Leading Academic Change: Experiences of Academic Staff Implementing Team-Based Learning

Authors

  • Michael Nelson, Ph.D., R.Ph. College of Pharmacy and Health Sciences, Drake University, Des Moines, Iowa
  • Simon Tweddell Bradford School of Pharmacy, University of Bradford

Abstract

Team-based learning (TBL) is a collaborative learning model that shifts classroom time from a teacher-centred to student-centred approach. TBL emphasises accountability to learning, teamwork, immediate feedback, peer feedback, and critical thinking. While many educators value the increased student engagement that results from TBL, the transition from traditional teaching methods to TBL poses challenges. Using a qualitative approach, this study aimed to explore the experiences of 26 academic staff in the United Kingdom who implemented TBL in the higher education setting. Thematic analysis of interview text generated eight themes related to preparing academics to use TBL, challenges related to TBL, and engagement of students with the curriculum. Derived from these themes, a set of recommendations for supporting academic staff who transition to TBL was developed.

Downloads

Download data is not yet available.

Author Biographies

Michael Nelson, Ph.D., R.Ph., College of Pharmacy and Health Sciences, Drake University, Des Moines, Iowa

Michael Nelson Ph.D., R.Ph. is Assistant Dean for Student Affairs and Enrollment Management and a team-based learning consultant-trainer. This research was completed while he was Chair and Associate Professor of Pharmaceutical Sciences at Regis University, Denver, Colorado, United States.

Simon Tweddell, Bradford School of Pharmacy, University of Bradford

Simon Tweddell BPharm, FRPharmS, PFHEAis a Senior Lecturer in Pharmacy Practice at the University of Bradford, a National Teaching Fellow, and a team-based learning consultant-trainer.

References

Allen, R. E., Copeland, J., Franks, A. S., Karimi, R., McCollum, M., Riese, D. J., & Lin, A. Y. F. (2013). Team-based learning in US colleges and schools of pharmacy. American Journal of Pharmaceutical Education, 77(6).

Andersen, E. A., Strumpel, C., Fensom, I., & Andrews, W. (2011). Implementing team based learning in large classes: nurse educators’ experiences. Int J Nurs Educ Scholarsh, 8.

Corbridge, S. J., Corbridge, T., Tiffen, J., & Carlucci, M. (2013). Implementing team-based learning in a nurse practitioner curriculum. Nurse Educator, 38(5), 202–5.

Currey, J., Eustace, P., Oldland, E., Glanville, D., & Story, I. (2015). Developing professional attributes in critical care nurses using Team-Based Learning. Nurse Education in Practice, 15(3), 232–238.

Currey, J., Oldland, E., Considine, J., Glanville, D., & Story, I. (2015). Evaluation of postgraduate critical care nursing students’ attitudes to, and engagement with, Team-Based Learning: A descriptive study. Intensive and Critical Care Nursing, 31(1), 19–28.

Earl, L., & Katz, S. (2006). Rethinking classroom assessment with purpose in mind. Assessment for learning, assessment as learning, assessment of learning.

Fatmi, M., Hartling, L., Hillier, T., Campbell, S., & Oswald, A. E. (2013). The effectiveness of team-based learning on learning outcomes in health professions education: BEME Guide No. 30. Medical Teacher, 35(12), e1608-24.

Gullo, C., Ha, T. C., & Cook, S. (2015). Twelve tips for facilitating team-based learning. Medical Teacher, 37(9), 819–824.

Haidet, P., Kubitz, K., & Mccormack, W. T. (2014). Analysis of the Team-Based Learning Literature: TBL Comes of Age. Journal on Excellence in College Teaching, 25(4), 303–333.

Hazel, S. J., Heberle, N., McEwen, M.-M., & Adams, K. (2013). Team-Based Learning Increases Active Engagement and Enhances Development of Teamwork and Communication Skills in a First-Year Course for Veterinary and Animal Science Undergraduates. Journal of Veterinary Medical Education, 40(4), 333–341.

Hrynchak, P., & Batty, H. (2012). The educational theory basis of team-based learning. Medical Teacher, 34(10), 796–801. http://doi.org/10.3109/0142159X.2012.687120

Johnson, J. F., Bell, E., Bottenberg, M., Eastman, D., Grady, S., Koenigsfeld, C., … Schirmer, L. (2014). A multiyear analysis of team-based learning in a pharmacotherapeutics course. American Journal of Pharmaceutical Education, 78(7).

Kaufman, D. M. (2003). Applying educational theory in practice. BMJ (Clinical Research Ed.), 326(7382), 213–216.

Kebodeaux, C. D., Peters, G. L., Stranges, P. M., Woodyard, J. L., & Vouri, S. M. (2017). Faculty perception of team-based learning over multiple semesters. Currents in Pharmacy Teaching and Learning, (xxxx), 0–1.

Lane, D. R. (2008). Teaching Skills for Facilitating Team-Based Learning. New Directions for Teaching and Learning, (116), 55–68.

McMullen, I., Cartledge, J., Finch, E., Levine, R., & Iversen, A. (2014). How we implemented team-based learning for postgraduate doctors. Medical Teacher, 36(3), 191–5.

Michaelsen, L. K., Knight, A. B., & Fink, L. D. (2002). Team-based learning : a transformative use of small groups. Westport, Conn.: Praeger.

Middleton-Green, L., & Ashelford, S. (2013). Using team-based learning in teaching undergraduate pathophysiology for nurses. Health and Social Care Education, 2(2), 53–58.

Moon, J. A. (2004). A Handbook of Reflective and Experiential Learning: Theory and Practice. Theory and Practice. London: Routledge.

Moore-Davis, T. L., Schorn, M. N., Collins, M. R., Phillippi, J., & Holley, S. (2015). Team-based learning for midwifery education. Journal of Midwifery & Women’s Health, 60(3), 291–7.

Nelson, M., Allison, S. D., McCollum, M., Luckey, S. W., Clark, D. R., Paulsen, S. M., … Brunner, L. J. (2013). The Regis Model for pharmacy education: A highly integrated curriculum delivered by Team-Based LearningTM (TBL). Currents in Pharmacy Teaching and Learning, 5(6), 555–563.

Parmelee, D., Michaelsen, L. K., Cook, S., & Hudes, P. D. (2012). Team-based learning: A practical guide: AMEE Guide No. 65. Medical Teacher, 34(5), e275–e287.

Pogge, E. (2013). A team-based learning course on nutrition and lifestyle modification. American Journal of Pharmaceutical Education, 77(5), 103.

Ratta, C. B. Della. (2015). Flipping the Classroom With Team-Based Learning in Undergraduate Nursing Education. Nurse Educator, 40(2), 71–74.

Redwanski, J. (2012). Incorporating team-based learning in a drug information course covering tertiary literature. Currents in Pharmacy Teaching and Learning, 4(3), 202–206.

Remington, T. L., Hershock, C., Klein, K. C., Niemer, R. K., & Bleske, B. E. (2015). Lessons from the trenches: Implementing team-based learning across several courses. Currents in Pharmacy Teaching and Learning, 7(1), 121–130.

Saldana, J. (2016). The Coding Manual for Qualitative Researchers (Third). Los Angeles, CA: Sage Publications, Inc.

Searle, N. S., Haidet, P., Kelly, P. A., Schneider, V. F., Seidel, C. L., & Richards, B. F. (2003). Team learning in medical education: initial experiences at ten institutions. Academic Medicine : Journal of the Association of American Medical Colleges, 78(10 Suppl), S55–S58.

Strayer, J. F. (2011). The Flipped Classroom: Turning the Traditional Classroom on its Head. Retrieved from http://www.knewton.com/flipped-classroom/

Sutherland, S., Bahramifarid, N., & Jalali, A. (2013). Team-based learning from theory to practice: faculty reactions to the innovation. Teaching and Learning in Medicine, 25(3), 231–6.

Sweet, M., & Michaelsen, L. K. (2012). Team-based learning in the social sciences and humanities. Sterling, VA: Stylus.

Tweddell, S., Nelson, M., & Clark, D. (2016). Team-based Learning in Pharmacy: The Faculty Experience. Curr Pharm Teach Learn, 8(1), 7–17.

van der Vleuten, C. P. M., & Driessen, E. W. (2014). What would happen to education if we take education evidence seriously? Perspectives on Medical Education, 3(3), 222–232.

Weimer, M. (2002). Learner-Centered Teaching. San Francisco, CA: Jossey-Bass.

Wright, K. J., Frame, T. R., & Hartzler, M. L. (2014). Student perceptions of a Self-Care course taught exclusively by team-based learning and utilizing Twitter. Currents in Pharmacy Teaching and Learning, 6(6), 842–848.

Zgheib, N. K., Simaan, J. A., & Sabra, R. (2011). Using team-based learning to teach clinical pharmacology in medical school: student satisfaction and improved performance. Journal of Clinical Pharmacology, 51, 1101–1111.

SEHEJ Volume 1 | Issue 2 | September 2017

Downloads

Additional Files

Published

2017-11-11

How to Cite

Nelson, Ph.D., R.Ph., M., & Tweddell, S. (2017). Leading Academic Change: Experiences of Academic Staff Implementing Team-Based Learning. Student Engagement in Higher Education Journal, 1(2), 100. Retrieved from https://sehej.raise-network.com/raise/article/view/nelson

Issue

Vol. 1 No. 2 (2017)

Section

Case studies/Practice Pieces

License

Authors who publish with this journal agree to the following terms:

a.  Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

b.  Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

c.  Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).