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Team-Based Learning

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Dana Marcucio

on 31 January 2014

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Transcript of Team-Based Learning

"An instructional strategy that is designed to support the development of high performance learning teams and provides opportunities for these teams to engage in significant learning tasks."
-L. Dee Fink
Team-Based Learning
Dana Marcucio
Alvernia University
October 20, 2012

What is TBL?
Baylor College of Medicine. (2010). Team-based learning. Retrieved from http://www.bcm.edu/fac-ed/index.cfm?PMID=6586
Billings, D. M. (2005). Lippincott’s review for NCLEX-RN examination (8th ed.). Ambler, Pa: Lippincott Williams & Wilkins.
Clark, M. C., Nguyen, H.T., Bray, C., & Levine, R. E. (2008). Team-based learning in an undergraduate nursing course. Journal of Nursing Education, 47(3), 111-117.
Epstein Educational Enterprises. (n.d.) Team based learning-cooperative learning. Retrieved from http://www.epsteineducation.com/home/about/teamlearning.aspx
Fink, L. D. (n.d). Team learning: Putting “steam” into learning groups. Retrieved from http://www.bcm.edu/fac-ed/index.cfm?pmid=6590
Mennenga, H.A., Smyer, T. (2010). A model for easily incorporating team-based learning into nursing education. International Journal of Nursing Education Scholarship, 7(1), 1-14. doi: 10.2202/1548-923X.1924
Metcalf, Susan. (2006). Will team-based learning mesh well with library instruction? Leox Quarterly, 33, 6-8.
Parmelee, D.X., Michaelson, L.K. (2010). Twelve tips for doing effective team-based learning. Medical Teacher, 32(2), 118-122. doi: 10.3109/01421590903548562
Schultz, J.L., Wilson, J.R., & Hess, K.C. (2010). Team-based classroom pedagogy reframed: The student perspective. American Journal of Business Education, 3(7), 17-24.
Team-based learning collaborative. (2012). Retrieved from http://www.teambasedlearning.org/
1. Team Selection
3. Application Activities
2. Readiness Assurance Test
Instructor selects
Criterion Based (diversity, experience, gender)
5-7 students
Provide pre-class assignments
Individual RAT submission (20 questions)
Team RAT using IF-AT (Immediate Feedback Assessment Technique
1/3 knowledge and recall, 2/3 application
Appeal process of any incorrect answers due to ambiguity
Mini-lecture on troublesome topics
4 Components
any exercise which utilizes the content
can be over several class periods
should be significant and the same across all groups
group answers should be reported simultaneously
makes students accountable for their choice and motivated to defend their position
have peer evaluations after each content section
use individual test, team test, peer evaluations and major exams to calculate final grade
one faculty member can facilitate a large class
increased student attendance & participation
pre class preparation allows for deeper student discussion
builds accountability
improves teamwork & interpersonal communication skills
assimilation of content
connects theory to practice
better comprehension & recall
faculty satisfaction
increased student enthusiasm
improved critical thinking skills
encourages lifelong learning
initial time commitment by faculty
need physical space to interact
requires an hour or more of class time
requires a larger class to gain different perspectives
faculty buy-in is necessary
multiple choice questions & class objectives must be clear & concise
reading assignments must be highly organized
When this happens, a
is capable of:
The process of a group becoming a
A form of small group learning, however
are characterized by:
a high level of individual commitment to the welfare of the group
a high level of trust among the members of the group
time to interact
intellectual resources
a challenging task which becomes a common goal
frequent feedback
inspiring a high level of individual effort
challenging each other with a high tolerance for "give and take" of honest communication
working together effectively
successfully accomplishing very complex and challenging tasks
Why would this work in nursing education?
"The highest quality clinical care is delivered not by individuals, but by teams where there is good communication and the team process is managed effectively."
-Baylor College of Medicine
“I never teach my pupils. I only attempt to provide the conditions in which they can learn.”
-Albert Einstein
You have read the assigned readings on "Respiratory Health Disorders."
You have completed the Individual RAT and the team RAT.
Now, let's apply these concepts...
In your assigned teams, determine the correct answer and write a one sentence rationale. Once all teams have decided on an answer, hold up your final answer and have one team member provide your rationale to the class.
A client with bacterial pneumonia is to be started on intravenous antibiotics. Which of the following diagnostics tests must be completed before antibiotic therapy begins?
1. urinalysis
2. sputum culture
3. chest radiograph
4. red blood cell count
2. Sputum Culture. A sputum specimen must be obtained to determine the causative organism so correct antibiotic therapy can be prescribed.
A client has a positive reaction to the Mantoux test. The nurse correctly interprets this reaction to mean that the client has:
1. active tuberculosis
2. had contact with Mycobacterium tuberculosis
3. developed a resistance to tubercle bacilli
4. developed passive immunity to tuberculosis
The nurse would anticipate which of the following arterial blood gas results in a client experiencing a prolonged, severe asthma attack?
1. decreased PaCO2, increased PaO2, decreased pH
2. increased PaCO2, decreased PaO2, decreased pH
3. increased PaCO2, increased PaO2, increased pH
4. decreased PaCO2, decreased Pao2, increased pH
4. Evaluation
2. Had contact with the mycobacterium tuberculosis. This does not mean the disease is active, nor that someone has developed a resistance. Developing immunity to TB is not possible.
2. As the severe attack worsens, the client becomes fatigued and alveolar hypoventilation develops. This leads to CO2 retention and hypoxemia, causing respiratory acidosis.
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