Team-Based Learning in HPE
Team-Based Learning helps students move from knowing to doing. In HPE, it brings learners into structured teams where they prepare individually, reason together, apply knowledge to clinical problems, and receive feedback on their decisions.
This curation combines expert-selected research with voices from those who uses TBL as well as links to k’nexus podcast conversations on TBL.
Curation
Expert spotlight
Annette Burgess, PFHEA, BBusStud, MBT, MEd, MMedEd, MBioethics, PhD
Professor of medical education, Sydney Medical School, Faculty of medicine and health, The University of Sydney, Australia.
Her research focuses on Team-Based Learning, faculty development, and peer-assisted learning. She uses these research outcomes to inform medical and health professional curricula.
Gustavo A. Patino, MD, PhD
Associate Dean for undergraduate medical education at Western Michigan University Homer Stryker M.D. School of Medicine
Medical educator and scholar focusing on using quantitative data analysis methods to develop trainee competencies through integrated curriculim development and assessment.
Foundations: What is TBL?
Start here for the core concepts behind Team-Based Learning. This page defines TBL, explains its educational logic, and clarifies how it differs from other small-group approaches such as problem-based learning, case-based learning, and flipped classroom teaching.
State of the Art of TBL: Where is the field today?
This page synthesises what is currently known about TBL in health professions education: evidence patterns, student and faculty responses, emerging trends, interprofessional TBL, technology-enhanced formats, and future challenges.
Practical Applications: Designing TBL with purpose
This page focuses on how educators can design TBL using backward design. It explores learning outcomes, clinical problem-solving activities, readiness assurance questions, preparation material, facilitation, peer feedback, and curriculum fit.
The TBL structure
This page explains the sequenced format of TBL: preparation, readiness assurance testing, immediate feedback, and application through clinical problem-solving activities. It shows how the structure supports active small-group participation, large-group discussion, real-time decision-making, and feedback.
Short answer to "Why"
Short answer
We should use TBL because it is a resource efficient and effective teaching technique. It only needs 1-3 facilitators for a whole class.
In the class, students are divided into long-term small groups that work collaboratively, applying their knowledge to solve clinical problems. Each student receives individual feedback on their level of content mastery and its application.
TBL also fosters the development of competencies that are essential for healthcare workers—i.e., critical thinking and team skills.
In all, TBL helps learners: develop content learning, receive individualized feedback, cultivate collaborative skill development, and gain critical thinking skills. All this, while requiring relatively low faculty engagement.
Voices on TBL
Lishan Yang on TBL
Sarada Bulchand on TBL
Håkan Andersson on TBL
More on the topic
k'nexus conversations
Placeholder för k'nexus podcast episode
Voiced from the field
Recorded voice talking about their experience from implementing / applying TBL
Voiced from the field
Recorded voice talking about their experience from implementing / applying TBL
Why TBL?
When your leadership asks you to explain why your institution should implement TBL:
We should use TBL because it is an extremely efficient teaching technique. It only needs 1-3 facilitators for a whole class. In the class, students are divided into long-term small groups that work collaboratively, applying their knowledge to solve clinical problems. Each student receives individual feedback on their level of content mastery and its application. TBL also fosters the development of competencies that are critical for healthcare workers—i.e., critical thinking and team skills. In all, TBL helps learners: develop content learning, receive individualized feedback, cultivate collaborative skill development, and gain critical thinking skills. All this, while requiring relatively low faculty engagement.
Want more?
Links to other resources