Kojuri J M.D. Cardiologist Interventionist. Full professor of SUMS

 Shift from knowledge transmission to knowledge application  Active learning and critical thinking  Traditional education: two separate phase 1) learning in basic science without application 2) partially applied in clinical rotation  Andragogy rules

 Are not beginners but are in a continuing process of growth  Bring a wealth of experiences and values  Come to education with intentions  Already have set patterns of learning  Need to know why they need to learn something  Need to learn experientially  Approach learning as problem-solving  Learn best when the topic is of immediate value  Have competing interests – the realities of their lives Summarized from Knowles (1970) and Brookfield (1996)

 Permanent groups for all the term  Pre-class activity  Readiness assurance process (RAP)  RAP test as team ( the same exact test with team consensus)  Immediate feedback on team activity  Short lecture (optional)  Challenging case based on educational materials

1) Good course design (pre-class and in-class) 2) Backward design (not content but goal oriented) 3) Organize activity and teaching in the way that students reach to your goals 4) Student activity promote deep thinking and content specific discussion How? Fulfill 4S’s rule

 Significant problem  Same problem  Specific choice  Simultaneous report

5) Do not underestimate RAP 6) Show the students that their teaching are different 7) Highlight accountability as cornerstone of TBL 8) Appeal the course ( inspire the team work) 9) Pear evaluation 10) Advanced preparation 11) Creation of teams thoughtfully (5-7 student in each with different capability) 12) Use your maximal facilities to make fun and inspiration

 TBL is different mode of teaching  Emphasis on student activity  Application of knowledge  Emphasis on goal oriented education  What is must know?  Promote team working  Promote deep learning  Making fun and enthusiasm

 TeamBased Learning An Alternative to Lecture‐Based Learning  Levine RE Peer evaluation in team-based learning. In: Michaelsen LK, Parmelee D, McMahon K, Levine RE, co-editors. Team-based learning in health professions education. Sterling, VA: Stylus Publishing. Chapter 9.  Twelve tips for doing effective Team-Based Learning (TBL) DEAN X. PARMELEE1 & LARRY K. MICHAELSEN21Wright State University, USA, 2University of Central Missouri, Medical teacher 2010; 32: 118–122