IJAR.2025.130
Type of Article: Original Research
Volume 13; Issue 2 (June 2025)
Page No.: 9220-9224
DOI: https://dx.doi.org/10.16965/ijar.2025.130
Phases and Steps in Team-Based Learning: Clearly Outlined Activities at Each Stage for Easy Adoption
Cheryl Melovitz-Vasan1, Susan Huff 2, Nagaswami Vasan 3.
1 Associate Professor, Department of Biomedical Sciences, Cooper Medical School of Rowan University, Camden, New Jersey, 08103, USA.
2 Medical Education Research Collaborator, Winston-Salem, North Carolina 27104, USA.
3 Emeritus Professor of Anatomy, Department of Biomedical Sciences, Cooper Medical School of Rowan University, Camden, New Jersey 08103, USA.
Corresponding Author: Cheryl Melovitz-Vasan, PT, D.P.T., Ph.D. Department of Biomedical Sciences, Cooper Medical School of Rowan University, 401 South Broadway, Camden, New Jersey 08103, USA. Phone: +1 (856) 361-2889 E-Mail: Melovitz-Vasan@rowan.edu
ABSTRACT
Student involvement is crucial for meaningful learning and improved performance in higher education. Over the past 40 years, several instructional methods, including problem-based learning (PBL) and case-based learning (CBL), have been implemented in medical education with varying degrees of success. Increasing evidence suggests that team-based learning (TBL) is an effective and practical approach to incorporating interactive, small-group teaching while fostering enthusiasm for learning. TBL incorporates various theories of adult learning, including lifelong and self-directed learning. The concept of TBL focuses on learning, defined by pre-class preparation and subsequent in-class team discussion. Faculty organizes the learning material to enable students to accept ownership of their own and their peers’ learning. This results in groups that function as powerful learning teams. TBL is based on individual accountability and ensures rigorous team interaction. This accomplishes both competence (what individuals know or can do in terms of knowledge, skills, and attitude) and capability (the extent to which individuals can adapt to generate new knowledge and continue to improve performance).
Keywords: Team-Based learning, Individual and group learning, competence and capability.
REFERENCES
[1]. Thibault GE, Neill JM, Lowenstein DH. The Academy at Harvard Medical School: Nurturing teaching and stimulating innovation. Acad Med 2003;78(7):673-681.
https://doi.org/10.1097/00001888-200307000-00005
PMid:12857684
[2]. McClusky HY. An approach to differential psychology of the adult potential. In Adult learning and instruction. Edited by Grabowski SM. Syracuse, NY: ERIC Clearinghouse on Adult Education and Adult Education Association of the U.S.A.; 1970: 80-95.
[3]. Illeris K. The Three Dimensions of Learning: Contemporary Learning Theory in the Tension Field Between the Cognitive, the Emotional and the Social. Roskilde, Denmark: Roskilde University Press/Leicester, UK: NIACE Publications National Institute of Adult Continuing Education; 2002.
[4]. Illeris K. Transformative learning in the perspective of a comprehensive learning theory. Journal of Transformative Education 2004;2(2):79-89.
https://doi.org/10.1177/1541344603262315
[5]. Mezirow J. Transformative Dimensions of Adult Learning. San Francisco, Jossey-Bass; 1991.
[6]. Jarvis P. Towards a Comprehensive Theory of Human Learning. London: Routledge/Falmer Press; 2006.
[7]. Edgerton R. Education White Paper. 2001. [http://www.faculty.umb.edu/john_saltmarsh/resources/Edgerton%20Higher%20Education%20White%20Paper.rtf][8]. Tough A. Learning Without a Teacher: A Study of Tasks and Assistance During Adult Self-Teaching Projects. Educational Research Series, No 3. Toronto: Ontario Institute for Studies in Education; 1967.
[9]. Tough A. The Adult Learning Project: A Fresh Approach to Theory and Practice in Adult Learning. Toronto: Ontario Institute for Studies in Education; 1971.
[10]. Christensen CR, Garvin DA, Sweet A (eds). Education for Judgment: The Artistry of Discussion Leadership. Boston: Harvard Business School Press; 1991.
[11]. Smith KA, Sheppard SD, Johnson DW, Johnson RT. Pedagogies of engagement: Classroom-based practice. Journal of Engineering Education 2005;94:1-15.
https://doi.org/10.1002/j.2168-9830.2005.tb00831.x
[12]. Vasan NS, DeFouw DO, Compton S. Team-based learning in anatomy: An efficient, effective and economical strategy. Anat Sci Educ 2011;4:333-339.
https://doi.org/10.1002/ase.257
PMid:21998012
[13]. Michaelsen LK, Knight AB, Fink LD (eds.) Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Sterling, VA: Stylus Publishing, LLC; 2004.
[14]. Melovitz-Vasan C, Huff S, Vasan NS. Teaching Anatomy: Effective Use of Modified Team-Based Learning Strategy. In Teaching Anatomy A Practical Guide. 2nd edition. Edited by Chan LK, Pawlina W. Cham, Switzerland: Springer; 2020:161-172.
https://doi.org/10.1007/978-3-030-43283-6_18
