Teaching Tip: Practical Strategies for Adapting Team-Based Learning in Veterinary Education

Area of Science:

• Veterinary Education
• Health Professions Education
• Pedagogy

Background:

• Team-based learning (TBL) is recognized for promoting active learning and clinical reasoning in health professions.
• Implementation of TBL in veterinary curricula is variable and can be challenging for instructors.
• Adapting TBL is crucial for effective integration into diverse educational settings.

Purpose of the Study:

• To demonstrate how Team-based learning (TBL) can be modified and implemented in a third-year veterinary elective course.
• To illustrate the reinforcement of core curriculum content and promotion of experiential learning through TBL.
• To address challenges and identify positive outcomes associated with TBL in veterinary education.

Main Methods:

• A modified Team-based learning (TBL) approach was implemented in a third-year veterinary elective course.
• The redesign focused on a stepwise introduction to TBL to facilitate gradual adoption.
• Small-group clinical reasoning and discussion were emphasized to promote experiential learning.

Main Results:

• The modified TBL approach resulted in positive outcomes, including increased student engagement and improved faculty collaboration.
• Initial challenges such as student resistance to pre-session work and technical difficulties were noted.
• Logistical issues with the Learning Management System (LMS) and grading free-text responses presented limitations.

Conclusions:

• A modified Team-based learning (TBL) approach can be successfully adapted for veterinary education, yielding positive results.
• Addressing challenges related to student preparation, technology, and faculty training is essential for effective TBL implementation.
• This initiative provides a foundation for a more scalable and effective TBL model in veterinary education, enhancing student learning and faculty engagement.