BACKGROUND: Limited studies have examined the factors associated with the implementation of team-based learning (TBL). PURPOSE: The purpose of this study was to identify faculty reactions (successes and challenges) associated with the implementation of a modified TBL in undergraduate anatomy teaching. METHOD: To obtain faculty reactions to the TBL approach, data collection included focus groups, observations, and document analysis. Using the constant comparative method, our analysis yielded four key themes. RESULTS: Four themes based on faculty reactions to the implementation of TBL included transportability and local adaptations, faculty/tutor role confusion, student preparedness, and teacher-targeted bullying. CONCLUSIONS: Future physicians will need educational programs that embrace the theory and practice of teamwork. Schools adopting team-based learning approaches will need to carefully consider their local environments so as to successfully transport innovative practices alongside local adaptations. As front-line implementers faculty will require initial and ongoing professional development. The TBL method is amenable to local modifications and holds promise as a pedagogical strategy to garner increased student engagement and student achievement in their learning.
BACKGROUND: Limited studies have examined the factors associated with the implementation of team-based learning (TBL). PURPOSE: The purpose of this study was to identify faculty reactions (successes and challenges) associated with the implementation of a modified TBL in undergraduate anatomy teaching. METHOD: To obtain faculty reactions to the TBL approach, data collection included focus groups, observations, and document analysis. Using the constant comparative method, our analysis yielded four key themes. RESULTS: Four themes based on faculty reactions to the implementation of TBL included transportability and local adaptations, faculty/tutor role confusion, student preparedness, and teacher-targeted bullying. CONCLUSIONS: Future physicians will need educational programs that embrace the theory and practice of teamwork. Schools adopting team-based learning approaches will need to carefully consider their local environments so as to successfully transport innovative practices alongside local adaptations. As front-line implementers faculty will require initial and ongoing professional development. The TBL method is amenable to local modifications and holds promise as a pedagogical strategy to garner increased student engagement and student achievement in their learning.
Authors: Tracy R Frame; Stephanie M Cailor; Rebecca J Gryka; Aleda M Chen; Mary E Kiersma; Lorin Sheppard Journal: Am J Pharm Educ Date: 2015-05-25 Impact factor: 2.047
Authors: Jacob Gray; Golden T Fana; Thomas B Campbell; James G Hakim; Margaret Z Borok; Eva M Aagaard Journal: BMC Med Educ Date: 2014-03-28 Impact factor: 2.463