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Review
. 2020 Dec 3;20(Suppl 2):461.
doi: 10.1186/s12909-020-02287-y.

Team-based learning: design, facilitation and participation

Annette Burgess  1   2 , Christie van Diggele  3   4 , Chris Roberts  5   3 , Craig Mellis  6
Affiliations
Review

Team-based learning: design, facilitation and participation

Annette Burgess et al. BMC Med Educ. .

Abstract

Team-based learning (TBL) provides an active, structured form of small group learning, that can be applied to large classes. Student accountability is achieved through the specific steps of TBL, including pre-class preparation, readiness assurance testing, problem-solving activities, and immediate feedback. Globally, a growing number of healthcare faculties have adopted TBL in a variety of combinations, across diverse settings and content areas. This paper provides a succinct overview of TBL and guidance for teachers towards successful design and implementation of TBL within health professional education. It also offers guidance for students participating in TBL. The paper is informed by both educational theory, and the extensive, seven year experience of the first and last authors in designing, implementing, facilitating and evaluating TBL at a large medical school.

Keywords: Clinical problem-solving; Medicine and health curriculum; Problem based learning; Team-based learning.

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Conflict of interest statement

The authors have no competing interests to declare.

Figures

Fig. 1
Fig. 1
Steps in Team-based learning
Fig. 2
Fig. 2
Four key components of TBL
See this image and copyright information in PMC

References

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