Pedagogical and content expertise in team-based learning : re-aligning two teaching perspectives in an undergraduate medical school
The Lee Kong Chian School of Medicine (LKCMedicine), an undergraduate medical school in Singapore formed from a partnership between Nanyang Technological University (Singapore) and Imperial College London (United Kingdom), has been using Team-Based Learning (TBL) as one of its main teaching strateg...
| Main Authors: | , , |
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| Other Authors: | |
| Format: | Book Chapter |
| Language: | English |
| Published: |
Springer
2022
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| Subjects: | |
| Online Access: | https://hdl.handle.net/10356/154822 |
| _version_ | 1826121088283705344 |
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| author | Yang, Lishan Tan, Emmanuel Chee Peng Rajalingam, Preman |
| author2 | W. T. Tang |
| author_facet | W. T. Tang Yang, Lishan Tan, Emmanuel Chee Peng Rajalingam, Preman |
| author_sort | Yang, Lishan |
| collection | NTU |
| description | The Lee Kong Chian School of Medicine (LKCMedicine), an undergraduate medical school in Singapore formed from a partnership between Nanyang Technological University (Singapore) and Imperial College London (United Kingdom),
has been using Team-Based Learning (TBL) as one of its main teaching strategies
successfully for large student classes of up to 150 since its inception in 2014. Each
TBL session is led by an interdisciplinary faculty teaching team, which consists of
at least one ‘Content Expert’, who would have led the development of curriculum
for the particular session and who hence would have subject matter expertise, and a
‘TBL Facilitator’, who manages productive student discussions during TBL sessions
and provides pedagogical expertise before and during the educational sessions. This
chapter discusses and compares the perspectives of content and process experts from
the lens of the well-validated Teaching Perspectives Inventory. Using interview data
and quotes from both parties, this chapter will illustrate areas of convergence and
tension. In doing so, we provide a framework to enhance the teaching of science and
its professional application in a large, interactive and collaborative classroom. |
| first_indexed | 2024-10-01T05:27:01Z |
| format | Book Chapter |
| id | ntu-10356/154822 |
| institution | Nanyang Technological University |
| language | English |
| last_indexed | 2024-10-01T05:27:01Z |
| publishDate | 2022 |
| publisher | Springer |
| record_format | dspace |
| spelling | ntu-10356/1548222022-01-12T03:03:59Z Pedagogical and content expertise in team-based learning : re-aligning two teaching perspectives in an undergraduate medical school Yang, Lishan Tan, Emmanuel Chee Peng Rajalingam, Preman W. T. Tang A.-L. Tan Y. S. Ong Lee Kong Chian School of Medicine (LKCMedicine) Science::Medicine Team-Based Learning Teaching The Lee Kong Chian School of Medicine (LKCMedicine), an undergraduate medical school in Singapore formed from a partnership between Nanyang Technological University (Singapore) and Imperial College London (United Kingdom), has been using Team-Based Learning (TBL) as one of its main teaching strategies successfully for large student classes of up to 150 since its inception in 2014. Each TBL session is led by an interdisciplinary faculty teaching team, which consists of at least one ‘Content Expert’, who would have led the development of curriculum for the particular session and who hence would have subject matter expertise, and a ‘TBL Facilitator’, who manages productive student discussions during TBL sessions and provides pedagogical expertise before and during the educational sessions. This chapter discusses and compares the perspectives of content and process experts from the lens of the well-validated Teaching Perspectives Inventory. Using interview data and quotes from both parties, this chapter will illustrate areas of convergence and tension. In doing so, we provide a framework to enhance the teaching of science and its professional application in a large, interactive and collaborative classroom. 2022-01-12T02:57:28Z 2022-01-12T02:57:28Z 2020 Book Chapter Yang, L., Tan, E. C. P. & Rajalingam, P. (2020). Pedagogical and content expertise in team-based learning : re-aligning two teaching perspectives in an undergraduate medical school. W. T. Tang, A.-L. Tan & Y. S. Ong (Eds.), Science Education in the 21st Century: Re-searching Issues that Matter from Different Lenses (pp. 37-50). Springer. https://hdl.handle.net/10356/154822 978-981-15-5154-3 https://hdl.handle.net/10356/154822 10.1007/978-981-15-5155-0_3 37 50 en Science Education in the 21st Century: Re-searching Issues that Matter from Different Lenses © 2020 Springer Nature Singapore Pte Ltd. All rights reserved. Springer |
| spellingShingle | Science::Medicine Team-Based Learning Teaching Yang, Lishan Tan, Emmanuel Chee Peng Rajalingam, Preman Pedagogical and content expertise in team-based learning : re-aligning two teaching perspectives in an undergraduate medical school |
| title | Pedagogical and content expertise in team-based learning : re-aligning two teaching perspectives in an undergraduate medical school |
| title_full | Pedagogical and content expertise in team-based learning : re-aligning two teaching perspectives in an undergraduate medical school |
| title_fullStr | Pedagogical and content expertise in team-based learning : re-aligning two teaching perspectives in an undergraduate medical school |
| title_full_unstemmed | Pedagogical and content expertise in team-based learning : re-aligning two teaching perspectives in an undergraduate medical school |
| title_short | Pedagogical and content expertise in team-based learning : re-aligning two teaching perspectives in an undergraduate medical school |
| title_sort | pedagogical and content expertise in team based learning re aligning two teaching perspectives in an undergraduate medical school |
| topic | Science::Medicine Team-Based Learning Teaching |
| url | https://hdl.handle.net/10356/154822 |
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