Peer Education: Reviews of the Literature (PERLs).

Parmalee D, Michaelsen LK, Cook S, Hudes P. Teambased learning: a practical guide. AMEE guide no. 65. Med Teach 2012;34:e275-87. Background: This article provides an excellent introduction to team-based learning (TBL) and a useful practical guide to its implementation. TBL was originally developed in business schools in the early 1990s and has been promoted in health professions programs since 2001. It is a learner-centered but instructor-directed approach that ensures active small-group learning in large class settings. It differs from problem-based learning (PBL) in several ways. For example, in TBL, only one instructor is needed, and this content expert directs the learning; students must come prepared to class and are individually and as a team held accountable for their contributions to the group’s productivity. In short, TBL is designed to engage students in active learning to avoid learner apathy in large lecture classes. Practical guide: The authors describe the essential components of TBL first from their perspective as learners and then from the instructors’ perspective. For learners, the recurring steps are a) an out-of-class, individual advance assignment and b) individual in-class readiness assurance test followed by c) team readiness assurance test with the same questions; d) the instructor then clarifies and reviews the content in class to ensure students feel well prepared to solve problems; and e) in-class team application of the content to a scenario/case provided by the instructor then follows. These steps are prepared by an orientation to the process and complemented by peer evaluations of each student in the small group. For the instructors, the recurring steps are to a) identify situational factors (for example, students’ prior knowledge) and learning goals; b) develop an advance assignment; c) design the individual and team readiness assurance test; d) provide a clarification review of the material; and e) create or find an authentic, believable problem case or scenario for the team application. Carefully considering how teams should be formed and oriented to the process is crucial as well. Engaging students in giving constructive peer feedback as well as grading in such a way that all aspects of the process are considered is important. Significance for dental education: In the future, health care is likely to become more interprofessional and team-based. Research has shown that TBL is an effective approach to prepare students for interprofessional collaboration and teamwork. The use of authentic clinical scenarios will challenge dental students to think critically and analyze problems as a team. The fact that TBL engages students in active learning without an increase in number of faculty members is a benefit that makes it a valuable approach in dental school settings.