Innovation in Medical Education: Team-Based Learning (TBL)
نویسندگان
چکیده
منابع مشابه
Task-based learning (TBL) in undergraduate medical education.
Problem-based learning (PBL) is a proven method to learn medicine during the first years of studies. In the clinical phase the active, self-directive student may experience difficulties in adapting to the life of professionals in health care units, where students usually have to attend and work according to preplanned timetables. Task-based learning (TBL) can serve as an intermediary in the mee...
متن کاملComparison of Rehabilitation Students’ Learning in Neurology through Lecture with Team-Based Learning (TBL)
Introduction: Team-based learning (TBL) is a structured form of cooperative learning, which aims to increase students’ skill of access to higher-level of cognitive learning using individual knowledge in a team. In this study, rehabilitation students’ learning was compared through the two methods of lecture and TBL for neurology course. Methods: This quasi-experimental study was carried on 70 B...
متن کاملTeam-based learning (TBL) in the medical curriculum: better than PBL?
BACKGROUND Internationally, medical schools have long used a variety of approaches to develop hybrid Problem based learning (PBL) curricula. However, Team-based learning (TBL), has gained recent popularity in medical education. TBL maintains the advantages of small group teaching and learning, but in contrast to Problem-based learning (PBL), does not require large numbers of tutors. In 2016, TB...
متن کاملTwelve tips for doing effective Team-Based Learning (TBL).
Team-based learning (TBL) in medical education has emerged over the past few years as an instructional strategy to enhance active learning and critical thinking - even in large, basic science courses. Although TBL consistently improves academic outcomes by shifting the instructional focus from knowledge transmission to knowledge application, it also addresses several professional competencies t...
متن کاملInnovation in medical education.
O July 29, 2014, the Institute of Medicine (IOM) released its report on the governance and financing of graduate medical education (GME).1 An important incidental finding of the IOM’s study was that the evidence base available to inform future directions for the substance, organization, and financing of GME is quite limited. The limited evidence reflects a systematic lack of research investment...
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ژورنال
عنوان ژورنال: Nihon Ika Daigaku Igakkai Zasshi
سال: 2011
ISSN: 1349-8975,1880-2877
DOI: 10.1272/manms.7.20