Team-Based Learning(TBL): Explore the Unknown Together

Team-based learning (TBL) is like an expedition into the unknown, where students work together to explore new ideas, solve problems, and make discoveries. It is a challenging but rewarding experience that helps students develop the skills they need to succeed in school, work, and life.

TBL typically involves a four-step process:

• Preparation: Students come to class prepared by reading assigned material and completing individual readiness assurance tests (iRATs).

• Readiness assurance Test (RAT): Students participate in a group activity to assess their understanding of the material and to identify any areas where they need additional help.

• In-class application exercises: Students work in teams to solve problems and complete application exercises.

• Team performance and peer evaluation: Teams are assessed on their performance on the application exercises and on their ability to work collaboratively.

There are many benefits for using TBL in the classroom. 

TBL is effective. TBL has been shown to improve student learning outcomes in a variety of subjects, including math, science, history, English, and social studies.

• TBL is engaging. Students are more likely to be engaged in their learning when they are working on challenging and relevant problems with their peers.

• TBL develops critical thinking and problem-solving skills. TBL requires students to think critically about the material and to apply their knowledge to solve problems.

• TBL develops communication and collaboration skills. TBL requires students to work together in teams to solve problems and to communicate their ideas effectively.

• TBL increases self-confidence and self-efficacy. TBL helps students to develop a sense of mastery over the material and to believe in their ability to succeed.

In addition to these general arguments, there are also some specific arguments for using TBL in certain subjects. For example, TBL is particularly effective in teaching subjects that involve complex problem-solving, such as math and science. TBL is also effective in teaching subjects that require students to develop strong communication and collaboration skills, such as English and social studies.

While there is a lot of evidence to support the effectiveness of TBL, there are also some arguments against it. 

• TBL can be time-consuming. TBL requires students to spend more time working on in-class application exercises and team projects than they would in a traditional lecture-based class.

• TBL can be difficult to implement. TBL requires a significant shift in the way that teachers teach and the way that students learn. It can be challenging to implement TBL effectively, especially for teachers who are new to the approach.

• TBL can be less effective for students who are not self-motivated. TBL requires students to be actively engaged in their learning and to take responsibility for their own progress. Students who are not self-motivated may struggle in a TBL environment.

• TBL can be less effective for students who need a lot of individual attention. TBL is a collaborative learning approach, so students may not get as much individual attention from the teacher as they would in a traditional lecture-based class. Students who need a lot of individual attention may struggle in a TBL environment.

Readiness assurance test (RAT)

A good readiness assurance test (RAT) for TBL should be designed to assess students' understanding of the material prior to the in-class application exercises. The RAT should be challenging enough to identify areas where students need additional help, but it should not be so difficult that it discourages students from participating in the activity.

Here are some examples of good RATs for TBL:

• Multiple-choice questions: Multiple-choice questions can be used to assess students' understanding of key concepts and definitions.

• True/false questions: True/false questions can be used to assess students' understanding of facts and theories.

• Short answer questions: Short answer questions can be used to assess students' ability to explain concepts and apply theories.

• Problem-solving exercises: Problem-solving exercises can be used to assess students' ability to apply the material to solve real-world problems.

• Case studies: Case studies can be used to assess students' ability to apply the material to analyze complex situations.

Here are some tips for designing effective RATs:

• Make sure that the RAT is aligned with the learning objectives of the lesson.

• Use a variety of question types to assess different levels of understanding.

• Make sure that the questions are clear and concise.

• Pilot the RAT with a small group of students before using it in class.

• Provide students with feedback on their performance so that they can identify areas where they need to improve.

An excellent in-class application exercise for TBL should be:

Also known as team application (tAPP)

• Challenging but achievable: The exercise should be challenging enough to encourage students to think critically and apply their knowledge, but it should not be so difficult that it discourages students from participating.

• Relevant to the learning objectives: The exercise should be directly related to the material that students have been learning in class.

• Collaborative: The exercise should require students to work together in teams to solve the problem.

• Engaging: The exercise should be interesting and motivating for students.

Here are some examples of in-class application exercises for TBL:

• Case studies: Students work in teams to analyze a real-world case study and to develop a solution to the problem.

• Role-playing exercises: Students work in teams to role-play a scenario, such as a negotiation or a customer service interaction.

• Problem-solving exercises: Students work in teams to solve a complex problem, such as designing a product or developing a marketing plan.

• Creative projects: Students work in teams to create a product, such as a presentation, a video, or a model.

• Research projects: Students work in teams to research a topic and to present their findings to the class.

The tAPP is a framework for solving problems in teams. It has 4 principles:

1. Significant problem: The problem must be realistic and represent the type of problem that students will face in the workplace or in their next level of study. The answer must not be able to be found in any source, but must be discerned through discussion and debate within the team.

2. Same problem: Every team works on the same problem at the same time.

3. Specific choice: Each team must make a specific choice through their discussion. They should never be asked to produce a lengthy document.

4. Simultaneous report: When it is time for teams to display their choices, they do so at the same time. This way, everyone gets immediate feedback and is accountable to explain and defend their decision.

Example of a RAT 

True/False

1. Chest pain is always a sign of a heart attack. 

2. Chest pain can be caused by a variety of factors, including heart disease, lung disease, and anxiety. 

3. The most common symptom of a heart attack is chest pain in the center of the chest that radiates to the left arm. 

4. If you experience chest pain, you should seek medical attention immediately. 

Example of tAPP

Case Scenario:

A 55-year-old male patient presents to your general practice clinic with chest pain. The pain is located in the center of his chest and radiates to his left arm. He has no other symptoms. The patient has a history of hypertension and hyperlipidemia, but he is a nonsmoker and has no other significant medical history.

Questions:

1. What is the most likely diagnosis?

2. What other diagnoses should be considered?

3. What tests should be ordered?

4. What is the initial management of the patient?

5. What are the patient's risk factors for a heart attack?

6. What lifestyle changes should the patient be advised to make?

Instructions:

1. Work together as a team to answer the questions above.

2. Use the information provided in the case scenario, as well as your knowledge of chest pain diagnosis and management, to develop your answers.

3. Be prepared to discuss your answers with the class as a whole.

Debriefing Questions:

1. What were the key challenges in this case scenario?

2. What were the most important things that you learned from this exercise?

3. How can you apply what you learned from this exercise to your practice as a general practitioner?

Team-based learning: A practical guide: AMEE Guide No. 65. (2023). Medical Teacher. [online] doi:https://doi.org/10.3109//0142159X.2012.651179. 

Burgess, A., Bleasel, J., Haq, I., Roberts, C., Garsia, R., Robertson, T.J. and Mellis, C. (2017). Team-based learning (TBL) in the medical curriculum: better than PBL? BMC Medical Education, [online] 17(1). doi:https://doi.org/10.1186/s12909-017-1068-z.  

‌Burgess, A., Haq, I., Bleasel, J., Roberts, C., Garsia, R., Randal, N. and Mellis, C. (2019). Team-based learning (TBL): a community of practice. BMC Medical Education, [online] 19(1). doi:https://doi.org/10.1186/s12909-019-1795-4.

Burgess, A., Christie van Diggele, Roberts, C. and Mellis, C. (2020). Team-based learning: design, facilitation and participation. BMC Medical Education, [online] 20(S2). doi:https://doi.org/10.1186/s12909-020-02287-y. 

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