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Team-based learning (TBL): a community of practice

BACKGROUND: Rapid changes in medical practice have a large impact on the demands faced by educators in preparing students for future participation in a multifaceted healthcare workforce. Competencies required by today’s medical graduates encompass the ability to effectively collaborate, communicate...

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Autores principales: Burgess, Annette, Haq, Inam, Bleasel, Jane, Roberts, Chris, Garsia, Roger, Randal, Nicholas, Mellis, Craig
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6792232/
https://www.ncbi.nlm.nih.gov/pubmed/31615507
http://dx.doi.org/10.1186/s12909-019-1795-4
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author Burgess, Annette
Haq, Inam
Bleasel, Jane
Roberts, Chris
Garsia, Roger
Randal, Nicholas
Mellis, Craig
author_facet Burgess, Annette
Haq, Inam
Bleasel, Jane
Roberts, Chris
Garsia, Roger
Randal, Nicholas
Mellis, Craig
author_sort Burgess, Annette
collection PubMed
description BACKGROUND: Rapid changes in medical practice have a large impact on the demands faced by educators in preparing students for future participation in a multifaceted healthcare workforce. Competencies required by today’s medical graduates encompass the ability to effectively collaborate, communicate and problem solve. The learning needs of medical students have also changed over time. Today’s medical students are highly interconnected, enjoying teamwork and collaborative practice, and desire continuous, explicit feedback. They want structured learning activities, with clear expectations, and enjoy a sense of accomplishment on their achievements. The conflation of these issues has seen many medical schools adopt the model of Team-based learning (TBL). Using the conceptual framework of communities of practice, we sought to qualitatively explore students’ and teachers’ experience of TBL in Year 1 of a graduate entry medical program. METHODS: Convenience sampling was used to select 169/350 (48%) Year 1 students who completed three TBL sessions. Each TBL session was facilitated by three senior clinicians. Following participation in the TBLs, students were invited to attend focus groups, and all facilitators (n = 9) were invited to attend interviews. A coding framework was developed to code the entire dataset, using the theoretical lens of communities of practice. RESULTS: 34/169 (20%) of students attended focus groups. Three facilitators (3/9, 33%) were interviewed. Students and facilitators felt the structure and organisation of TBL made students accountable for their learning and team contributions. The combined expertise and clinical experience of facilitators, with immediate feedback helped groups to work both independently and collaboratively. Facilitators found working with their peers in the TBLs to be a rewarding experience. CONCLUSIONS: The community of practice found in the TBL classes, provided an enriching and rewarding learning environment that motivated students to build on their basic knowledge and apply what had been learnt. The interactions of experienced, senior clinicians as facilitators, sharing their expertise within a clinical context, prompted effective student engagement in learning and understanding. Our change in curriculum design and pedagogy will assist in preparing medical students for demands of the increasingly complex healthcare systems in which they will work.
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spelling pubmed-67922322019-10-21 Team-based learning (TBL): a community of practice Burgess, Annette Haq, Inam Bleasel, Jane Roberts, Chris Garsia, Roger Randal, Nicholas Mellis, Craig BMC Med Educ Research Article BACKGROUND: Rapid changes in medical practice have a large impact on the demands faced by educators in preparing students for future participation in a multifaceted healthcare workforce. Competencies required by today’s medical graduates encompass the ability to effectively collaborate, communicate and problem solve. The learning needs of medical students have also changed over time. Today’s medical students are highly interconnected, enjoying teamwork and collaborative practice, and desire continuous, explicit feedback. They want structured learning activities, with clear expectations, and enjoy a sense of accomplishment on their achievements. The conflation of these issues has seen many medical schools adopt the model of Team-based learning (TBL). Using the conceptual framework of communities of practice, we sought to qualitatively explore students’ and teachers’ experience of TBL in Year 1 of a graduate entry medical program. METHODS: Convenience sampling was used to select 169/350 (48%) Year 1 students who completed three TBL sessions. Each TBL session was facilitated by three senior clinicians. Following participation in the TBLs, students were invited to attend focus groups, and all facilitators (n = 9) were invited to attend interviews. A coding framework was developed to code the entire dataset, using the theoretical lens of communities of practice. RESULTS: 34/169 (20%) of students attended focus groups. Three facilitators (3/9, 33%) were interviewed. Students and facilitators felt the structure and organisation of TBL made students accountable for their learning and team contributions. The combined expertise and clinical experience of facilitators, with immediate feedback helped groups to work both independently and collaboratively. Facilitators found working with their peers in the TBLs to be a rewarding experience. CONCLUSIONS: The community of practice found in the TBL classes, provided an enriching and rewarding learning environment that motivated students to build on their basic knowledge and apply what had been learnt. The interactions of experienced, senior clinicians as facilitators, sharing their expertise within a clinical context, prompted effective student engagement in learning and understanding. Our change in curriculum design and pedagogy will assist in preparing medical students for demands of the increasingly complex healthcare systems in which they will work. BioMed Central 2019-10-15 /pmc/articles/PMC6792232/ /pubmed/31615507 http://dx.doi.org/10.1186/s12909-019-1795-4 Text en © The Author(s). 2019 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
spellingShingle Research Article
Burgess, Annette
Haq, Inam
Bleasel, Jane
Roberts, Chris
Garsia, Roger
Randal, Nicholas
Mellis, Craig
Team-based learning (TBL): a community of practice
title Team-based learning (TBL): a community of practice
title_full Team-based learning (TBL): a community of practice
title_fullStr Team-based learning (TBL): a community of practice
title_full_unstemmed Team-based learning (TBL): a community of practice
title_short Team-based learning (TBL): a community of practice
title_sort team-based learning (tbl): a community of practice
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6792232/
https://www.ncbi.nlm.nih.gov/pubmed/31615507
http://dx.doi.org/10.1186/s12909-019-1795-4
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