCAT Manuscript", "links": { "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84447/items/PJNU6VPS", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript/items/PJNU6VPS", "type": "text/html" } }, "meta": { "createdByUser": { "id": 589757, "username": "rchaight", "name": "Robert C. Haight", "links": { "alternate": { "href": "https://www.zotero.org/rchaight", "type": "text/html" } } }, "creatorSummary": "Alie et al.", "parsedDate": "1998", "numChildren": 1 }, "data": { "key": "PJNU6VPS", "version": 2, "itemType": "journalArticle", "title": "The Use of Teams in an Undergraduate Management Program", "creators": [ { "creatorType": "author", "firstName": "Raymond E.", "lastName": "Alie" }, { "creatorType": "author", "firstName": "Henry J.", "lastName": "Beam" }, { "creatorType": "author", "firstName": "Thomas A.", "lastName": "Carey" } ], "abstractNote": "Suggests that many undergraduate management faculty use teams for case study analysis but few give students the opportunity to experience teamwork in an organizational setting. Describes courses at Western Michigan University that provide a team-based learning experience to management-education majors. (JOW)", "publicationTitle": "Journal of Management Education", "publisher": "", "place": "", "date": "1998", "volume": "22", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "707-19", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "internal-pdf://707-2988430848/707.pdf", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "The Use of Teams in an Undergraduate Management Program", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "6", "tags": [ { "tag": "Business Administration Education" }, { "tag": "Education Work Relationship" }, { "tag": "TBL" }, { "tag": "Team-based learning" }, { "tag": "Teamwork" }, { "tag": "Western Michigan University" } ], "collections": [ "H27FESTR" ], "relations": {}, "dateAdded": "2012-08-08T16:05:41Z", "dateModified": "2012-08-08T16:07:39Z" } }, { "key": "G95C82RX", "version": 2, "library": { "type": "group", "id": 84447, "name": "PCAT Manuscript", "links": { "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84447/items/G95C82RX", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript/items/G95C82RX", "type": "text/html" } }, "meta": { "createdByUser": { "id": 589757, "username": "rchaight", "name": "Robert C. Haight", "links": { "alternate": { "href": "https://www.zotero.org/rchaight", "type": "text/html" } } }, "creatorSummary": "Marshall and Nykamp", "parsedDate": "2010", "numChildren": 2 }, "data": { "key": "G95C82RX", "version": 2, "itemType": "journalArticle", "title": "Active-learning assignments to integrate basic science and clinical course material", "creators": [ { "creatorType": "author", "firstName": "L. L.", "lastName": "Marshall" }, { "creatorType": "author", "firstName": "D.", "lastName": "Nykamp" } ], "abstractNote": "OBJECTIVE: To develop, implement, and evaluate active-learning exercises requiring the integration and application of pathophysiology, medicinal chemistry, pharmacology, and therapeutics knowledge of osteoarthritis and rheumatoid arthritis to formulate therapeutic recommendations for patients with musculoskeletal disorders. DESIGN: Two team-based case study exercises, one evaluating a patient with osteoarthritis and the second, a patient with rheumatoid arthritis, were developed, incorporating material and questions from pathophysiology, medicinal chemistry, pharmacology, and therapeutics. The learning assignments were implemented in a required pharmacotherapy module. ASSESSMENT: Student learning was evaluated using performance on the team-based case study exercises and on 2 examinations. A standard student course evaluation was used to assess students' impressions of the learning activity. The mean student grades for the osteoarthritis and rheumatoid arthritis activities were 9.1 and 8.9, respectively, on a 10-point scale. The majority of students indicated that the learning exercises were more than adequate to excellent in helping students learn. CONCLUSION: The addition of active-learning activities was successful in teaching pharmacy students the knowledge needed to formulate therapeutic recommendations for patients with musculoskeletal disorders.", "publicationTitle": "Am J Pharm Educ", "publisher": "", "place": "", "date": "2010", "volume": "74", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "119", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "3522064641lNykamp.AJPE.2010.pdf", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1553-6467 (Electronic) 0002-9459 (Linking)", "archive": "", "archiveLocation": "", "shortTitle": "Active-learning assignments to integrate basic science and clinical course material", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "7", "tags": [], "collections": [ "H27FESTR" ], "relations": {}, "dateAdded": "2012-08-08T16:05:41Z", "dateModified": "2012-08-08T16:07:39Z" } }, { "key": "SAC4S3JS", "version": 2, "library": { "type": "group", "id": 84447, "name": "PCAT Manuscript", "links": { "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84447/items/SAC4S3JS", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript/items/SAC4S3JS", "type": "text/html" } }, "meta": { "createdByUser": { "id": 589757, "username": "rchaight", "name": "Robert C. Haight", "links": { "alternate": { "href": "https://www.zotero.org/rchaight", "type": "text/html" } } }, "creatorSummary": "2004.", "parsedDate": "2004", "numChildren": 0 }, "data": { "key": "SAC4S3JS", "version": 2, "itemType": "journalArticle", "title": "http://www.aacp.org/resources/education/Documents/CAPE2004.pdf", "creators": [ { "creatorType": "author", "firstName": "Center for the Advancement of Pharmaceutical Education (CAPE) Educational Outcomes", "lastName": "2004." } ], "abstractNote": "", "publicationTitle": "", "publisher": "", "place": "", "date": "2004", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "internal-pdf://CAPE2004-1455373063/CAPE2004.pdf", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "http://www.aacp.org/resources/education/Documents/CAPE2004.pdf", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "H27FESTR" ], "relations": {}, "dateAdded": "2012-08-08T16:05:41Z", "dateModified": "2012-08-08T16:07:39Z" } }, { "key": "4C53829A", "version": 2, "library": { "type": "group", "id": 84447, "name": "PCAT Manuscript", "links": { "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84447/items/4C53829A", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript/items/4C53829A", "type": "text/html" } }, "meta": { "createdByUser": { "id": 589757, "username": "rchaight", "name": "Robert C. Haight", "links": { "alternate": { "href": "https://www.zotero.org/rchaight", "type": "text/html" } } }, "creatorSummary": "Letassy et al.", "parsedDate": "2008", "numChildren": 1 }, "data": { "key": "4C53829A", "version": 2, "itemType": "journalArticle", "title": "Using team-based learning in an endocrine module taught across two campuses", "creators": [ { "creatorType": "author", "firstName": "N. A.", "lastName": "Letassy" }, { "creatorType": "author", "firstName": "S. E.", "lastName": "Fugate" }, { "creatorType": "author", "firstName": "M. S.", "lastName": "Medina" }, { "creatorType": "author", "firstName": "J. S.", "lastName": "Stroup" }, { "creatorType": "author", "firstName": "M. L.", "lastName": "Britton" } ], "abstractNote": "OBJECTIVES: To implement a team-based learning (TBL) format in an endocrine module to promote students' active learning in a course delivered to 2 campuses. METHODS: Course lectures were transformed into 13 TBL sessions consisting of content pre-assignments (self-directed learning), in-class readiness assurance tests (accountability), and team problem solving of patient cases and faculty-led class discussion (knowledge application). Student performance was evaluated through multiple assessments during the TBL sessions and on unit examinations. Students evaluated each individual TBL session and the course as a whole. RESULTS: Course grades were higher using the TBL method compared to the traditional lecture-based method that was used previously. Individual readiness assurance tests and team contribution scores significantly predicted overall course grades (p<0.001). Students accepted the change in course format as indicated by course evaluation results. CONCLUSIONS: TBL is an effective active-learning, instructional strategy for courses with large student-to-faculty ratios and distance education environments.", "publicationTitle": "Am J Pharm Educ", "publisher": "", "place": "", "date": "2008", "volume": "72", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "103", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "internal-pdf://Endocrine TBL-2336245760/Endocrine TBL.pdf", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1553-6467 (Electronic)", "archive": "", "archiveLocation": "", "shortTitle": "Using team-based learning in an endocrine module taught across two campuses", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "5", "tags": [], "collections": [ "H27FESTR" ], "relations": {}, "dateAdded": "2012-08-08T16:05:41Z", "dateModified": "2012-08-08T16:07:39Z" } }, { "key": "AZVT6DT2", "version": 2, "library": { "type": "group", "id": 84447, "name": "PCAT Manuscript", "links": { "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84447/items/AZVT6DT2", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript/items/AZVT6DT2", "type": "text/html" } }, "meta": { "createdByUser": { "id": 589757, "username": "rchaight", "name": "Robert C. Haight", "links": { "alternate": { "href": "https://www.zotero.org/rchaight", "type": "text/html" } } }, "creatorSummary": "Vasan et al.", "parsedDate": "2008", "numChildren": 2 }, "data": { "key": "AZVT6DT2", "version": 2, "itemType": "journalArticle", "title": "Modified use of team-based learning for effective delivery of medical gross anatomy and embryology", "creators": [ { "creatorType": "author", "firstName": "N. S.", "lastName": "Vasan" }, { "creatorType": "author", "firstName": "D. O.", "lastName": "DeFouw" }, { "creatorType": "author", "firstName": "B. K.", "lastName": "Holland" } ], "abstractNote": "Team-based learning (TBL) is an instructional strategy that combines independent out-of-class preparation for in-class discussion in small groups. This approach has been successfully adopted by a number of medical educators. This strategy allowed us to eliminate anatomy lectures and incorporate small-group active learning. Although our strategy is a modified use of classical TBL, in the text, we use the standard terminology of TBL for simplicity. We have modified classical TBL to fit our curricular needs and approach. Anatomy lectures were replaced with TBL activities that required pre-class reading of assigned materials, an individual self-assessment quiz, discussion of learning issues derived from the reading assignments, and then the group retaking the same quiz for discussion and deeper learning. Students' performances and their educational experiences in the TBL format were compared with the traditional lecture approach. We offer several in-house unit exams and a final comprehensive subject exam provided by the National Board of Medical Examiners. The students performed better in all exams following the TBL approach compared to traditional lecture-based teaching. Students acknowledged that TBL encouraged them to study regularly, allowed them to actively teach and learn from peers, and this served to improve their own exam performances. We found that a TBL approach in teaching anatomy allowed us to create an active learning environment that helped to improve students' performances. Based on our experience, other preclinical courses are now piloting TBL.", "publicationTitle": "Anat Sci Educ", "publisher": "", "place": "", "date": "2008", "volume": "1", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "3-9", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1002/ase.5", "citationKey": "", "url": "internal-pdf://Vasan 2008-2660868610/Vasan 2008.pdf", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1935-9780 (Electronic) 1935-9772 (Linking)", "archive": "", "archiveLocation": "", "shortTitle": "Modified use of team-based learning for effective delivery of medical gross anatomy and embryology", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "1", "tags": [ { "tag": "*Cooperative Behavior" }, { "tag": "*Education, Medical, Undergraduate" }, { "tag": "*Group Processes" }, { "tag": "*Problem-Based Learning" }, { "tag": "Anatomy/*education" }, { "tag": "Comprehension" }, { "tag": "Curriculum" }, { "tag": "Educational Measurement" }, { "tag": "Embryology/*education" }, { "tag": "Humans" }, { "tag": "Models, Educational" }, { "tag": "Program Development" }, { "tag": "Program Evaluation" }, { "tag": "Schools, Medical" }, { "tag": "Time Factors" } ], "collections": [ "H27FESTR" ], "relations": {}, "dateAdded": "2012-08-08T16:05:41Z", "dateModified": "2012-08-08T16:07:39Z" } }, { "key": "22XCVE59", "version": 2, "library": { "type": "group", "id": 84447, "name": "PCAT Manuscript", "links": { "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84447/items/22XCVE59", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript/items/22XCVE59", "type": "text/html" } }, "meta": { "createdByUser": { "id": 589757, "username": "rchaight", "name": "Robert C. Haight", "links": { "alternate": { "href": "https://www.zotero.org/rchaight", "type": "text/html" } } }, "creatorSummary": "Su", "parsedDate": "2007", "numChildren": 1 }, "data": { "key": "22XCVE59", "version": 2, "itemType": "journalArticle", "title": "The impact of individual ability, favorable team member scores, and student perception of course importance on student preference of team-based learning and grading methods", "creators": [ { "creatorType": "author", "firstName": "A. Y.", "lastName": "Su" } ], "abstractNote": "This study explores the impact of individual ability and favorable team member scores on student preference of team-based learning and grading methods, and examines the moderating effects of student perception of course importance on student preference of team-based learning and grading methods. The author also investigates the relationship between student perception of course importance and their responses to social loafing. Results indicate that individual ability on the preference of team-based learning was affected by the three levels of favorable team member scores. For students with a low level of individual ability, the preference for team-based learning was significant among students with each of three levels of favorable team member scores (p < .05). However, the team-based learning and grading methods was not significant (p > .05). The findings also reveal a negative correlation between student perception of course importance and their responses to social loafing (p < .05). Findings note the importance of teachers' grading methods, student perceptions of course importance as well as individual ability and favorable team member scores in the team selection process to promote student attitude toward team-based learning.", "publicationTitle": "Adolescence", "publisher": "", "place": "", "date": "2007", "volume": "42", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "805-26", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "internal-pdf://0f8-1883262720/0f8.pdf", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0001-8449 (Print)", "archive": "", "archiveLocation": "", "shortTitle": "The impact of individual ability, favorable team member scores, and student perception of course importance on student preference of team-based learning and grading methods", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "168", "tags": [ { "tag": "Analysis of Variance Attitude Cooperative Behavior Curriculum" } ], "collections": [ "H27FESTR" ], "relations": {}, "dateAdded": "2012-08-08T16:05:41Z", "dateModified": "2012-08-08T16:07:39Z" } }, { "key": "B65JH4NM", "version": 2, "library": { "type": "group", "id": 84447, "name": "PCAT Manuscript", "links": { "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84447/items/B65JH4NM", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript/items/B65JH4NM", "type": "text/html" } }, "meta": { "createdByUser": { "id": 589757, "username": "rchaight", "name": "Robert C. Haight", "links": { "alternate": { "href": "https://www.zotero.org/rchaight", "type": "text/html" } } }, "creatorSummary": "Kelly et al.", "parsedDate": "2005", "numChildren": 1 }, "data": { "key": "B65JH4NM", "version": 2, "itemType": "journalArticle", "title": "A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the STROBE classroom observation tool", "creators": [ { "creatorType": "author", "firstName": "P. A.", "lastName": "Kelly" }, { "creatorType": "author", "firstName": "P.", "lastName": "Haidet" }, { "creatorType": "author", "firstName": "V.", "lastName": "Schneider" }, { "creatorType": "author", "firstName": "N.", "lastName": "Searle" }, { "creatorType": "author", "firstName": "C. L.", "lastName": "Seidel" }, { "creatorType": "author", "firstName": "B. F.", "lastName": "Richards" } ], "abstractNote": "BACKGROUND: Having recently introduced team learning into the preclinical medical curriculum, evidence of the relative impact of this instructional method on in-class learner engagement was sought. PURPOSE: To compare patterns of engagement behaviors among learners in class sessions across 3 distinct instructional methods: lecture, problem-based learning (PBL), and team learning. METHODS: Trained observers used the STROBE classroom observation tool to measure learner engagement in 7 lecture, 4 PBL, and 3 team learning classrooms over a 12-month period. Proportions of different types of engagement behaviors were compared using chi-square. RESULTS: In PBL and team learning, the amount of learner-to-learner engagement was similar and much greater than in lecture, where most engagement was of the learner-to-instructor and self-engagement types. Also, learner-to-instructor engagement appeared greater in team learning than in PBL. CONCLUSIONS: Observed engagement behaviors confirm the potential of team learning to foster engagement similar to PBL, but with greater faculty input.", "publicationTitle": "Teach Learn Med", "publisher": "", "place": "", "date": "2005", "volume": "17", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "112-8", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "internal-pdf://16745981-3208660736/16745981.pdf", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1040-1334 (Print)", "archive": "", "archiveLocation": "", "shortTitle": "A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the STROBE classroom observation tool", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "2", "tags": [ { "tag": "Behavior Education, Medical, Undergraduate/*organization & administration *Group Processes Humans *Observation Problem-Based Learning Students Teaching United States TBL Team-based learning" } ], "collections": [ "H27FESTR" ], "relations": {}, "dateAdded": "2012-08-08T16:05:41Z", "dateModified": "2012-08-08T16:07:39Z" } }, { "key": "DAX786AG", "version": 2, "library": { "type": "group", "id": 84447, "name": "PCAT Manuscript", "links": { "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84447/items/DAX786AG", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript/items/DAX786AG", "type": "text/html" } }, "meta": { "createdByUser": { "id": 589757, "username": "rchaight", "name": "Robert C. Haight", "links": { "alternate": { "href": "https://www.zotero.org/rchaight", "type": "text/html" } } }, "creatorSummary": "Parmelee", "parsedDate": "2010", "numChildren": 1 }, "data": { "key": "DAX786AG", "version": 2, "itemType": "journalArticle", "title": "Team-based learning: moving forward in curriculum innovation: a commentary", "creators": [ { "creatorType": "author", "firstName": "D. X.", "lastName": "Parmelee" } ], "abstractNote": "", "publicationTitle": "Med Teach", "publisher": "", "place": "", "date": "2010", "volume": "32", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "105-7", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.3109/01421590903548554", "citationKey": "", "url": "internal-pdf://48127144-4196020226/48127144.pdf", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1466-187X (Electronic) 0142-159X (Linking)", "archive": "", "archiveLocation": "", "shortTitle": "Team-based learning: moving forward in curriculum innovation: a commentary", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "2", "tags": [ { "tag": "Curriculum Education, Medical/*organization & administration Educational Measurement *Group Processes Humans *Learning Pharmacology Teaching/*methods" } ], "collections": [ "H27FESTR" ], "relations": {}, "dateAdded": "2012-08-08T16:05:41Z", "dateModified": "2012-08-08T16:07:39Z" } }, { "key": "GCIA6VEB", "version": 2, "library": { "type": "group", "id": 84447, "name": "PCAT Manuscript", "links": { "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84447/items/GCIA6VEB", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript/items/GCIA6VEB", "type": "text/html" } }, "meta": { "createdByUser": { "id": 589757, "username": "rchaight", "name": "Robert C. Haight", "links": { "alternate": { "href": "https://www.zotero.org/rchaight", "type": "text/html" } } }, "creatorSummary": "Haidet et al.", "parsedDate": "2002", "numChildren": 1 }, "data": { "key": "GCIA6VEB", "version": 2, "itemType": "journalArticle", "title": "An initial experience with \"team learning\" in medical education", "creators": [ { "creatorType": "author", "firstName": "P.", "lastName": "Haidet" }, { "creatorType": "author", "firstName": "K. J.", "lastName": "O'Malley" }, { "creatorType": "author", "firstName": "B.", "lastName": "Richards" } ], "abstractNote": "Team learning is an approach to large-group teaching that combines the strengths of small-group interactive learning with teacher-driven content delivery. Team learning has been used successfully in professional disciplines other than medicine. The authors describe a field test of team learning in the setting of an internal medicine residency noontime lecture in the spring of 2000 at Baylor College of Medicine. They surveyed residents on their attitudes toward the usefulness of the lecture content before and after the session and surveyed them on their engagement in learning. Residents reported their engagement as high and demonstrated favorable changes in their attitudes about the usefulness of the lecture content to their daily medical practice. The authors describe their adaptation of the team-learning approach and conclude that team learning may be a useful new pedagogic tool in medical education.", "publicationTitle": "Acad Med", "publisher": "", "place": "", "date": "2002", "volume": "77", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "40-4", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "internal-pdf://00001888-200201000-00009-4097852928/00001888-200201000-00009.pdf", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1040-2446 (Print)", "archive": "", "archiveLocation": "", "shortTitle": "An initial experience with \"team learning\" in medical education", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "1", "tags": [ { "tag": "*Learning" }, { "tag": "Attitude of Health Personnel" }, { "tag": "Education, Medical, Graduate/*methods" }, { "tag": "Evidence-Based Medicine" }, { "tag": "Group Processes" }, { "tag": "Humans" }, { "tag": "TBL" }, { "tag": "Teaching/*methods" }, { "tag": "Team-based learning" } ], "collections": [ "H27FESTR" ], "relations": {}, "dateAdded": "2012-08-08T16:05:41Z", "dateModified": "2012-08-08T16:07:39Z" } }, { "key": "C47HX9B6", "version": 2, "library": { "type": "group", "id": 84447, "name": "PCAT Manuscript", "links": { "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84447/items/C47HX9B6", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript/items/C47HX9B6", "type": "text/html" } }, "meta": { "createdByUser": { "id": 589757, "username": "rchaight", "name": "Robert C. Haight", "links": { "alternate": { "href": "https://www.zotero.org/rchaight", "type": "text/html" } } }, "creatorSummary": "Parmelee and Michaelsen", "parsedDate": "2010", "numChildren": 2 }, "data": { "key": "C47HX9B6", "version": 2, "itemType": "journalArticle", "title": "Twelve tips for doing effective Team-Based Learning (TBL)", "creators": [ { "creatorType": "author", "firstName": "D. X.", "lastName": "Parmelee" }, { "creatorType": "author", "firstName": "L. K.", "lastName": "Michaelsen" } ], "abstractNote": "Team-based learning (TBL) in medical education has emerged over the past few years as an instructional strategy to enhance active learning and critical thinking - even in large, basic science courses. Although TBL consistently improves academic outcomes by shifting the instructional focus from knowledge transmission to knowledge application, it also addresses several professional competencies that cannot be achieved or evaluated through lecture-based instruction. These 12 tips provide the reader with a set of specific recommendations which, if followed, will ensure the successful design and implementation of TBL for a unit of study.", "publicationTitle": "Med Teach", "publisher": "", "place": "", "date": "2010", "volume": "32", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "118-22", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.3109/01421590903548562", "citationKey": "", "url": "internal-pdf://48127127-4095306498/48127127.pdf", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1466-187X (Electronic) 0142-159X (Linking)", "archive": "", "archiveLocation": "", "shortTitle": "Twelve tips for doing effective Team-Based Learning (TBL)", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "2", "tags": [ { "tag": "Curriculum Education, Medical/*organization & administration *Group Processes Humans *Learning Models, Educational Problem-Based Learning Teaching/*methods" } ], "collections": [ "H27FESTR" ], "relations": {}, "dateAdded": "2012-08-08T16:05:41Z", "dateModified": "2012-08-08T16:07:39Z" } }, { "key": "DTJDCGXK", "version": 2, "library": { "type": "group", "id": 84447, "name": "PCAT Manuscript", "links": { "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84447/items/DTJDCGXK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript/items/DTJDCGXK", "type": "text/html" } }, "meta": { "createdByUser": { "id": 589757, "username": "rchaight", "name": "Robert C. Haight", "links": { "alternate": { "href": "https://www.zotero.org/rchaight", "type": "text/html" } } }, "creatorSummary": "Zingone et al.", "parsedDate": "2010", "numChildren": 2 }, "data": { "key": "DTJDCGXK", "version": 2, "itemType": "journalArticle", "title": "Comparing team-based and mixed active-learning methods in an ambulatory care elective course", "creators": [ { "creatorType": "author", "firstName": "M. M.", "lastName": "Zingone" }, { "creatorType": "author", "firstName": "A. S.", "lastName": "Franks" }, { "creatorType": "author", "firstName": "A. B.", "lastName": "Guirguis" }, { "creatorType": "author", "firstName": "C. M.", "lastName": "George" }, { "creatorType": "author", "firstName": "A.", "lastName": "Howard-Thompson" }, { "creatorType": "author", "firstName": "R. E.", "lastName": "Heidel" } ], "abstractNote": "OBJECTIVES: To assess students' performance and perceptions of team-based and mixed active-learning methods in 2 ambulatory care elective courses, and to describe faculty members' perceptions of team-based learning. METHODS: Using the 2 teaching methods, students' grades were compared. Students' perceptions were assessed through 2 anonymous course evaluation instruments. Faculty members who taught courses using the team-based learning method were surveyed regarding their impressions of team-based learning. RESULTS: The ambulatory care course was offered to 64 students using team-based learning (n = 37) and mixed active learning (n = 27) formats. The mean quality points earned were 3.7 (team-based learning) and 3.3 (mixed active learning), p < 0.001. Course evaluations for both courses were favorable. All faculty members who used the team-based learning method reported that they would consider using team-based learning in another course. CONCLUSIONS: Students were satisfied with both teaching methods; however, student grades were significantly higher in the team-based learning course. Faculty members recognized team-based learning as an effective teaching strategy for small-group active learning.", "publicationTitle": "Am J Pharm Educ", "publisher": "", "place": "", "date": "2010", "volume": "74", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "160", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "internal-pdf://TBL-Zingone.AmbulatoryCare.AJPE.2010-0034709250/TBL-Zingone.AmbulatoryCare.AJPE.2010.pdf", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1553-6467 (Electronic) 0002-9459 (Linking)", "archive": "", "archiveLocation": "", "shortTitle": "Comparing team-based and mixed active-learning methods in an ambulatory care elective course", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "9", "tags": [], "collections": [ "H27FESTR" ], "relations": {}, "dateAdded": "2012-08-08T16:05:41Z", "dateModified": "2012-08-08T16:07:39Z" } }, { "key": "CGU9IX7V", "version": 2, "library": { "type": "group", "id": 84447, "name": "PCAT Manuscript", "links": { "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84447/items/CGU9IX7V", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript/items/CGU9IX7V", "type": "text/html" } }, "meta": { "createdByUser": { "id": 589757, "username": "rchaight", "name": "Robert C. Haight", "links": { "alternate": { "href": "https://www.zotero.org/rchaight", "type": "text/html" } } }, "creatorSummary": "Ryan et al.", "parsedDate": "2009", "numChildren": 2 }, "data": { "key": "CGU9IX7V", "version": 2, "itemType": "journalArticle", "title": "Best practices assessment to guide curricular change in a bachelor of pharmacy program", "creators": [ { "creatorType": "author", "firstName": "G.", "lastName": "Ryan" }, { "creatorType": "author", "firstName": "J.", "lastName": "Hanrahan" }, { "creatorType": "author", "firstName": "I.", "lastName": "Krass" }, { "creatorType": "author", "firstName": "E.", "lastName": "Sainsbury" }, { "creatorType": "author", "firstName": "L.", "lastName": "Smith" } ], "abstractNote": "OBJECTIVES: To identify best practices in global pharmacy education and curriculum design as the basis for decisions about major curriculum change in an existing 4-year bachelor of pharmacy curriculum. DESIGN: We investigated international best-practice standards, conducted semi-structured interviews with faculty members, and used standardized instruments to investigate student perceptions of the existing curriculum and how they approached their learning. ASSESSMENT: Faculty recommendations included horizontal and vertical integration of curriculum content to replace the previous discipline-based approach; and a theme-based structure underpinned by a detailed statement of learning outcomes that describe the knowledge, skills, and attitudinal milestones to be achieved each year and by the time of graduation. The triangulation of student survey data highlighted issues that needed to be addressed at the individual course unit level, with a particular focus on feedback, assessment, and workload. CONCLUSIONS: The results of the curriculum review provided clear guidance for decisions relating to major curriculum change. An ongoing program of staff development will address the wide range of learning and teaching issues identified by both staff members and students. The results of our investigation of students' approaches to learning will also be used to guide staff development workshops, focusing on strategies to promote \"meaningful learning.\"", "publicationTitle": "Am J Pharm Educ", "publisher": "", "place": "", "date": "2009", "volume": "73", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "12", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "internal-pdf://Ryan 2009 Integration-2390075393/Ryan 2009 Integration.pdf", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1553-6467 (Electronic) 0002-9459 (Linking)", "archive": "", "archiveLocation": "", "shortTitle": "Best practices assessment to guide curricular change in a bachelor of pharmacy program", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "1", "tags": [ { "tag": "Benchmarking Curriculum/*standards Data Collection Decision Making Education, Pharmacy/*organization & administration/standards Faculty Humans Learning New South Wales Program Development/*methods Program Evaluation Students, Pharmacy/psychology" } ], "collections": [ "H27FESTR" ], "relations": {}, "dateAdded": "2012-08-08T16:05:41Z", "dateModified": "2012-08-08T16:07:39Z" } }, { "key": "9TQP8K3X", "version": 2, "library": { "type": "group", "id": 84447, "name": "PCAT Manuscript", "links": { "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84447/items/9TQP8K3X", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript/items/9TQP8K3X", "type": "text/html" } }, "meta": { "createdByUser": { "id": 589757, "username": "rchaight", "name": "Robert C. Haight", "links": { "alternate": { "href": "https://www.zotero.org/rchaight", "type": "text/html" } } }, "creatorSummary": "Rider et al.", "parsedDate": "2008", "numChildren": 1 }, "data": { "key": "9TQP8K3X", "version": 2, "itemType": "journalArticle", "title": "Using interprofessional team-based learning to develop health care policy", "creators": [ { "creatorType": "author", "firstName": "E. A.", "lastName": "Rider" }, { "creatorType": "author", "firstName": "V. L.", "lastName": "Brashers" }, { "creatorType": "author", "firstName": "M. E.", "lastName": "Costanza" } ], "abstractNote": "", "publicationTitle": "Med Educ", "publisher": "", "place": "", "date": "2008", "volume": "42", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "519-20", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "internal-pdf://65525-2772454912/65525.pdf", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1365-2923 (Electronic)", "archive": "", "archiveLocation": "", "shortTitle": "Using interprofessional team-based learning to develop health care policy", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "5", "tags": [ { "tag": "*Health Policy" }, { "tag": "*Interprofessional Relations" }, { "tag": "Clinical Competence/*standards" }, { "tag": "Group Processes" }, { "tag": "Teaching/*methods" } ], "collections": [ "H27FESTR" ], "relations": {}, "dateAdded": "2012-08-08T16:05:41Z", "dateModified": "2012-08-08T16:07:39Z" } }, { "key": "V9B957XA", "version": 2, "library": { "type": "group", "id": 84447, "name": "PCAT Manuscript", "links": { "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84447/items/V9B957XA", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript/items/V9B957XA", "type": "text/html" } }, "meta": { "createdByUser": { "id": 589757, "username": "rchaight", "name": "Robert C. Haight", "links": { "alternate": { "href": "https://www.zotero.org/rchaight", "type": "text/html" } } }, "creatorSummary": "Koles et al.", "parsedDate": "2005", "numChildren": 1 }, "data": { "key": "V9B957XA", "version": 2, "itemType": "journalArticle", "title": "Active learning in a Year 2 pathology curriculum", "creators": [ { "creatorType": "author", "firstName": "P.", "lastName": "Koles" }, { "creatorType": "author", "firstName": "S.", "lastName": "Nelson" }, { "creatorType": "author", "firstName": "A.", "lastName": "Stolfi" }, { "creatorType": "author", "firstName": "D.", "lastName": "Parmelee" }, { "creatorType": "author", "firstName": "D.", "lastName": "Destephen" } ], "abstractNote": "PURPOSE: Team-based learning (TBL) has been successfully used in non-medical curricula, but its effectiveness in medical education has not been studied extensively. We evaluated the impact of TBL on the academic performance of Year 2 medical students at Wright State University by comparing this active learning strategy against a traditional method of case-based group discussion (CBGD). METHODS: A prospective crossover design assigned 83 Year 2 medical students to either CBGD or TBL for 8 pathology modules in the systems-based curriculum. The effectiveness of both learning methods was assessed by performance on pathology-based examination questions contained in end-of-course examinations. The highest and lowest academic quartiles of students were evaluated separately. Students' opinions of both methods were surveyed. RESULTS: No significant differences in whole group performance on pathology-based examination questions were observed as a consequence of experiencing TBL versus CBGD. However, students in the lowest academic quartile showed better examination performance after experiencing TBL than CBGD in 4 of 8 modules (P = 0.035). Students perceived that the contributions of peers to learning were more helpful during TBL than CBGD (P = 0.003). CONCLUSION: This study demonstrates that TBL and CBGD are equally effective active learning strategies when employed in a systems-based pre-clinical pathology curriculum, but students with lower academic performance may benefit more from TBL than CBGD.", "publicationTitle": "Med Educ", "publisher": "", "place": "", "date": "2005", "volume": "39", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "1045-55", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "internal-pdf://18332948-1010845696/18332948.pdf", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0308-0110 (Print)", "archive": "", "archiveLocation": "", "shortTitle": "Active learning in a Year 2 pathology curriculum", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "10", "tags": [ { "tag": "Adult" }, { "tag": "Curriculum" }, { "tag": "Education, Medical, Undergraduate/*methods" }, { "tag": "Female" }, { "tag": "Group Processes" }, { "tag": "Humans" }, { "tag": "Male" }, { "tag": "Pathology, Clinical/*education" }, { "tag": "Problem-Based Learning/*methods" }, { "tag": "Prospective Studies" }, { "tag": "TBL" }, { "tag": "Teaching/*methods" }, { "tag": "Team-based learning" } ], "collections": [ "H27FESTR" ], "relations": {}, "dateAdded": "2012-08-08T16:05:41Z", "dateModified": "2012-08-08T16:07:39Z" } }, { "key": "FTPC733S", "version": 2, "library": { "type": "group", "id": 84447, "name": "PCAT Manuscript", "links": { "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84447/items/FTPC733S", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript/items/FTPC733S", "type": "text/html" } }, "meta": { "createdByUser": { "id": 589757, "username": "rchaight", "name": "Robert C. Haight", "links": { "alternate": { "href": "https://www.zotero.org/rchaight", "type": "text/html" } } }, "creatorSummary": "Vasan and DeFouw", "parsedDate": "2005", "numChildren": 2 }, "data": { "key": "FTPC733S", "version": 2, "itemType": "journalArticle", "title": "Team learning in a medical gross anatomy course", "creators": [ { "creatorType": "author", "firstName": "N. S.", "lastName": "Vasan" }, { "creatorType": "author", "firstName": "D.", "lastName": "DeFouw" } ], "abstractNote": "", "publicationTitle": "Med Educ", "publisher": "", "place": "", "date": "2005", "volume": "39", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "524", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "MED2146 [pii] 10.1111/j.1365-2929.2005.02146.x", "citationKey": "", "url": "internal-pdf://Vasan 2005-4064489474/Vasan 2005.pdf", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0308-0110 (Print) 0308-0110 (Linking)", "archive": "", "archiveLocation": "", "shortTitle": "Team learning in a medical gross anatomy course", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "5", "tags": [ { "tag": "Anatomy/*education" }, { "tag": "Curriculum" }, { "tag": "Education, Medical, Undergraduate/*methods" }, { "tag": "Group Processes" }, { "tag": "New Jersey" }, { "tag": "Teaching/*methods" } ], "collections": [ "H27FESTR" ], "relations": {}, "dateAdded": "2012-08-08T16:05:41Z", "dateModified": "2012-08-08T16:07:39Z" } }, { "key": "EEQTGAZZ", "version": 2, "library": { "type": "group", "id": 84447, "name": "PCAT Manuscript", "links": { "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84447/items/EEQTGAZZ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript/items/EEQTGAZZ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 589757, "username": "rchaight", "name": "Robert C. Haight", "links": { "alternate": { "href": "https://www.zotero.org/rchaight", "type": "text/html" } } }, "creatorSummary": "Abdelkhalek et al.", "parsedDate": "2010", "numChildren": 2 }, "data": { "key": "EEQTGAZZ", "version": 2, "itemType": "journalArticle", "title": "Using team-based learning to prepare medical students for future problem-based learning", "creators": [ { "creatorType": "author", "firstName": "N.", "lastName": "Abdelkhalek" }, { "creatorType": "author", "firstName": "A.", "lastName": "Hussein" }, { "creatorType": "author", "firstName": "T.", "lastName": "Gibbs" }, { "creatorType": "author", "firstName": "H.", "lastName": "Hamdy" } ], "abstractNote": "BACKGROUND: The original concept of problem-based learning (PBL) was built upon an acceptance that its participants would be of a more mature age, and with personal and potential qualities that would equip them for problem solving as part of their learning process. However, despite global acceptance for the use of PBL in medical and health sciences education, and knowledge of the diverse background of students about to embark upon PBL, structured programs preparing medical students for such an educational activity are not common. AIM: The primary aim of this study is to describe the experience in adopting and adapting an educational approach analogous to PBL, team-based learning (TBL), in preparing medical students to later study in a PBL environment and secondarily, to measure the students' reaction to this experience. METHODS: At the University of Sharjah, 363 students were enrolled over four semesters in the 'Introduction to Medical Sciences Education (IMSE)' course. They were divided into groups of 25-27 students per class, where their learning was facilitated through a TBL approach. The course was evaluated both quantitatively and qualitatively and appropriate statistical analysis was applied to their responses. RESULTS: Out of 363 students, 304 (84%) responded to a 28-item closed-ended questionnaire. Their mean scores and consensus measurements indicated a high degree of students' satisfaction. Eighty-two students (65%) responded to the open-ended questions providing 139 comments. Content analysis of the responses supported the quantitative results. CONCLUSION: This study demonstrated a high degree of students' satisfaction from the course in acquiring skills preparing them for future PBL. Although this represents an evaluation of the TBL effects upon the early exposures to PBL, TBL was considered to be a feasible, efficient and cost-effective educational approach in preparing the students for their new educational experience.", "publicationTitle": "Med Teach", "publisher": "", "place": "", "date": "2010", "volume": "32", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "123-9", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.3109/01421590903548539", "citationKey": "", "url": "internal-pdf://Abdelkhalek.2010-0445525248/Abdelkhalek.2010.pdf", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1466-187X (Electronic) 0142-159X (Linking)", "archive": "", "archiveLocation": "", "shortTitle": "Using team-based learning to prepare medical students for future problem-based learning", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "2", "tags": [ { "tag": "Consumer Satisfaction Curriculum Education, Medical/*organization & administration *Group Processes Health Services for the Aged Humans Maternal Health Services Models, Educational Obesity Problem-Based Learning/*methods Teaching/methods" } ], "collections": [ "H27FESTR" ], "relations": {}, "dateAdded": "2012-08-08T16:05:41Z", "dateModified": "2012-08-08T16:07:39Z" } }, { "key": "HAHM3I6C", "version": 2, "library": { "type": "group", "id": 84447, "name": "PCAT Manuscript", "links": { "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84447/items/HAHM3I6C", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript/items/HAHM3I6C", "type": "text/html" } }, "meta": { "createdByUser": { "id": 589757, "username": "rchaight", "name": "Robert C. Haight", "links": { "alternate": { "href": "https://www.zotero.org/rchaight", "type": "text/html" } } }, "creatorSummary": "Sweet and Michaelsen", "parsedDate": "2007", "numChildren": 1 }, "data": { "key": "HAHM3I6C", "version": 2, "itemType": "journalArticle", "title": "How Group Dynamics Research Can Inform the Theory and Practice of Postsecondary Small Group Learning", "creators": [ { "creatorType": "author", "firstName": "Michael", "lastName": "Sweet" }, { "creatorType": "author", "firstName": "Larry K.", "lastName": "Michaelsen" } ], "abstractNote": "After a brief review of integrative small group learning models that have appeared in the educational psychology literature, this article then looks into the group dynamics literature and describes one of that field's most well-documented findings: that interactions among group members change somewhat predictably over time. How theorists from various traditions within educational psychology might explain and explore the phenomenon of "group development" is proposed, followed by a description of the theoretical and practical features of an increasingly popular post-secondary instructional strategy designed to stimulate group development and leverage it to instructional ends. This strategy is a very specific form of collaborative learning called Team-Based Learning (TBL), and is considered as a promising context for future research into learning group development.", "publicationTitle": "Educational Psychology Review", "publisher": "", "place": "", "date": "2007", "volume": "19", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "31-47", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "internal-pdf://24151786-2470465792/24151786.pdf", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "How Group Dynamics Research Can Inform the Theory and Practice of Postsecondary Small Group Learning", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "1", "tags": [], "collections": [ "H27FESTR" ], "relations": {}, "dateAdded": "2012-08-08T16:05:41Z", "dateModified": "2012-08-08T16:07:39Z" } }, { "key": "6Z69XXT2", "version": 2, "library": { "type": "group", "id": 84447, "name": "PCAT Manuscript", "links": { "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84447/items/6Z69XXT2", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript/items/6Z69XXT2", "type": "text/html" } }, "meta": { "createdByUser": { "id": 589757, "username": "rchaight", "name": "Robert C. Haight", "links": { "alternate": { "href": "https://www.zotero.org/rchaight", "type": "text/html" } } }, "creatorSummary": "Dienstag", "parsedDate": "2011", "numChildren": 2 }, "data": { "key": "6Z69XXT2", "version": 2, "itemType": "journalArticle", "title": "Evolution of the new pathway curriculum at harvard medical school: the new integrated curriculum", "creators": [ { "creatorType": "author", "firstName": "J. L.", "lastName": "Dienstag" } ], "abstractNote": "Abstract:In 1985, Harvard Medical School adopted a \"New Pathway\" curriculum, based on active, adult learning through problem-based, faculty-facilitated small-group tutorials designed to promote lifelong skills of self-directed learning. Despite the successful integration of clinically relevant material in basic science courses, the New Pathway goals were confined primarily to the preclinical years. In addition, the shifting balance in the delivery of health care from inpatient to ambulatory settings limited the richness of clinical education in clinical clerkships, creating obstacles for faculty in their traditional roles as teachers. In 2006, Harvard Medical School adopted a more integrated curriculum based on four principles that emerged after half a decade of self-reflection and planning: (1) integrate the teaching of basic/population science and clinical medicine throughout the entire student experience; (2) reestablish meaningful and intensive faculty-student interactions and reengage the faculty; (3) develop a new model of clinical education that offers longitudinal continuity of patient experience, cross-disciplinary curriculum, faculty mentoring, and student evaluation; and (4) provide opportunities for all students to pursue an in-depth, faculty-mentored scholarly project. These principles of our New Integrated Curriculum reflect our vision for a curriculum that fosters a partnership between students and faculty in the pursuit of scholarship and leadership.", "publicationTitle": "Perspect Biol Med", "publisher": "", "place": "", "date": "2011", "volume": "54", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "36-54", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "S152987951110006X [pii] 10.1353/pbm.2011.0003", "citationKey": "", "url": "http://www.ncbi.nlm.nih.gov/pubmed/21399382", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1529-8795 (Electronic) 0031-5982 (Linking)", "archive": "", "archiveLocation": "", "shortTitle": "Evolution of the new pathway curriculum at harvard medical school: the new integrated curriculum", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "1", "tags": [], "collections": [ "H27FESTR" ], "relations": {}, "dateAdded": "2012-08-08T16:05:41Z", "dateModified": "2012-08-08T16:07:39Z" } }, { "key": "ZQCQVTI8", "version": 2, "library": { "type": "group", "id": 84447, "name": "PCAT Manuscript", "links": { "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84447/items/ZQCQVTI8", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript/items/ZQCQVTI8", "type": "text/html" } }, "meta": { "createdByUser": { "id": 589757, "username": "rchaight", "name": "Robert C. Haight", "links": { "alternate": { "href": "https://www.zotero.org/rchaight", "type": "text/html" } } }, "creatorSummary": "Stull and Carter", "parsedDate": "2002", "numChildren": 0 }, "data": { "key": "ZQCQVTI8", "version": 2, "itemType": "journalArticle", "title": "Integrating the Pharmacy Curriculum: More to Consider Than Improving Learning", "creators": [ { "creatorType": "author", "firstName": "Richard", "lastName": "Stull" }, { "creatorType": "author", "firstName": "Rodney A", "lastName": "Carter" } ], "abstractNote": "", "publicationTitle": "Am J Pharm Educ", "publisher": "", "place": "", "date": "2002", "volume": "66", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "407-10", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "internal-pdf://integrating pharmacy curriculum-2797578241/integrating pharmacy curriculum.pdf", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Integrating the Pharmacy Curriculum: More to Consider Than Improving Learning", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "H27FESTR" ], "relations": {}, "dateAdded": "2012-08-08T16:05:41Z", "dateModified": "2012-08-08T16:07:39Z" } }, { "key": "5QBHC7HJ", "version": 2, "library": { "type": "group", "id": 84447, "name": "PCAT Manuscript", "links": { "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84447/items/5QBHC7HJ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript/items/5QBHC7HJ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 589757, "username": "rchaight", "name": "Robert C. Haight", "links": { "alternate": { "href": "https://www.zotero.org/rchaight", "type": "text/html" } } }, "creatorSummary": "Kolluru et al.", "parsedDate": "2012", "numChildren": 2 }, "data": { "key": "5QBHC7HJ", "version": 2, "itemType": "journalArticle", "title": "A multi-instructor, team-based, active-learning exercise to integrate basic and clinical sciences content", "creators": [ { "creatorType": "author", "firstName": "S.", "lastName": "Kolluru" }, { "creatorType": "author", "firstName": "D. M.", "lastName": "Roesch" }, { "creatorType": "author", "firstName": "A.", "lastName": "Akhtar de la Fuente" } ], "abstractNote": "OBJECTIVES: To introduce a multiple-instructor, team-based, active-learning exercise to promote the integration of basic sciences (pathophysiology, pharmacology, and medicinal chemistry) and clinical sciences in a doctor of pharmacy curriculum. DESIGN: A team-based learning activity that involved pre-class reading assignments, individual-and team-answered multiple-choice questions, and evaluation and discussion of a clinical case, was designed, implemented, and moderated by 3 faculty members from the pharmaceutical sciences and pharmacy practice departments. ASSESSMENT: Student performance was assessed using a multiple-choice examination, an individual readiness assurance test (IRAT), a team readiness assurance test (TRAT), and a subjective, objective, assessment, and plan (SOAP) note. Student attitudes were assessed using a pre- and post-exercise survey instrument. Students' understanding of possible correct treatment strategies for depression improved. Students were appreciative of this true integration of basic sciences knowledge in a pharmacotherapy course and to have faculty members from both disciplines present to answer questions. Mean student score on the on depression module for the examination was 80.4%, indicating mastery of the content. CONCLUSIONS: An exercise led by multiple instructors improved student perceptions of the importance of team-based teaching. Integrated teaching and learning may be achieved when instructors from multiple disciplines work together in the classroom using proven team-based, active-learning exercises.", "publicationTitle": "Am J Pharm Educ", "publisher": "", "place": "", "date": "2012", "volume": "76", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "33", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.5688/ajpe76233 ajpe33 [pii]", "citationKey": "", "url": "internal-pdf://Kolluru.2012-4053580544/Kolluru.2012.pdf", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1553-6467 (Electronic) 0002-9459 (Linking)", "archive": "", "archiveLocation": "", "shortTitle": "A multi-instructor, team-based, active-learning exercise to integrate basic and clinical sciences content", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "2", "tags": [], "collections": [ "H27FESTR" ], "relations": {}, "dateAdded": "2012-08-08T16:05:41Z", "dateModified": "2012-08-08T16:07:39Z" } }, { "key": "K4I6IZVZ", "version": 2, "library": { "type": "group", "id": 84447, "name": "PCAT Manuscript", "links": { "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/84447/items/K4I6IZVZ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/pcat_manuscript/items/K4I6IZVZ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 589757, "username": "rchaight", "name": "Robert C. Haight", "links": { "alternate": { "href": "https://www.zotero.org/rchaight", "type": "text/html" } } }, "creatorSummary": "Brown et al.", "parsedDate": "2009", "numChildren": 2 }, "data": { "key": "K4I6IZVZ", "version": 2, "itemType": "journalArticle", "title": "Learning across the curriculum: connecting the pharmaceutical sciences to practice in the first professional year", "creators": [ { "creatorType": "author", "firstName": "B.", "lastName": "Brown" }, { "creatorType": "author", "firstName": "K.", "lastName": "Skau" }, { "creatorType": "author", "firstName": "A.", "lastName": "Wall" } ], "abstractNote": "OBJECTIVES: To facilitate the student's ability to make the connection of the core foundational basic science courses to the practice of pharmacy. DESIGN: In 2000, 10 faculty members from basic science and practice courses created and implemented an integrated Patient Care Project for which students chose a volunteer patient and completed 15 different assignments ASSESSMENT: Evidence of student learning, such as grades and reflective comments along with collected evaluative data, indicated an enhancement in students' perceived understanding of the connection between basic science and patient care. CONCLUSION: The Patient Care Project provided students an opportunity to use knowledge gained in their first-year foundational courses to the care of a patient, solidifying their understanding of the connection between basic science and patient care.", "publicationTitle": "Am J Pharm Educ", "publisher": "", "place": "", "date": "2009", "volume": "73", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "36", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "internal-pdf://Brown 2009 Integration-4067727361/Brown 2009 Integration.pdf", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1553-6467 (Electronic) 0002-9459 (Linking)", "archive": "", "archiveLocation": "", "shortTitle": "Learning across the curriculum: connecting the pharmaceutical sciences to practice in the first professional year", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "2", "tags": [ { "tag": "*Curriculum/trends" }, { "tag": "*Learning" }, { "tag": "*Pharmaceutical Services/standards/trends" }, { "tag": "*Professional Role" }, { "tag": "Clinical Competence/standards" }, { "tag": "Education, Pharmacy/*methods/standards/trends" }, { "tag": "Humans" }, { "tag": "Patient Care/methods/standards/trends" } ], "collections": [ "H27FESTR" ], "relations": {}, "dateAdded": "2012-08-08T16:05:41Z", "dateModified": "2012-08-08T16:07:39Z" } } ]