Self-Directed and Lifelong Learning: the 5th "S" for TBL™ Application Exercises?

Area of Science:

• Medical Education
• Pedagogy

Background:

• Team-Based Learning (TBL™) is a widely used instructional strategy.
• Existing TBL™ frameworks may not adequately emphasize self-directed and life-long learning skills.
• Accreditation standards increasingly require evidence of student development in SDL and LLL.

Purpose of the Study:

• To pilot an innovation integrating self-directed learning (SDL) and life-long learning (LLL) into the TBL™ 4S application exercise framework.
• To evaluate the feasibility and potential benefits of adding a fifth "S" to TBL™ focused on SDL/LLL.
• To align TBL™ practices with evolving educational and accreditation requirements.

Main Methods:

• A pilot study was conducted to implement the modified TBL™ framework.
• The innovation involved adapting the 4S application exercise to explicitly incorporate elements promoting SDL and LLL.
• Data collection methods likely involved student feedback and performance metrics (details not provided in abstract).

Main Results:

• The pilot demonstrated a feasible method for integrating SDL and LLL into TBL™.
• The proposed innovation addresses the need to explicitly foster SDL and LLL within the TBL™ structure.
• This enhancement is crucial for improving student learning outcomes and meeting accreditation mandates.

Conclusions:

• The integration of SDL and LLL into the TBL™ 4S framework is a viable and important innovation.
• Explicitly addressing SDL and LLL in TBL™ can enhance student learning and support lifelong educational development.
• This modified TBL™ approach is recommended for institutions seeking to meet accreditation standards and foster essential graduate attributes.