LEADER 04164nam 2200601 450 001 9910483458903321 005 20240130135022.0 010 $a3-030-62923-6 035 $a(CKB)4100000011807177 035 $a(MiAaPQ)EBC6531690 035 $a(Au-PeEL)EBL6531690 035 $a(OCoLC)1244535405 035 $a(EXLCZ)994100000011807177 100 $a20211018d2021 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aHow-to guide for team-based learning /$fRuth E. Levine, Patricia D. Hudes 210 1$aCham, Switzerland :$cSpringer,$d[2021] 210 4$d©2021 215 $a1 online resource (xi, 49 pages) $cillustrations 225 0 $aIAMSE manuals 311 08$a3-030-62922-8 327 $aIntro -- Photo Credits -- Purpose -- Contents -- About the Authors -- Chapter 1: What is Team-Based Learning? -- 1.1 Advantages Over Conventional Instructional Methods -- 1.1.1 Focus on Application of Knowledge -- 1.1.2 Positive Learning Outcomes -- 1.2 TBL Steps -- 1.2.1 Step 1: Pre-class Preparations -- 1.2.2 Step 2: Readiness Assurance -- 1.2.2.1 Individual Readiness Assurance Test (IRAT) -- 1.2.2.2 Group or Team Readiness Assurance Test (GRAT) -- 1.2.2.3 Appeals -- 1.2.2.4 Facilitator Feedback or Clarification -- 1.2.3 Step 3: Application of Key Concepts -- References -- Chapter 2: How to Design and Implement TBL -- 2.1 Backward Design -- 2.2 Design Steps -- 2.2.1 Step 1: Situational Factors: Consider the Situational Factors -- 2.2.2 Step 2: Learning Objectives: Create Your Learning Objectives -- 2.2.3 Step 3: Application Activities: Create Your Application Activities -- 2.2.4 Step 4: Readiness Assurance Activities: Design Your Readiness Assurance Process -- 2.2.5 Step 5: Preparation/Learning Materials: Identify and/or Develop the Preparation Materials -- 2.2.6 Step 6: Colleague/Peer Review: Request One or More Colleagues to Review Your TBL Module -- 2.2.7 Step 7: Piloting: Pilot Your TBL Module Before It Goes Live -- 2.3 Implementation Steps -- 2.3.1 Step 1: Team Formation -- 2.3.2 Step 2: Orientation -- 2.3.3 Step 3: Incentive Structure -- 2.3.4 Step 4: Appeals -- 2.3.5 Step 5: Student Peer Assessment/Evaluation -- References -- Chapter 3: What Factors Will Facilitate or Sabotage my Success? -- 3.1 Buy-In -- 3.2 Organization and Coordination -- 3.3 The Right Room -- 3.4 Facilitator vs. Lecturer -- 3.5 Too Much Too Often -- 3.6 Poor Incentive Structure -- 3.7 Poor Exercises -- References -- Chapter 4: How Can I Learn the Knowledge and Skills to get Started? -- 4.1 Reviewing the TBL Collaborative and Other Websites. 327 $a4.1.1 Team-Based Learning Collaborative -- 4.1.2 IF-AT (Immediate Feedback Assessment Technique) -- 4.1.3 MedEdPORTAL -- 4.1.4 National Board of Medical Examiners (NBME) Constructing Written Test Questions for the Basic and Clinical Sciences -- 4.2 Reading Books or Guides -- 4.2.1 Books -- 4.2.2 Guides -- 4.3 Participating in Regional and National Workshops -- 4.4 Joining the TBL Listserv -- 4.5 Becoming a TBL Collaborative Member -- 4.6 Visiting a School -- 4.7 Inviting a TBL Consultant -- References -- Bibliography -- Index. 410 0$aIAMSE Manuals 606 $aMedical education 606 $aTeam learning approach in education 606 $aCurriculum planning 606 $aEducation, Medical 606 $aEducació mèdica$2thub 606 $aAprenentatge cooperatiu$2thub 606 $aDisseny curricular$2thub 608 $aLlibres electrònics$2thub 615 0$aMedical education. 615 0$aTeam learning approach in education. 615 0$aCurriculum planning. 615 2$aEducation, Medical 615 7$aEducació mèdica 615 7$aAprenentatge cooperatiu 615 7$aDisseny curricular 676 $a371.395 700 $aLevine$b Ruth E.$01075278 702 $aHudes$b Patricia D. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910483458903321 996 $aHow-to guide for team-based learning$92584409 997 $aUNINA