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Team-based learning from theory to practice: faculty reactions to the innovation
Stephanie Sutherland1, Nasim Bahramifarid, Alireza Jalali
1Academy for Innovation in Medical Education, University of Ottawa, Ottawa, Ontario, Canada. d3evaluate@gmail.com
Teaching and Learning in Medicine
|July 16, 2013
Summary
Implementing team-based learning (TBL) in undergraduate anatomy teaching revealed challenges like role confusion and student preparedness. Faculty require professional development for successful adaptation and improved student engagement.
Area of Science:
- Medical Education
- Pedagogical Strategies
- Anatomy Teaching
Background:
- Limited research exists on factors influencing the implementation of team-based learning (TBL).
- Understanding faculty experiences is crucial for successful pedagogical innovation.
Purpose of the Study:
- To identify faculty reactions, including successes and challenges, during the implementation of a modified TBL approach.
- To inform strategies for effective integration of TBL in undergraduate anatomy curricula.
Main Methods:
- Qualitative data collection through focus groups, observations, and document analysis.
- Constant comparative method used for thematic analysis of faculty reactions.
Main Results:
- Four key themes emerged: transportability and local adaptations, faculty/tutor role confusion, student preparedness, and teacher-targeted bullying.
- Faculty experienced challenges related to adapting TBL and defining their roles.
Conclusions:
- Successful TBL implementation requires careful consideration of local contexts and faculty support.
- TBL shows promise for enhancing student engagement and achievement in anatomy, but requires faculty professional development and adaptation strategies.
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