Team-based learning from theory to practice: faculty reactions to the innovation

Limited studies have examined the factors associated with the implementation of team-based learning (TBL).

The purpose of this study was to identify faculty reactions (successes and challenges) associated with the implementation of a modified TBL in undergraduate anatomy teaching.

To obtain faculty reactions to the TBL approach, data collection included focus groups, observations, and document analysis. Using the constant comparative method, our analysis yielded four key themes.

Four themes based on faculty reactions to the implementation of TBL included transportability and local adaptations, faculty/tutor role confusion, student preparedness, and teacher-targeted bullying.

Future physicians will need educational programs that embrace the theory and practice of teamwork. Schools adopting team-based learning approaches will need to carefully consider their local environments so as to successfully transport innovative practices alongside local adaptations. As front-line implementers faculty will require initial and ongoing professional development. The TBL method is amenable to local modifications and holds promise as a pedagogical strategy to garner increased student engagement and student achievement in their learning.