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Team Based Learning Faculty Development Program Office of Medical Education Boston University School of Medicine 2005 Learning Objectives: Define Team Based Learning (TBL) Describe the four essential principles of Team-Based Learning Identify the benefits of Team-Based Learning List the steps to implement Team-Based Learning in a course Team Based Learning* Small groups of students interact as in-class teams to apply content to simple and complex problems with the feedback of the instructor as the content expert. Team-Baased Learning Process Phase 2: Readiness Assurance Test  Procedures Phase 3: Application-Focused Assignment Groups apply the fundamental concepts of the unit to a problem (50% class time) to produce an answer, product or idea Examples answer a multiple-choice question set of 3 for a case vignette develop a treatment plan (essay) justify your diagnosis explain the difference compile a list of manifestations Team -Based Learning FAQs* Team-Based Learning Course Objectives By the end of the course, the student will be able to: Master the course subject matter Utilize the course concepts in thinking and problem-solving Develop interpersonal and group interaction skills Prepare for life-long learning Lecture Faculty identifies content to student in the syllabus and in lectures Pre- class: Student “might” study concepts In class: Student passively takes notes Student accountability: Student study notes for final exam Team Based Learning Faculty identifies content for pre-class assignments, the syllabus and group interaction Pre- class: Student “must” study concepts for test In class: Student is tested on concepts and actively joins Team to solve simple and complex concept applications Student accountability: Student pre-class work and tests, Team tests and work, and final exam What is the TBL Difference*? Can You Differentiate Small Group Learning? Casual After a 15-20 minute lecture, students pair with a