Team-based learning (TBL): a community of practice
Abstract Background Rapid changes in medical practice have a large impact on the demands faced by educators in preparing students for future participation in a multifaceted healthcare workforce. Competencies required by today’s medical graduates encompass the ability to effectively collaborate, comm...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2019-10-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s12909-019-1795-4 |
| _version_ | 1818438017686175744 |
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| author | Annette Burgess Inam Haq Jane Bleasel Chris Roberts Roger Garsia Nicholas Randal Craig Mellis |
| author_facet | Annette Burgess Inam Haq Jane Bleasel Chris Roberts Roger Garsia Nicholas Randal Craig Mellis |
| author_sort | Annette Burgess |
| collection | DOAJ |
| description | Abstract Background Rapid changes in medical practice have a large impact on the demands faced by educators in preparing students for future participation in a multifaceted healthcare workforce. Competencies required by today’s medical graduates encompass the ability to effectively collaborate, communicate and problem solve. The learning needs of medical students have also changed over time. Today’s medical students are highly interconnected, enjoying teamwork and collaborative practice, and desire continuous, explicit feedback. They want structured learning activities, with clear expectations, and enjoy a sense of accomplishment on their achievements. The conflation of these issues has seen many medical schools adopt the model of Team-based learning (TBL). Using the conceptual framework of communities of practice, we sought to qualitatively explore students’ and teachers’ experience of TBL in Year 1 of a graduate entry medical program. Methods Convenience sampling was used to select 169/350 (48%) Year 1 students who completed three TBL sessions. Each TBL session was facilitated by three senior clinicians. Following participation in the TBLs, students were invited to attend focus groups, and all facilitators (n = 9) were invited to attend interviews. A coding framework was developed to code the entire dataset, using the theoretical lens of communities of practice. Results 34/169 (20%) of students attended focus groups. Three facilitators (3/9, 33%) were interviewed. Students and facilitators felt the structure and organisation of TBL made students accountable for their learning and team contributions. The combined expertise and clinical experience of facilitators, with immediate feedback helped groups to work both independently and collaboratively. Facilitators found working with their peers in the TBLs to be a rewarding experience. Conclusions The community of practice found in the TBL classes, provided an enriching and rewarding learning environment that motivated students to build on their basic knowledge and apply what had been learnt. The interactions of experienced, senior clinicians as facilitators, sharing their expertise within a clinical context, prompted effective student engagement in learning and understanding. Our change in curriculum design and pedagogy will assist in preparing medical students for demands of the increasingly complex healthcare systems in which they will work. |
| first_indexed | 2024-12-14T17:33:53Z |
| format | Article |
| id | doaj.art-43999f623171446cb8f27eb82297fd4a |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-14T17:33:53Z |
| publishDate | 2019-10-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-43999f623171446cb8f27eb82297fd4a2022-12-21T22:53:03ZengBMCBMC Medical Education1472-69202019-10-011911710.1186/s12909-019-1795-4Team-based learning (TBL): a community of practiceAnnette Burgess0Inam Haq1Jane Bleasel2Chris Roberts3Roger Garsia4Nicholas Randal5Craig Mellis6Faculty of Medicine and Health, University of Sydney School of Medicine, Education Office, University of SydneyFaculty of Medicine and Health, University of Sydney School of Medicine, Sydney Health Education Research Network, University of SydneyFaculty of Medicine and Health, University of Sydney School of Medicine, Education Office, University of SydneyFaculty of Medicine and Health, University of Sydney School of Medicine, Education Office, University of SydneyFaculty of Medicine and Health ,University of Sydney School of Medicine, Central Clinical School, University of SydneyFaculty of Medicine and Health, University of Sydney School of Medicine, Education Office, University of SydneyFaculty of Medicine and Health ,University of Sydney School of Medicine, Central Clinical School, University of SydneyAbstract Background Rapid changes in medical practice have a large impact on the demands faced by educators in preparing students for future participation in a multifaceted healthcare workforce. Competencies required by today’s medical graduates encompass the ability to effectively collaborate, communicate and problem solve. The learning needs of medical students have also changed over time. Today’s medical students are highly interconnected, enjoying teamwork and collaborative practice, and desire continuous, explicit feedback. They want structured learning activities, with clear expectations, and enjoy a sense of accomplishment on their achievements. The conflation of these issues has seen many medical schools adopt the model of Team-based learning (TBL). Using the conceptual framework of communities of practice, we sought to qualitatively explore students’ and teachers’ experience of TBL in Year 1 of a graduate entry medical program. Methods Convenience sampling was used to select 169/350 (48%) Year 1 students who completed three TBL sessions. Each TBL session was facilitated by three senior clinicians. Following participation in the TBLs, students were invited to attend focus groups, and all facilitators (n = 9) were invited to attend interviews. A coding framework was developed to code the entire dataset, using the theoretical lens of communities of practice. Results 34/169 (20%) of students attended focus groups. Three facilitators (3/9, 33%) were interviewed. Students and facilitators felt the structure and organisation of TBL made students accountable for their learning and team contributions. The combined expertise and clinical experience of facilitators, with immediate feedback helped groups to work both independently and collaboratively. Facilitators found working with their peers in the TBLs to be a rewarding experience. Conclusions The community of practice found in the TBL classes, provided an enriching and rewarding learning environment that motivated students to build on their basic knowledge and apply what had been learnt. The interactions of experienced, senior clinicians as facilitators, sharing their expertise within a clinical context, prompted effective student engagement in learning and understanding. Our change in curriculum design and pedagogy will assist in preparing medical students for demands of the increasingly complex healthcare systems in which they will work.http://link.springer.com/article/10.1186/s12909-019-1795-4Team-based learningCommunities of practiceFlipped classroom |
| spellingShingle | Annette Burgess Inam Haq Jane Bleasel Chris Roberts Roger Garsia Nicholas Randal Craig Mellis Team-based learning (TBL): a community of practice BMC Medical Education Team-based learning Communities of practice Flipped classroom |
| title | Team-based learning (TBL): a community of practice |
| title_full | Team-based learning (TBL): a community of practice |
| title_fullStr | Team-based learning (TBL): a community of practice |
| title_full_unstemmed | Team-based learning (TBL): a community of practice |
| title_short | Team-based learning (TBL): a community of practice |
| title_sort | team based learning tbl a community of practice |
| topic | Team-based learning Communities of practice Flipped classroom |
| url | http://link.springer.com/article/10.1186/s12909-019-1795-4 |
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