1. Team Based Learning (TBL) for Medical Students
Dr Kevin McConville

2. Components of the GPPC Course
Personal Study
Time
Team
Based Learning
Community
Experiences
Small Group Work

3. Definition of TBL1
“…a collection of practices that support one another for powerful instructional effect…” Dundee medical school currently: - Small group work (10-14 students) - TBL group (5-7 students)

4. where the TBL strategy was originally developed by Professor Larry Michaelsen at the University of Oklahoma’s Business School
in the early 1990s.

6. 4 essential elements TBL2,3 Assignments characterised by the
Groups - must be properly formed and managed.
Accountability - students must be accountable for the quality of their individual and group work.
Feedback - students must receive frequent and timely feedback
Assignment design - group assignments must promote both learning and team development.
Significant
Same problem
Specific choice
Simultaneous reporting

7. Challenges - Content General Practice vs. Secondary Care
Timing of TBL relevant to teaching
Question writing
Knowledge vs. application
Wording
Ethical
Ambiguity of the questions vs. disagreements on the answers.

8. Challenges – Process Student orientation Staff development
Data collection – Turning Point™
Room dynamics
Assessment: formative vs. summative

9. Year 1 Akt averages

10. Corrective Actions / Suggestions
Staff development on facilitation
GP course content specific
Uni support on IT technologies i.e. iPeer
Future questions adapted from Peerwise
Standard setting question writing
Scratch cards / Sponge activities
Student training on delivering feedback

11. QUESTIONS…….?

12. References
Michaelson LK, Sweet M. The Essentials of Team Based Learning.
Team-based learning: A practical guide: Guide Supplement 65.1 – Viewpoint1 SHIHAB E. KHOGALI, School of Medicine, University of Dundee, UK
Parmelee D, Michaelsen LK, Cook S, Hudes PD Team-based learning: A practical guide: AMEE guide no. 65. Med Teach 34(5):e275–e287.
Parmelee DX, Hudes P Team-based learning: A relevant strategy in health professionals’ education. Med Teach 34(5):411–413.