Speeding Up Team Learning.

ERIC Educational Resources Information Center

Edmondson, Amy; Bohmer, Richard; Pisano, Gary

2001-01-01

A study of 16 cardiac surgery teams looked at how the teams adapted to new ways of working. The challenge of team management is to implement new processes as quickly as possible. Steps for creating a learning team include selecting a mix of skills and expertise, framing the challenge, and creating an environment of psychological safety. (JOW)

Team-based learning for midwifery education.

PubMed

Moore-Davis, Tonia L; Schorn, Mavis N; Collins, Michelle R; Phillippi, Julia; Holley, Sharon

2015-01-01

Many US health care and education stakeholder groups, recognizing the need to prepare learners for collaborative practice in complex care environments, have called for innovative approaches in health care education. Team-based learning is an educational method that relies on in-depth student preparation prior to class, individual and team knowledge assessment, and use of small-group learning to apply knowledge to complex scenarios. Although team-based learning has been studied as an approach to health care education, its application to midwifery education is not well described. A master's-level, nurse-midwifery, didactic antepartum course was revised to a team-based learning format. Student grades, course evaluations, and aggregate American Midwifery Certification Board examination pass rates for 3 student cohorts participating in the team-based course were compared with 3 student cohorts receiving traditional, lecture-based instruction. Students had mixed responses to the team-based learning format. Student evaluations improved when faculty added recorded lectures as part of student preclass preparation. Statistical comparisons were limited by variations across cohorts; however, student grades and certification examination pass rates did not change substantially after the course revision. Although initial course revision was time-consuming for faculty, subsequent iterations of the course required less effort. Team-based learning provides students with more opportunity to interact during on-site classes and may spur application of knowledge into practice. However, it is difficult to assess the effect of the team-based learning approach with current measures. Further research is needed to determine the effects of team-based learning on communication and collaboration skills, as well as long-term performance in clinical practice. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional

Grasping the Dynamic Complexity of Team Learning: An Integrative Model for Effective Team Learning in Organisations

ERIC Educational Resources Information Center

Decuyper, Stefan; Dochy, Filip; Van den Bossche, Piet

2010-01-01

In this article we present an integrative model of team learning. Literature shows that effective team learning requires the establishment of a dialogical space amongst team members, in which communicative behaviours such as "sharing", "co-construction" and "constructive conflict" are balanced. However, finding this balance is not enough.…

Team Learning: Collective Reflection Processes in Teacher Teams

ERIC Educational Resources Information Center

Ohlsson, Jon

2013-01-01

Purpose: The purpose of this paper is to contribute to further studies of theoretical and conceptual understanding of teachers' team learning processes, with a main focus on team work, team atmosphere, and collective reflections. Design/methodology/approach: The empirical study was designed as a multi-case study in a research and development…

Trainees as Teachers in Team-Based Learning

ERIC Educational Resources Information Center

Ravindranath, Divy; Gay, Tamara L.; Riba, Michelle B.

2010-01-01

Objective: Team-based learning is an active learning modality that is gaining popularity in medical education. The authors studied the effect of using trainees as facilitators of team-based learning sessions. Methods: Team-based learning modules were developed and implemented by faculty members and trainees for the third-year medical student…

Team Psychological Safety and Team Learning: A Cultural Perspective

ERIC Educational Resources Information Center

Cauwelier, Peter; Ribière, Vincent M.; Bennet, Alex

2016-01-01

Purpose: The purpose of this paper was to evaluate if the concept of team psychological safety, a key driver of team learning and originally studied in the West, can be applied in teams from different national cultures. The model originally validated for teams in the West is applied to teams in Thailand to evaluate its validity, and the views team…

Is There a Relationship between Individual Learning, Team Learning, and Organizational Learning?

ERIC Educational Resources Information Center

Tanyaovalaksna, Sumeth; Li, Xiaobin

2013-01-01

Scholars suggest that there is a need for more research, particularly quantitative designs, that aim to examine the relationship between individual learning, team learning, and organizational learning. The purpose of this study is to investigate whether there is a relationship between perceived individual learning, team learning, and…

Management team learning orientation and business unit performance.

PubMed

Bunderson, J Stuart; Sutcliffe, Kathleen M

2003-06-01

Although research has suggested that teams can differ in the extent to which they encourage proactive learning and competence development among their members (a team learning orientation), the performance consequences of these differences are not well understood. Drawing from research on goal orientation and team learning, this article suggests that, although a team learning orientation can encourage adaptive behaviors that lead to improved performance, it is also possible for teams to compromise performance in the near term by overemphasizing learning, particularly when they have been performing well. A test of this proposition in a sample of business unit management teams provides strong support. The results confirm that an appropriate emphasis on learning can have positive consequences for team effectiveness.

The Next Generation of Learning Teams

ERIC Educational Resources Information Center

Carroll, Tom

2009-01-01

Cross-generational learning teams that bring together novice teachers with veteran teachers would address problems at both ends of the teacher pipeline--and benefit student learning at the same time. In this cross-generational learning team, each member brings different skills to support a child's learning--some bring deep science content…

Team Learning: New Insights Through a Temporal Lens.

PubMed

Lehmann-Willenbrock, Nale

2017-04-01

Team learning is a complex social phenomenon that develops and changes over time. Hence, to promote understanding of the fine-grained dynamics of team learning, research should account for the temporal patterns of team learning behavior. Taking important steps in this direction, this special issue offers novel insights into the dynamics of team learning by advocating a temporal perspective. Based on a symposium presented at the 2016 Interdisciplinary Network for Group Research (INGRoup) Conference in Helsinki, the four empirical articles in this special issue showcase four different and innovative approaches to implementing a temporal perspective in team learning research. Specifically, the contributions highlight team learning dynamics in student teams, self-managing teams, teacher teams, and command and control teams. The articles cover a broad range of methods and designs, including both qualitative and quantitative methodologies, and longitudinal as well as micro-temporal approaches. The contributors represent four countries and five different disciplines in group research.

Strategies to Enhance Online Learning Teams. Team Assessment and Diagnostics Instrument and Agent-based Modeling

DTIC Science & Technology

2010-08-12

Strategies to Enhance Online Learning Teams Team Assessment and Diagnostics Instrument and Agent-based Modeling Tristan E. Johnson, Ph.D. Learning ...REPORT DATE AUG 2010 2. REPORT TYPE 3. DATES COVERED 00-00-2010 to 00-00-2010 4. TITLE AND SUBTITLE Strategies to Enhance Online Learning ...TeamsTeam Strategies to Enhance Online Learning Teams: Team Assessment and Diagnostics Instrument and Agent-based Modeling 5a. CONTRACT NUMBER 5b. GRANT

Team-based Learning in Therapeutics Workshop Sessions

PubMed Central

Kelley, Katherine A.; Metzger, Anne H.; Bellebaum, Katherine L.; McAuley, James W.

2009-01-01

Objectives To implement team-based learning in the workshop portion of a pathophysiology and therapeutics sequence of courses to promote integration of concepts across the pharmacy curriculum, provide a consistent problem-solving approach to patient care, and determine the impact on student perceptions of professionalism and teamwork. Design Team-based learning was incorporated into the workshop portion of 3 of 6 pathophysiology and therapeutics courses. Assignments that promoted team-building and application of key concepts were created. Assessment Readiness assurance tests were used to assess individual and team understanding of course materials. Students consistently scored 20% higher on team assessments compared with individual assessments. Mean professionalism and teamwork scores were significantly higher after implementation of team-based learning; however, this improvement was not considered educationally significant. Approximately 91% of students felt team-based learning improved understanding of course materials and 93% of students felt teamwork should continue in workshops. Conclusion Team-based learning is an effective teaching method to ensure a consistent approach to problem-solving and curriculum integration in workshop sessions for a pathophysiology and therapeutics course sequence. PMID:19885069

Team-based learning in therapeutics workshop sessions.

PubMed

Beatty, Stuart J; Kelley, Katherine A; Metzger, Anne H; Bellebaum, Katherine L; McAuley, James W

2009-10-01

To implement team-based learning in the workshop portion of a pathophysiology and therapeutics sequence of courses to promote integration of concepts across the pharmacy curriculum, provide a consistent problem-solving approach to patient care, and determine the impact on student perceptions of professionalism and teamwork. Team-based learning was incorporated into the workshop portion of 3 of 6 pathophysiology and therapeutics courses. Assignments that promoted team-building and application of key concepts were created. Readiness assurance tests were used to assess individual and team understanding of course materials. Students consistently scored 20% higher on team assessments compared with individual assessments. Mean professionalism and teamwork scores were significantly higher after implementation of team-based learning; however, this improvement was not considered educationally significant. Approximately 91% of students felt team-based learning improved understanding of course materials and 93% of students felt teamwork should continue in workshops. Team-based learning is an effective teaching method to ensure a consistent approach to problem-solving and curriculum integration in workshop sessions for a pathophysiology and therapeutics course sequence.

Student Accountability in Team-Based Learning Classes

ERIC Educational Resources Information Center

Stein, Rachel E.; Colyer, Corey J.; Manning, Jason

2016-01-01

Team-based learning (TBL) is a form of small-group learning that assumes stable teams promote accountability. Teamwork promotes communication among members; application exercises promote active learning. Students must prepare for each class; failure to do so harms their team's performance. Therefore, TBL promotes accountability. As part of the…

Using Transactivity to Understand Emergence of Team Learning

PubMed Central

Zoethout, Hildert; Wesselink, Renate; Runhaar, Piety; Mulder, Martin

2017-01-01

Team learning is a recurrent topic in research on effective teamwork. However, research about the fact that team learning processes emerge from conversations and the different forms this emergence can take is limited. The aim of this study is to determine whether the extent to which team members act on each other’s reasoning (transactivity) can be used to understand how team learning processes emerge. Research on teacher teams was used as the case study: Video recordings of three different teacher teams were used as primary data, and the data were analyzed using qualitative interaction analysis. The analysis shows that the content of team learning processes changes when team members act more closely on each other’s reasoning. In particular, team learning processes related to the storage and retrieval of information took place only in sequences in which team members acted closely on each other’s reasoning. PMID:28490855

Using Transactivity to Understand Emergence of Team Learning.

PubMed

Zoethout, Hildert; Wesselink, Renate; Runhaar, Piety; Mulder, Martin

2017-04-01

Team learning is a recurrent topic in research on effective teamwork. However, research about the fact that team learning processes emerge from conversations and the different forms this emergence can take is limited. The aim of this study is to determine whether the extent to which team members act on each other's reasoning (transactivity) can be used to understand how team learning processes emerge. Research on teacher teams was used as the case study: Video recordings of three different teacher teams were used as primary data, and the data were analyzed using qualitative interaction analysis. The analysis shows that the content of team learning processes changes when team members act more closely on each other's reasoning. In particular, team learning processes related to the storage and retrieval of information took place only in sequences in which team members acted closely on each other's reasoning.

Team Learning in Technology-Mediated Distributed Teams

ERIC Educational Resources Information Center

Andres, Hayward P.; Shipps, Belinda P.

2010-01-01

This study examines technological, educational/learning, and social affordances associated with the facilitation of project-based learning and problem solving in technology-mediated distributed teams. An empirical interpretive research approach using direct observation is used to interpret, evaluate and rate observable manifested behaviors and…

Teams as a Learning Forum for Accounting Professionals.

ERIC Educational Resources Information Center

Kleinman, Gary; Siegel, Philip; Eckstein, Claire

2002-01-01

Hierarchical regression and structural equation modeling of data from 440 accountants found that social interaction in work teams fosters individual, organizational, and team learning. Organizational and personal learning mediated the relationship between team social interaction processes and the attitudinal outcomes, but team learning did not.…

Implementation of a team-based learning course: Work required and perceptions of the teaching team.

PubMed

Morris, Jenny

2016-11-01

Team-based learning was selected as a strategy to help engage pre-registration undergraduate nursing students in a second-year evidence-informed decision making course. To detail the preparatory work required to deliver a team-based learning course; and to explore the perceptions of the teaching team of their first experience using team-based learning. Descriptive evaluation. Information was extracted from a checklist and process document developed by the course leader to document the work required prior to and during implementation. Members of the teaching team were interviewed by a research assistant at the end of the course using a structured interview schedule to explore perceptions of first time implementation. There were nine months between the time the decision was made to use team-based learning and the first day of the course. Approximately 60days were needed to reconfigure the course for team-based learning delivery, develop the knowledge and expertise of the teaching team, and develop and review the resources required for the students and the teaching team. This reduced to around 12days for the subsequent delivery. Interview data indicated that the teaching team were positive about team-based learning, felt prepared for the course delivery and did not identify any major problems during this first implementation. Implementation of team-based learning required time and effort to prepare the course materials and the teaching team. The teaching team felt well prepared, were positive about using team-based learning and did not identify any major difficulties. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

Team Learning in SMES: Learning the Lessons

ERIC Educational Resources Information Center

McKeown, Ian

2012-01-01

This research identifies and explores the factors that influence team learning in the context of an SME management team. It examines the difficulties the team members face in attempting to share and combine their experiences to co-construct knowledge and understanding of their environment and future opportunities. The paper reveals a connection…

Adapting Team-Based Learning for Application in the Basic Electric Circuit Theory Sequence

ERIC Educational Resources Information Center

O'Connell, Robert M.

2015-01-01

Team-based learning (TBL) is a form of student-centered active learning in which students independently study new conceptual material before it is treated in the classroom, and then subsequently spend considerable classroom time working in groups on increasingly challenging problems and applications based on that new material. TBL provides…

[Verification of Learning Effects by Team-based Learning].

PubMed

Ono, Shin-Ichi; Ito, Yoshihisa; Ishige, Kumiko; Inokuchi, Norio; Kosuge, Yasuhiro; Asami, Satoru; Izumisawa, Megumi; Kobayashi, Hiroko; Hayashi, Hiroyuki; Suzuki, Takashi; Kishikawa, Yukinaga; Hata, Harumi; Kose, Eiji; Tabata, Kei-Ichi

2017-11-01

 It has been recommended that active learning methods, such as team-based learning (TBL) and problem-based learning (PBL), be introduced into university classes by the Central Council for Education. As such, for the past 3 years, we have implemented TBL in a medical therapeutics course for 4-year students. Based upon our experience, TBL is characterized as follows: TBL needs fewer teachers than PBL to conduct a TBL module. TBL enables both students and teachers to recognize and confirm the learning results from preparation and reviewing. TBL grows students' responsibility for themselves and their teams, and likely facilitates learning activities through peer assessment.

The Effects of Case-Based Team Learning on Students’ Learning, Self Regulation and Self Direction

PubMed Central

Rezaee, Rita; Mosalanejad, Leili

2015-01-01

Introduction: The application of the best approaches to teach adults in medical education is important in the process of training learners to become and remain effective health care providers. This research aims at designing and integrating two approaches, namely team teaching and case study and tries to examine the consequences of these approaches on learning, self regulation and self direction of nursing students. Material & Methods: This is aquasi experimental study of 40 students who were taking a course on mental health. The lessons were designed by using two educational techniques: short case based study and team based learning. Data gathering was based on two valid and reliablequestionnaires: Self-Directed Readiness Scale (SDLRS) and the self-regulating questionnaire. Open ended questions were also designed for the evaluation of students’with points of view on educational methods. Results: The Results showed an increase in the students’ self directed learning based on their performance on the post-test. The results showed that the students’ self-directed learning increased after the intervention. The mean difference before and after intervention self management was statistically significant (p=0.0001). Also, self-regulated learning increased with the mean difference after intervention (p=0.001). Other results suggested that case based team learning can have significant effects on increasing students’ learning (p=0.003). Conclusion: This article may be of value to medical educators who wish to replace traditional learning with informal learning (student-centered-active learning), so as to enhance not only the students’ ’knowledge, but also the advancement of long- life learning skills. PMID:25946918

Paediatric team handover: a time to learn?

PubMed

Bradley, Stephen; Egan, John P; Henning, Marcus

2018-06-08

Paediatric team handovers provide medical professionals and students with the opportunity to exchange clinically relevant information about patients. This study explored the extent to which learning opportunities existed and were utilised within paediatric team handovers in New Zealand secondary hospitals. We undertook a qualitative, two-site case study within two paediatric departments in 2014 and 2015, and interviewed 29 participants, including medical students, junior doctors and consultants. We conducted a thematic analysis using a general inductive approach. Participants' narratives revealed that safe transfer of pertinent patient information between clinicians was the primary function of team handover. They described learning as an additional key component. Most learning opportunities were reported to be informal and opportunistic, related to the specific patients whose care was discussed within each handover. Handover team members indicated that implicit learning occurred as a feature of their handover experience. Learning opportunities exist within team handovers and the associated learning frequently occurs either opportunistically or implicitly. Adoption of a reflective approach to learning opportunities is likely to result in improved educational experiences for handover participants, particularly medical students and junior doctors. Handover represents a clinical event within which valuable workplace learning occurs.

Learning Together and Working Apart: Routines for Organizational Learning in Virtual Teams

ERIC Educational Resources Information Center

Dixon, Nancy

2017-01-01

Purpose: Research suggests that teaming routines facilitate learning in teams. This paper identifies and details how specific teaming routines, implemented in a virtual team, support its continual learning. The study's focus was to generate authentic and descriptive accounts of the interviewees' experiences with virtual teaming routines.…

The Influence of Learning Behaviour on Team Adaptability

ERIC Educational Resources Information Center

Murray, Peter A.; Millett, Bruce

2011-01-01

Multiple contexts shape team activities and how they learn, and group learning is a dynamic construct that reflects a repertoire of potential behaviour. The purpose of this developmental paper is to examine how better learning behaviours in semi-autonomous teams improves the level of team adaptability and performance. The discussion suggests that…

Interprofessional team meetings: Opportunities for informal interprofessional learning.

PubMed

Nisbet, Gillian; Dunn, Stewart; Lincoln, Michelle

2015-01-01

This study explores the potential for workplace interprofessional learning, specifically the learning that occurs between health professionals as part of their attendance at their regular interprofessional team meetings. While most interprofessional learning research to date has focused on formal structured education programs, this study adds to our understanding of the complexities of the learning processes occurring between health professionals as part of everyday practice. Through observations of team meetings and semi-structured interviews, we found that the interprofessional team meeting provided a practical, time-efficient, and relevant means for interprofessional learning, resulting in perceived benefits to individuals, teams, and patients. The learning process, however, was influenced by members' conceptions of learning, participation within the meeting, and medical presence. This study provides a basis for further research to assist health professionals capitalize on informal learning opportunities within the interprofessional meeting.

Collaboration and Team Science Field Guide - Center for Research Strategy

Cancer.gov

Collaboration and Team Science: A Field Guide provides insight into the practices of conducting collaborative work. Since its 2010 publication, the authors have worked and learned from teams and organizations all over the world. Learn from these experiences in the second edition of the Team Science Field Guide.

[Developing team reflexivity as a learning and working tool for medical teams].

PubMed

Riskin, Arieh; Bamberger, Peter

2014-01-01

Team reflexivity is a collective activity in which team members review their previous work, and develop ideas on how to modify their work behavior in order to achieve better future results. It is an important learning tool and a key factor in explaining the varying effectiveness of teams. Team reflexivity encompasses both self-awareness and agency, and includes three main activities: reflection, planning, and adaptation. The model of briefing-debriefing cycles promotes team reflexivity. Its key elements include: Pre-action briefing--setting objectives, roles, and strategies the mission, as well as proposing adaptations based on what was previously learnt from similar procedures; Post-action debriefing--reflecting on the procedure performed and reviewing the extent to which objectives were met, and what can be learnt for future tasks. Given the widespread attention to team-based work systems and organizational learning, efforts should be made toward ntroducing team reflexivity in health administration systems. Implementation could be difficult because most teams in hospitals are short-lived action teams formed for a particular event, with limited time and opportunity to consciously reflect upon their actions. But it is precisely in these contexts that reflexive processes have the most to offer instead of the natural impulsive collective logics. Team reflexivity suggests a potential solution to the major problems of iatorgenesis--avoidable medical errors, as it forces all team members to participate in a reflexive process together. Briefing-debriefing technology was studied mainly in surgical teams and was shown to enhance team-based learning and to improve quality-related outcomes and safety.

Interactive and collaborative learning in the classroom at the medical school Automated response systems and team-based learning.

PubMed

Nasr, Rihab; Antoun, Jumana; Sabra, Ramzi; Zgheib, Nathalie K

2016-01-01

There has been a pedagogic shift in higher education from the traditional teacher centered to the student centered approach in teaching, necessitating a change in the role of the teacher from a supplier of information to passive receptive students into a more facilitative role. Active learning activities are based on various learning theories such as self-directed learning, cooperative learning and adult learning. There exist many instructional activities that enhance active and collaborative learning. The aim of this manuscript is to describe two methods of interactive and collaborative learning in the classroom, automated response systems (ARS) and team-based learning (TBL), and to list some of their applications and advantages. The success of these innovative teaching and learning methods at a large scale depends on few elements, probably the most important of which is the support of the higher administration and leadership in addition to the availability of “champions” who are committed to lead the change.

Team-Based Learning in Pharmacy Education

PubMed Central

Ofstad, William

2013-01-01

Instructors wanting to engage students in the classroom seek methods to augment the delivery of factual information and help students move from being passive recipients to active participants in their own learning. One such method that has gained interest is team-based learning. This method encourages students to be prepared before class and has students work in teams while in the classroom. Key benefits to this pedagogy are student engagement, improved communication skills, and enhanced critical-thinking abilities. In most cases, student satisfaction and academic performance are also noted. This paper reviews the fundamentals of team-based learning in pharmacy education and its implementation in the classroom. Literature reports from medical, nursing, and pharmacy programs are also discussed. PMID:23716738

The Cispus Experience: A Curriculum Guide for the Cispus Learning Center.

ERIC Educational Resources Information Center

Association of Washington School Principals, Olympia.

This curriculum guide presents lesson plans for outdoor and environmental education at the Cispus Learning Center, a camp in Randle, Washington. Objectives for the Cispus experience cover student learning of content, socialization as a team member, development of aesthetic awareness of nature and art, and increased physical wellness. Lesson plans…

The moderating role of team resources in translating nursing teams' accountability into learning and performance: a cross-sectional study.

PubMed

Rashkovits, Sarit; Drach-Zahavy, Anat

2017-05-01

The aim of this study was to test the moderated-mediation model suggesting that nursing teams' accountability affects team effectiveness by enhancing team learning when relevant resources are available to the team. Disappointing evidence regarding improvement in nurses' safe and quality care elevate the need in broadening our knowledge regarding the factors that enhance constant learning in nursing teams. Accountability is considered as crucial for team learning and quality of care but empirical findings have shown mixed evidence. A cross-sectional design. Forty-four nursing teams participated in the study. Data were collected in 2013-2014: Head nurses completed validated questionnaires, regarding team resources for learning (time availability, team autonomy and team performance feedback), and nursing teams' effectiveness; and nurses answered questionnaires regarding teams' accountability and learning (answers were aggregated to the team level). The model was tested using a moderated-mediation analysis with resources as moderating variables, and team learning as the mediator in the team accountability-team effectiveness link. The results of a mixed linear regression show that, as expected, nursing teams' accountability was positively linked to nursing teams' learning, when time availability, and team autonomy were high rather than low, and team performance feedback was low rather than high. Nurturing team accountability is not enough for achieving team learning and subsequent team effectiveness. Rather there is a need to provide nursing teams with adequate time, autonomy, and be cautious with performance feedback, as the latter may motivate nurses to repeat routine work strategies rather than explore improved ones. © 2016 John Wiley & Sons Ltd.

Team learning and innovation in nursing, a review of the literature.

PubMed

Timmermans, Olaf; Van Linge, Roland; Van Petegem, Peter; Van Rompaey, Bart; Denekens, Joke

2012-01-01

The capability to learn and innovate has been recognized as a key-factor for nursing teams to deliver high quality performance. Researchers suggest there is a relation between team-learning activities and changes in nursing teams throughout the implementation of novelties. A review of the literature was conducted in regard to the relation between team learning and implementation of innovations in nursing teams and to explore factors that contribute or hinder team learning. The search was limited to studies that were published in English or Dutch between 1998 and 2010. Eight studies were included in the review. The results of this review revealed that research on team learning and innovation in nursing is limited. The included studies showed moderate methodological quality and low levels of evidence. Team learning included processes to gather, process, and store information from different innovations within the nursing team and the prevalence of team-learning activities was contributed or hindered by individual and contextual factors. Further research is needed on the relation between team learning and implementation of innovations in nursing. Copyright © 2011 Elsevier Ltd. All rights reserved.

Building Virtual Teams: Experiential Learning Using Emerging Technologies

ERIC Educational Resources Information Center

Hu, Haihong

2015-01-01

Currently, virtual teams are being used exponentially in higher education and business because of the development of technologies and globalization. These teams have become an essential approach for collaborative learning as well as task completion. Team learning, especially in an online format, can be challenging due to lack of effective…

Early Identification of Ineffective Cooperative Learning Teams

ERIC Educational Resources Information Center

Hsiung, C .M.; Luo, L. F.; Chung, H. C.

2014-01-01

Cooperative learning has many pedagogical benefits. However, if the cooperative learning teams become ineffective, these benefits are lost. Accordingly, this study developed a computer-aided assessment method for identifying ineffective teams at their early stage of dysfunction by using the Mahalanobis distance metric to examine the difference…

Facilitating Team Learning through Transformational Leadership

ERIC Educational Resources Information Center

Raes, Elisabeth; Decuyper, Stefan; Lismont, Bart; Van den Bossche, Piet; Kyndt, Eva; Demeyere, Sybille; Dochy, Filip

2013-01-01

This article investigates when and how teams engage in team learning behaviours (TLB). More specifically, it looks into how different leadership styles facilitate TLB by influencing the social conditions that proceed them. 498 healthcare workers from 28 nursery teams filled out a questionnaire measuring the concepts leadership style, TLB, social…

Team-Skills Training Enhances Collaborative Learning

ERIC Educational Resources Information Center

Prichard, Jane S.; Stratford, Robert J.; Bizo, Lewis A.

2006-01-01

This study investigated the effects of team-skills training on collaborative learning in a university setting. Groups worked under one of three conditions: (1) groups received team-skill training as a group and remained in that group (Trained-Together), (2) groups received team-skills training, but were then reassigned into new groups…

Team Creativity: The Effects of Perceived Learning Culture, Developmental Feedback and Team Cohesion

ERIC Educational Resources Information Center

Joo, Baek-Kyoo; Song, Ji Hoon; Lim, Doo Hun; Yoon, Seung Won

2012-01-01

This study investigates the influence of perceived learning culture, developmental feedback and team cohesion on team creativity. The results showed that the demographic variables, the three antecedents and their interactions explained 41 per cent of variance in team creativity. Team creativity was positively correlated with a higher level of…

Leadership for Team Learning: The Case of University Teacher Teams

ERIC Educational Resources Information Center

Koeslag-Kreunen, Mieke G. M.; Van der Klink, Marcel R.; Van den Bossche, Piet; Gijselaers, Wim H.

2018-01-01

Teacher team involvement is considered a key factor in achieving sustainable innovation in higher education. This requires engaging in team learning behaviors that should result in new knowledge and solutions. However, university teachers are not used to discussing their work practices with one another and tend to neglect any innovation in their…

Action Learning, Team Learning and Co-Operation in the Czech Republic

ERIC Educational Resources Information Center

Kubatova, Slava

2012-01-01

This account of practice presents two cases of the application of Action Learning (AL) communication methodology as described by Marquardt [2004. "Optimising the power of action learning". Mountain View, CA: Davies-Black Publishing]. The teams were Czech and international top management teams. The AL methodology was used to improve…

Computer-Supported Team-Based Learning: The Impact of Motivation, Enjoyment and Team Contributions on Learning Outcomes

ERIC Educational Resources Information Center

Gomez, Elizabeth Avery; Wu, Dezhi; Passerini, Katia

2010-01-01

The benefits of teamwork and collaboration have long been advocated by many educational theories, such as constructivist and social learning models. Among the various applications of collaborative learning, the iterative team-based learning (TBL) process proposed by Michaelsen, Fink, and Knight (2002) has been successfully used in the classroom…

Team-Based Learning in a Statistical Literacy Class

ERIC Educational Resources Information Center

St. Clair, Katherine; Chihara, Laura

2012-01-01

Team-based learning (TBL) is a pedagogical strategy that uses groups of students working together in teams to learn course material. The main learning objective in TBL is to provide students the opportunity to "practice" course concepts during class-time. A key feature is multiple-choice quizzes that students take individually and then re-take as…

Exploring the Occurrence of Team Learning Behaviours in Project Teams over Time

ERIC Educational Resources Information Center

Raes, Elisabeth; Boon, Anne; Kyndt, Eva; Dochy, Filip

2017-01-01

The aim of this qualitative longitudinal study is to create a more in-depth picture of the emergence of team learning behaviours throughout the lifespan of temporary project teams. In order to grasp the emergence of these behaviours, three project teams were followed from the start until the end of their project during a period of three months.…

Incorporating Team-Based Learning Into a Physician Assistant Clinical Pharmacology Course.

PubMed

Nguyen, Timothy; Wong, Elaine; Pham, Antony

2016-03-01

To obtain student perceptions of team-based learning and compare the effectiveness of team-based learning and traditional lecture formats in a clinical pharmacology course for physician assistant (PA) students. Clinical pharmacology is a course offered to PA students in their first year of training at LIU Brooklyn, Brooklyn, NY. In spring 2014, half of the course was offered in a traditional lecture format and the remaining half was offered in a team-based learning format. The team-based learning format had 3 components: (1) prereading assignments, (2) individual readiness assessment tests, and (3) team readiness assessment tests. So that student perceptions of the integration of team-based learning activities into the course could be evaluated, presurveys and postsurveys were administered. The effectiveness of team-based learning was evaluated by comparing overall student performance with student performance in the preceding year. Thirty-three students were enrolled in the course and completed the presurveys and postsurveys. The survey results are presented in Table 1. Comparison of student performance on examinations with performance from the previous year showed similar outcomes. Incorporating a team-based learning pedagogical approach in the PA pharmacology course yielded similar examination results to those of traditional lecture formats. Presurvey and postsurvey questionnaires yielded various student perceptions of team-based learning.

Team Learning: Through the Relational Dynamics of Co-operation and Rivalry in Team Communities

ERIC Educational Resources Information Center

Lotz, Maja

2010-01-01

This paper explores the constructive links between cooperation, rivalry, and learning within the structure of team communities. Drawing upon social learning theory and qualitative data from case studies conducted in Danish team-based firms, the main purpose is to argue that both cooperation and rivalry are important triggers for mobilizing…

Diversity, Effort, and Cooperation in Team-Based Learning

ERIC Educational Resources Information Center

Espey, Molly

2018-01-01

Student and team performance in 17 sections of an introductory microeconomic theory course taught using team-based learning are analyzed to determine what measurable characteristics of teams influence team and individual outcomes. Results suggest that team performance is positively influenced by the grade point average of the top individual on the…

Student Perceptions of Team-based Learning vs Traditional Lecture-based Learning.

PubMed

Frame, Tracy R; Cailor, Stephanie M; Gryka, Rebecca J; Chen, Aleda M; Kiersma, Mary E; Sheppard, Lorin

2015-05-25

To evaluate pharmacy student perceptions of team-based learning (TBL) vs traditional lecture-based learning formats. First professional year pharmacy students (N=111) at two universities used TBL in different courses during different semesters (fall vs spring). Students completed a 22-item team perceptions instrument before and after the fall semester. A 14-item teaching style preference instrument was completed at the end of the spring semester. Data were analyzed using Wilcoxon signed rank test and Mann-Whitney U test. Students who experienced TBL in the fall and went back to traditional format in the spring reported improved perceptions of teams and preferred TBL format over a traditional format more than students who experienced a traditional format followed by TBL. Students at both universities agreed that the TBL format assists with critical-thinking, problem-solving, and examination preparation. Students also agreed that teams should consist of individuals with different personalities and learning styles. When building teams, faculty members should consider ways to diversify teams by considering different views, perspectives, and strengths. Offering TBL early in the curriculum prior to traditional lecture-based formats is better received by students, as evidenced by anecdotal reports from students possibly because it allows students time to realize the benefits and assist them in building teamwork-related skills.

Effects of Learning Style Profile of Team on Quality of Materials Developed in Collaborative Learning Processes

ERIC Educational Resources Information Center

Erdem, Mukaddes

2009-01-01

The study described looks at the effects of learning style profile of teams on the quality of materials developed in a collaborative learning process. The study was carried out on collaborative teams of four or five university students, formed through learner preferences. Learning styles of the teams were determined using Kolb's Learning Styles…

Collective (Team) Learning Process Models: A Conceptual Review

ERIC Educational Resources Information Center

Knapp, Randall

2010-01-01

Teams have become a key resource for learning and accomplishing work in organizations. The development of collective learning in specific contexts is not well understood, yet has become critical to organizational success. The purpose of this conceptual review is to inform human resource development (HRD) practice about specific team behaviors and…

Effects of Leadership Style on Team Learning

ERIC Educational Resources Information Center

Bucic, Tania; Robinson, Linda; Ramburuth, Prem

2010-01-01

Purpose: This paper seeks to explore the effect of leadership style of a team leader on team-member learning in organizations, to conceptually extend an initial model of leadership and to empirically examine the new model of ambidextrous leadership in a team context. Design/methodology/approach: Qualitative research utilizing the case study method…

Improving Teacher Education in the Netherlands: Data Team as Learning Team?

ERIC Educational Resources Information Center

Bolhuis, E. D.; Schildkamp, K.; Voogt, J. M.

2016-01-01

Using data in a professional learning community is a promising form of professional development. In this study, we followed a data team of teacher educators, who systematically tried to improve the education of student teachers (by decreasing first year drop-out). By conducting a single case study, we investigated the data team participants'…

Team Collaboration: Lessons Learned Report

NASA Technical Reports Server (NTRS)

Arterberrie, Rhonda Y.; Eubanks, Steven W.; Kay, Dennis R.; Prahst, Stephen E.; Wenner, David P.

2005-01-01

An Agency team collaboration pilot was conducted from July 2002 until June 2003 and then extended for an additional year. The objective of the pilot was to assess the value of collaboration tools and adoption processes as applied to NASA teams. In an effort to share knowledge and experiences, the lessons that have been learned thus far are documented in this report. Overall, the pilot has been successful. An entire system has been piloted - tools, adoption, and support. The pilot consisted of two collaboration tools, a team space and a virtual team meeting capability. Of the two tools that were evaluated, the team meeting tool has been more widely accepted. Though the team space tool has been met with a lesser degree of acceptance, the need for such a tool in the NASA environment has been evidenced. Both adoption techniques and support were carefully developed and implemented in a way that has been well received by the pilot participant community.

Facilitating Conversational Learning in a Project Team Practice

ERIC Educational Resources Information Center

Sense, Andrew J.

2005-01-01

Purpose: This paper seeks to provide an empirical insight into the facilitation dilemmas for conversational learning in a project team environment. Design/methodology/approach: This paper is an outcome of a participative action research process into the dynamics of situated learning activity in a case study project team. As part of their…

Creation of Exercises for Team-Based Learning in Business

ERIC Educational Resources Information Center

Timmerman, John E.; Morris, R. Franklin, Jr.

2015-01-01

Team-based learning (TBL) is an approach that builds on both the case method and problem-based learning and has been widely adopted in the sciences and healthcare disciplines. In recent years business disciplines have also discovered the value of this approach. One of the key characteristics of the team-based learning approach consists of…

Student Perceptions of Team-based Learning vs Traditional Lecture-based Learning

PubMed Central

Frame, Tracy R.; Cailor, Stephanie M.; Chen, Aleda M.; Kiersma, Mary E.; Sheppard, Lorin

2015-01-01

Objective. To evaluate pharmacy student perceptions of team-based learning (TBL) vs traditional lecture-based learning formats. Methods. First professional year pharmacy students (N=111) at two universities used TBL in different courses during different semesters (fall vs spring). Students completed a 22-item team perceptions instrument before and after the fall semester. A 14-item teaching style preference instrument was completed at the end of the spring semester. Data were analyzed using Wilcoxon signed rank test and Mann-Whitney U test. Results. Students who experienced TBL in the fall and went back to traditional format in the spring reported improved perceptions of teams and preferred TBL format over a traditional format more than students who experienced a traditional format followed by TBL. Students at both universities agreed that the TBL format assists with critical-thinking, problem-solving, and examination preparation. Students also agreed that teams should consist of individuals with different personalities and learning styles. Conclusion. When building teams, faculty members should consider ways to diversify teams by considering different views, perspectives, and strengths. Offering TBL early in the curriculum prior to traditional lecture-based formats is better received by students, as evidenced by anecdotal reports from students possibly because it allows students time to realize the benefits and assist them in building teamwork-related skills. PMID:26089560

Comparing team-based and mixed active-learning methods in an ambulatory care elective course.

PubMed

Zingone, Michelle M; Franks, Andrea S; Guirguis, Alexander B; George, Christa M; Howard-Thompson, Amanda; Heidel, Robert E

2010-11-10

To assess students' performance and perceptions of team-based and mixed active-learning methods in 2 ambulatory care elective courses, and to describe faculty members' perceptions of team-based learning. Using the 2 teaching methods, students' grades were compared. Students' perceptions were assessed through 2 anonymous course evaluation instruments. Faculty members who taught courses using the team-based learning method were surveyed regarding their impressions of team-based learning. The ambulatory care course was offered to 64 students using team-based learning (n = 37) and mixed active learning (n = 27) formats. The mean quality points earned were 3.7 (team-based learning) and 3.3 (mixed active learning), p < 0.001. Course evaluations for both courses were favorable. All faculty members who used the team-based learning method reported that they would consider using team-based learning in another course. Students were satisfied with both teaching methods; however, student grades were significantly higher in the team-based learning course. Faculty members recognized team-based learning as an effective teaching strategy for small-group active learning.

Assessing Team Learning in Technology-Mediated Collaboration: An Experimental Study

ERIC Educational Resources Information Center

Andres, Hayward P.; Akan, Obasi H.

2010-01-01

This study examined the effects of collaboration mode (collocated versus non-collocated videoconferencing-mediated) on team learning and team interaction quality in a team-based problem solving context. Situated learning theory and the theory of affordances are used to provide a framework that describes how technology-mediated collaboration…

Discussion Guide for Film: "Teams for Learning."

ERIC Educational Resources Information Center

Bowman, Garda W.; Galinsky, Ellen

This discussion guide was prepared to accompany a 26 1/2-minute, black and white 16 mm. film, "Teams for Learning," which portrays teams of teachers and auxiliary personnel in action in four types of schools. A brief outline of the film, the purpose of which is to stimulate discussion and behavior analysis among team members during their training,…

Leadership Team | Water Power | NREL

Science.gov Websites

leading wind energy and water power research efforts in structural analysis and simulation, computational Leadership Team Leadership Team Learn more about the expertise and technical skills of the water power research team and staff at NREL. Photo of Daniel Laird Daniel Laird Center Director I-Technical Dr

Pioneering the Transdisciplinary Team Science Approach: Lessons Learned from National Cancer Institute Grantees

PubMed Central

Vogel, Amanda L; Stipelman, Brooke A; Hall, Kara L; Nebeling, Linda; Stokols, Daniel; Spruijt-Metz, Donna

2014-01-01

The National Cancer Institute has been a leader in supporting transdisciplinary (TD) team science. From 2005-2010, the NCI supported Transdisciplinary Research on Energetic and Cancer I (TREC I), a center initiative fostering the TD integration of social, behavioral, and biological sciences to examine the relationships among obesity, nutrition, physical activity and cancer. In the final year of TREC I, we conducted qualitative in-depth-interviews with 31 participating investigators and trainees to learn more about their experiences with TD team science, including challenges, facilitating factors, strategies for success, and impacts. Five main challenges emerged: (1) limited published guidance for how to engage in TD team science, when TREC I was implemented; (2) conceptual and scientific challenges inherent to efforts to achieve TD integration; (3) discipline-based differences in values, terminology, methods, and work styles; (4) project management challenges involved in TD team science; and (5) traditional incentive and reward systems that do not recognize or reward TD team science. Four main facilitating factors and strategies for success emerged: (1) beneficial attitudes and beliefs about TD research and team science; (2) effective team processes; (3) brokering and bridge-building activities by individuals holding particular roles in a research center; and (4) funding initiative characteristics that support TD team science. Broad impacts of participating in TD team science in the context of TREC I included: (1) new positive attitudes about TD research and team science; (2) new boundary-crossing collaborations; (3) scientific advances related to research approaches, findings, and dissemination; (4) institutional culture change and resource creation in support of TD team science; and (5) career advancement. Funding agencies, academic institutions, and scholarly journals can help to foster TD team science through funding opportunities, institutional policies on

"RAPID" team triage: one hospital's approach to patient-centered team triage.

PubMed

Shea, Sheila Sanning; Hoyt, K Sue

2012-01-01

Patients who present to the emergency department want definitive care by a health care provider who can perform an initial assessment, initiate treatment, and implement a disposition plan. The traditional "nurse triage" model often creates barriers to the process of rapidly evaluating patients. Therefore, innovative strategies must be explored to improve the time of patient arrival to the time seen by a qualified provider in order to complete a thorough medical screening examination. One such approach is a rapid team triage system that provides a patient-centered process. This article describes the implementation of a rapid team triage model in an urban community hospital.

Assessing team effectiveness and affective learning in a datathon.

PubMed

Piza, Felipe Maia de Toledo; Celi, Leo Anthony; Deliberato, Rodrigo Octavio; Bulgarelli, Lucas; de Carvalho, Fabricio Rodrigues Torres; Filho, Roberto Rabello; de La Hoz, Miguel Angel Armengol; Kesselheim, Jennifer Cohn

2018-04-01

Datathons are increasingly organized in the healthcare field. The goal is to assemble people with different backgrounds to work together as a team and engage in clinically relevant research or develop algorithms using health-related datasets. Criteria to assess the return of investment on such events have traditionally included publications produced, patents for prediction, classification, image recognition and other types of software, and start-up companies around the application of machine learning in healthcare. Previous studies have not evaluated whether a datathon can promote affective learning and effective teamwork. Fifty participants of a health datathon event in São Paulo, Brazil at Hospital Israelita Albert Einstein (HIAE) were divided into 8 groups. A survey with 25 questions, using the Affective Learning Scale and Team-Review Questionnaire, was administered to assess team effectiveness and affective learning during the event. Multivariate regression models and Pearson's correlation tests were performed to evaluate the effect of affective learning on teamwork. Majority of the participants were male 76% (37/49); 32% (16/49) were physicians. The mean score for learning (scale from 1 to 10) was 8.38, while that for relevance of the perceived teamwork was 1.20 (scale from 1 to 5; "1" means most relevant). Pearson's correlation between the learning score and perception of teamwork showed moderate association (r = 0.36, p = 0.009). Five learning and 10 teamwork variables were on average positively graded in the event. The final regression model includes all learning and teamwork variables. Effective leadership was strongly correlated with affective learning (β = -0.27, p < 0.01, R 2  = 75%). Effective leadership, team accomplishment, criticism, individual development and creativity were the variables significantly associated with higher levels of affective learning. It is feasible to enhance affective knowledge and the skill to work in a

Training forward surgical teams for deployment: the US Army Trauma Training Center.

PubMed

Valdiri, Linda A; Andrews-Arce, Virginia E; Seery, Jason M

2015-04-01

Since the late 1980s, the US Army has been deploying forward surgical teams to the most intense areas of conflict to care for personnel injured in combat. The forward surgical team is a 20-person medical team that is highly mobile, extremely agile, and has relatively little need of outside support to perform its surgical mission. In order to perform this mission, however, team training and trauma training are required. The large majority of these teams do not routinely train together to provide patient care, and that training currently takes place at the US Army Trauma Training Center (ATTC). The training staff of the ATTC is a specially selected 10-person team made up of active duty personnel from the Army Medical Department assigned to the University of Miami/Jackson Memorial Hospital Ryder Trauma Center in Miami, Florida. The ATTC team of instructors trains as many as 11 forward surgical teams in 2-week rotations per year so that the teams are ready to perform their mission in a deployed setting. Since the first forward surgical team was trained at the ATTC in January 2002, more than 112 forward surgical teams and other similar-sized Department of Defense forward resuscitative and surgical units have rotated through trauma training at the Ryder Trauma Center in preparation for deployment overseas. ©2015 American Association of Critical-Care Nurses.

Team Learning for Healthcare Quality Improvement

PubMed Central

Eppstein, Margaret J.; Horbar, Jeffrey D.

2014-01-01

In organized healthcare quality improvement collaboratives (QICs), teams of practitioners from different hospitals exchange information on clinical practices with the aim of improving health outcomes at their own institutions. However, what works in one hospital may not work in others with different local contexts because of nonlinear interactions among various demographics, treatments, and practices. In previous studies of collaborations where the goal is a collective problem solving, teams of diverse individuals have been shown to outperform teams of similar individuals. However, when the purpose of collaboration is knowledge diffusion in complex environments, it is not clear whether team diversity will help or hinder effective learning. In this paper, we first use an agent-based model of QICs to show that teams comprising similar individuals outperform those with more diverse individuals under nearly all conditions, and that this advantage increases with the complexity of the landscape and level of noise in assessing performance. Examination of data from a network of real hospitals provides encouraging evidence of a high degree of similarity in clinical practices, especially within teams of hospitals engaging in QIC teams. However, our model also suggests that groups of similar hospitals could benefit from larger teams and more open sharing of details on clinical outcomes than is currently the norm. To facilitate this, we propose a secure virtual collaboration system that would allow hospitals to efficiently identify potentially better practices in use at other institutions similar to theirs without any institutions having to sacrifice the privacy of their own data. Our results may also have implications for other types of data-driven diffusive learning such as in personalized medicine and evolutionary search in noisy, complex combinatorial optimization problems. PMID:25360395

Managing Team Learning in a Spanish Commercial Bank

ERIC Educational Resources Information Center

Doving, Erik; Martin-Rubio, Irene

2013-01-01

Purpose: The purpose of this paper is to analyze how team management affects team-learning activities. Design/methodology/approach: The authors empirically study 68 teams as they operate in the natural business context of a major Spanish bank. Quantitative research utilizing multiple regression analyses is used to test hypotheses. Findings: The…

Patient-centered variables in primary and team nursing.

PubMed

Hamera, E; O'Connell, K A

1981-03-01

Patient-centered variables and their relationship to primary and team nursing have rarely been studied. In the present study the investigation focused on the following patient-centered variables: nurturance received, patient involvement, and frequency of nurse-patient contacts. Baseline observational data were collected on 12 adult medical patients experiencing team nursing care. A primary nursing care approach was then implemented on the same nursing unit, and 6 months later 12 patients were observed under this system. Patients were directly observed 24 hours a day for 5 days of hospitalization and audiotaped, using a specimen record method. This method produced transcripts that were coded for nurturance, involvement, and nurse-patient contacts. Results of the study showed that there were no differences between primary and team nursing care groups in the number of contacts, nurturance, or patient involvement with all nursing personnel or with professional nurses. However, when the primary group was adjusted to include only those patients for whom primary nursing care was fully implemented, the primary group received more nurturance (p less than .05) and had a tendency to be more active involved than did the team group (p less than .10). These findings indicate that the institution of primary nursing care is related to increased quality of nursing care.

Modified Use of Team-Based Learning in an Ophthalmology Course for Fifth-Year Medical Students

ERIC Educational Resources Information Center

Altintas, Levent; Altintas, Ozgul; Caglar, Yusuf

2014-01-01

Team-based learning (TBL) is an interactive and analytic teaching strategy. TBL is a learner-centered strategy that uses a very structured individual and group accountability process and requires small groups to work together to solve problems. This study served to investigate whether the TBL concept could be modified and adopted to the fifth-year…

Enhancing Social Work Education through Team-Based Learning

ERIC Educational Resources Information Center

Gillespie, Judy

2012-01-01

Group learning strategies are used extensively in social work education, despite the challenges and negative outcomes regularly experienced by students and faculty. Building on principles of cooperative learning, team-based learning offers a more structured approach that maximizes the benefits of cooperative learning while also offering…

Structured Learning Teams: Reimagining Student Group Work

ERIC Educational Resources Information Center

Lendvay, Gregory C.

2014-01-01

Even in a standards-based curriculum, teachers can apply constructivist practices such as structured learning teams. In this environment, students become invested in the learning aims, triggering the desire in students to awaken, get information, interpret, remix, share, and design scenarios.

Peer-Led Team Learning Helps Minority Students Succeed

PubMed Central

Snyder, Julia J.; Sloane, Jeremy D.; Dunk, Ryan D. P.; Wiles, Jason R.

2016-01-01

Active learning methods have been shown to be superior to traditional lecture in terms of student achievement, and our findings on the use of Peer-Led Team Learning (PLTL) concur. Students in our introductory biology course performed significantly better if they engaged in PLTL. There was also a drastic reduction in the failure rate for underrepresented minority (URM) students with PLTL, which further resulted in closing the achievement gap between URM and non-URM students. With such compelling findings, we strongly encourage the adoption of Peer-Led Team Learning in undergraduate Science, Technology, Engineering, and Mathematics (STEM) courses. PMID:26959826

Peer-Led Team Learning Helps Minority Students Succeed.

PubMed

Snyder, Julia J; Sloane, Jeremy D; Dunk, Ryan D P; Wiles, Jason R

2016-03-01

Active learning methods have been shown to be superior to traditional lecture in terms of student achievement, and our findings on the use of Peer-Led Team Learning (PLTL) concur. Students in our introductory biology course performed significantly better if they engaged in PLTL. There was also a drastic reduction in the failure rate for underrepresented minority (URM) students with PLTL, which further resulted in closing the achievement gap between URM and non-URM students. With such compelling findings, we strongly encourage the adoption of Peer-Led Team Learning in undergraduate Science, Technology, Engineering, and Mathematics (STEM) courses.

A mixed methods evaluation of team-based learning for applied pathophysiology in undergraduate nursing education.

PubMed

Branney, Jonathan; Priego-Hernández, Jacqueline

2018-02-01

It is important for nurses to have a thorough understanding of the biosciences such as pathophysiology that underpin nursing care. These courses include content that can be difficult to learn. Team-based learning is emerging as a strategy for enhancing learning in nurse education due to the promotion of individual learning as well as learning in teams. In this study we sought to evaluate the use of team-based learning in the teaching of applied pathophysiology to undergraduate student nurses. A mixed methods observational study. In a year two, undergraduate nursing applied pathophysiology module circulatory shock was taught using Team-based Learning while all remaining topics were taught using traditional lectures. After the Team-based Learning intervention the students were invited to complete the Team-based Learning Student Assessment Instrument, which measures accountability, preference and satisfaction with Team-based Learning. Students were also invited to focus group discussions to gain a more thorough understanding of their experience with Team-based Learning. Exam scores for answers to questions based on Team-based Learning-taught material were compared with those from lecture-taught material. Of the 197 students enrolled on the module, 167 (85% response rate) returned the instrument, the results from which indicated a favourable experience with Team-based Learning. Most students reported higher accountability (93%) and satisfaction (92%) with Team-based Learning. Lectures that promoted active learning were viewed as an important feature of the university experience which may explain the 76% exhibiting a preference for Team-based Learning. Most students wanted to make a meaningful contribution so as not to let down their team and they saw a clear relevance between the Team-based Learning activities and their own experiences of teamwork in clinical practice. Exam scores on the question related to Team-based Learning-taught material were comparable to those

Cancer Center Clinic and Research Team Perceptions of Identity and Interactions.

PubMed

Reimer, Torsten; Lee, Simon J Craddock; Garcia, Sandra; Gill, Mary; Duncan, Tobi; Williams, Erin L; Gerber, David E

2017-12-01

Conduct of cancer clinical trials requires coordination and cooperation among research and clinic teams. Diffusion of and confusion about responsibility may occur if team members' perceptions of roles and objectives do not align. These factors are critical to the success of cancer centers but are poorly studied. We developed a survey adapting components of the Adapted Team Climate Inventory, Measure of Team Identification, and Measure of In-Group Bias. Surveys were administered to research and clinic staff at a National Cancer Institute-designated comprehensive cancer center. Data were analyzed using descriptive statistics, t tests, and analyses of variance. Responses were received from 105 staff (clinic, n = 55; research, n = 50; 61% response rate). Compared with clinic staff, research staff identified more strongly with their own group ( P < .01) but less strongly with the overall cancer center ( P = .02). Both clinic staff and research staff viewed their own group's goals as clearer than those of the other group ( P < .01) and felt that members of their groups interacted and shared information within ( P < .01) and across ( P < .01) groups more than the other group did. Research staff perceived daily outcomes as more important than did clinic staff ( P = .05), specifically research-related outcomes ( P = .07). Although there are many similarities between clinic and research teams, we also identified key differences, including perceptions of goal clarity and sharing, understanding and alignment with cancer center goals, and importance of outcomes. Future studies should examine how variation in perceptions and group dynamics between clinic and research teams may impact function and processes of cancer care.

Team processes in airway facilities operations control centers.

DOT National Transportation Integrated Search

2000-07-01

In October 2000, the Airway Facilities organization plans to transition the National Airspace System (NAS) monitoring responsibilities to three regional Operations Control Centers (OCCs). Teams in these facilities will be different from those that cu...

Team Learning to Narrow the Gap between Healthcare Knowledge and Practice

ERIC Educational Resources Information Center

Anand, Tejwansh S.

2014-01-01

This study explored team-based learning in teams of healthcare professionals working on making meaning of evidence-based clinical guidelines in their field to apply them within their practice setting. The research based team learning models posited by Kasl, Marsick, and Dechant (1997) and Edmondson, Dillon, and Roloff (2007) were used as the…

Geophysics field school: A team-based learning experience for students and faculty

NASA Astrophysics Data System (ADS)

Karchewski, B.; Innanen, K. A.; Lauer, R. M.; Pidlisecky, A.

2016-12-01

The core challenge facing a modern science educator is to deliver a curriculum that reaches broadly and deeply into the technical domain, while also helping students to develop fundamental scientific skills such as inquiry, critical thinking and technical communication. That is, our aim is for students to achieve significant learning at all levels summarized by Bloom's Taxonomy of Educational Objectives. It is not always clear how to achieve the full spectrum of goals, with much debate over which component is more important in a science education. Team-based and experiential learning are research-supported approaches that aim to reach across the spectrum by placing students in a setting where they solve practical problems in teams of peers. This learning mode modifies the role of the instructor to a guide or facilitator, and students take a leadership role in their own education. We present a case study of our team's implementation of team-based learning in a geophysics field school, an inherently experiential learning environment. The core philosophies behind our implementation are to present clearly defined learning outcomes, to recognize that students differ in their learning modalities and to strive to engage students through a range of evidence-based learning experiences. We discuss the techniques employed to create functional teams, the key learning activities involved in a typical day of field school and data demonstrating the learning activities that showed the strongest correlation to overall performance in the course. In the process, we also realized that our team-based approach to course design and implementation also enhanced our skillsets as educators, and our institution recently recognized our efforts with a team teaching award. Therefore, we conclude with some of our observations of best practices for team teaching in a field setting to initiate discussions with colleagues engaged in similar activities.

Project-based Modules from two STEM Learning Teams in Howard County, Maryland

NASA Astrophysics Data System (ADS)

Griffiths, L. N.; Bradley, L. A.

2011-12-01

In 2009, two Maryland school districts-Howard County Public School System and Prince George's County Public Schools-and the Goddard Space Flight Center of the National Aeronautics and Space Administration (NASA) partnered with the National Commission on Teaching and America's Future (NCTAF) to develop NASA 21st Century Learning Studios. In 2010, NCTAF expanded the program to include Learning Studios at two additional Maryland school districts (Anne Arundel County Public Schools and Baltimore County Public Schools), partnering with the United States Naval Academy and the University of Maryland. Overall, the focus of these Learning Studios is to combine the expertise of scientists with that of educators through Learning Teams to improve teaching and learning in science, technology, engineering and mathematics (STEM) fields, while delivering project-based modules to be implemented in other school districts. The focus of this paper is to summarize the experience and outcomes from two Learning Teams from the Howard County Public School System. STEM Learning Teams were established at Centennial High School and Hammond High School in Maryland. Each Team worked together for two years to create interdisciplinary units of study for their students with a focus on Earth Science. To maximize student interest, teachers worked with NASA scientists five times a year to develop four learning modules using practical examples and incorporating real scientific observations. A weathering and erosion module challenges students to collect appropriate field observations and determine erosion and deposition rates in a nearby lake. A plate tectonics module requires students to use measures of plate motion from the National Oceanic and Atmospheric Administration to estimate rates of convergence in southern Asia. A third module for lessons in climate change requires students to find open source climate data, determine changes in the atmosphere and estimate anthropogenic impacts. A follow

Do learning collaboratives strengthen communication? A comparison of organizational team communication networks over time.

PubMed

Bunger, Alicia C; Lengnick-Hall, Rebecca

Collaborative learning models were designed to support quality improvements, such as innovation implementation by promoting communication within organizational teams. Yet the effect of collaborative learning approaches on organizational team communication during implementation is untested. The aim of this study was to explore change in communication patterns within teams from children's mental health organizations during a year-long learning collaborative focused on implementing a new treatment. We adopt a social network perspective to examine intraorganizational communication within each team and assess change in (a) the frequency of communication among team members, (b) communication across organizational hierarchies, and (c) the overall structure of team communication networks. A pretest-posttest design compared communication among 135 participants from 21 organizational teams at the start and end of a learning collaborative. At both time points, participants were asked to list the members of their team and rate the frequency of communication with each along a 7-point Likert scale. Several individual, pair-wise, and team level communication network metrics were calculated and compared over time. At the individual level, participants reported communicating with more team members by the end of the learning collaborative. Cross-hierarchical communication did not change. At the team level, these changes manifested differently depending on team size. In large teams, communication frequency increased, and networks grew denser and slightly less centralized. In small teams, communication frequency declined, growing more sparse and centralized. Results suggest that team communication patterns change minimally but evolve differently depending on size. Learning collaboratives may be more helpful for enhancing communication among larger teams; thus, managers might consider selecting and sending larger staff teams to learning collaboratives. This study highlights key future

A Comparison of Delivery Formats to Encourage Student-Centered Learning in a Power Engineering Technology Course

ERIC Educational Resources Information Center

Turner, Mathew J.; Webster, Rustin D.

2017-01-01

This paper describes a student-centered approach to a power engineering technology course using the flipped or inverted classroom as well as active learning in the form of group discussions and team problem solving. The study compares student performance and perceptions of a traditional, teaching-centered classroom to two different flipped…

A comparison of conventional lecture and team-based learning methods in terms of student learning and teaching satisfaction.

PubMed

Jafari, Zahra

2014-01-01

Team-based learning (TBL) is a structured type of cooperative learning that has growing application in medical education. This study compares levels of student learning and teaching satisfaction for a neurology course between conventional lecture and team-based learning. The study incorporated 70 students aged 19 to 22 years at the school of rehabilitation. One half of the 16 sessions of the neurology course was taught by lectures and the second half with team-based learning. Teaching satisfaction for the teaching methods was determined on a scale with 5 options in response to 20 questions. Significant difference was found between lecture-based and team-based learning in final scores (p<0.001). Content validity index of the scale of student satisfaction was 94%, and external and internal consistencies of the scale were 0.954 and 0.921 orderly (p<0.001). The degree of satisfaction from TBL compared to the lecture method was 81.3%. RESULTS revealed more success and student satisfaction from team-based learning compared to conventional lectures in teaching neurology to undergraduate students. It seems that application of new teaching methods such as team-based learning could be effectively introduced to improve levels of education and student learning.

A comparison of conventional lecture and team-based learning methods in terms of student learning and teaching satisfaction

PubMed Central

Jafari, Zahra

2014-01-01

Background: Team-based learning (TBL) is a structured type of cooperative learning that has growing application in medical education. This study compares levels of student learning and teaching satisfaction for a neurology course between conventional lecture and team-based learning. Methods: The study incorporated 70 students aged 19 to 22 years at the school of rehabilitation. One half of the 16 sessions of the neurology course was taught by lectures and the second half with team-based learning. Teaching satisfaction for the teaching methods was determined on a scale with 5 options in response to 20 questions. Results: Significant difference was found between lecture-based and team-based learning in final scores (p<0.001). Content validity index of the scale of student satisfaction was 94%, and external and internal consistencies of the scale were 0.954 and 0.921 orderly (p<0.001). The degree of satisfaction from TBL compared to the lecture method was 81.3%. Conclusion: Results revealed more success and student satisfaction from team-based learning compared to conventional lectures in teaching neurology to undergraduate students. It seems that application of new teaching methods such as team-based learning could be effectively introduced to improve levels of education and student learning PMID:25250250

An exploratory analysis of personality, attitudes, and study skills on the learning curve within a team-based learning environment.

PubMed

Persky, Adam M; Henry, Teague; Campbell, Ashley

2015-03-25

To examine factors that determine the interindividual variability of learning within a team-based learning environment. Students in a pharmacokinetics course were given 4 interim, low-stakes cumulative assessments throughout the semester and a cumulative final examination. Students' Myers-Briggs personality type was assessed, as well as their study skills, motivations, and attitudes towards team-learning. A latent curve model (LCM) was applied and various covariates were assessed to improve the regression model. A quadratic LCM was applied for the first 4 assessments to predict final examination performance. None of the covariates examined significantly impacted the regression model fit except metacognitive self-regulation, which explained some of the variability in the rate of learning. There were some correlations between personality type and attitudes towards team learning, with introverts having a lower opinion of team-learning than extroverts. The LCM could readily describe the learning curve. Extroverted and introverted personality types had the same learning performance even though preference for team-learning was lower in introverts. Other personality traits, study skills, or practice did not significantly contribute to the learning variability in this course.

A pilot study of team learning on in-patient rounds.

PubMed

Colbert, James; Pelletier, Stephen; Xavier-Depina, Francisca; Shields, Helen

2016-02-01

Medical trainees often do not receive structured teaching during in-patient rounds. To assess whether the addition of a collaborative team learning technique would improve the learning experience on a general medicine in-patient team. Eight learners participated in this pilot study. Learning teams consisted of internal medicine residents and third-year medical students on a general medicine in-patient rotation. The experimental curriculum covered four common topics: cardiac stress testing; syncope; pneumonia; and valvular heart disease. Sessions had the following format: (1) each learner answered five self-assessment questions using an immediate feedback technique; (2) learners were divided into groups of two or three to discuss their answers; (3) the teaching doctor led a discussion to clarify and summarise, and also distributed a handout delineating key learning points. Control sessions consisted of the usual teaching rounds. Learners were e-mailed a daily online survey asking them to rate the rounds and handouts on a Likert scale. Medical trainees often do not receive structured teaching during in-patient rounds All of the learners rated the collaborative team learning intervention as either 'excellent' or 'very good'. Learners also indicated that they found the take-away handout valuable, and positive responses were also noted in the survey comments. A novel collaborative team learning technique resulted in high ratings of teaching rounds by medical residents and medical students. Learners found the sessions engaging, high yield, and educationally valuable. This interactive discussion-based teaching method could be used to enhance the learning experience during teaching rounds on medical, surgical and subspecialty services. © 2015 John Wiley & Sons Ltd.

Interdependence and Integration Learning in Student Project Teams: Do Team Project Assignments Achieve What We Want Them to?

ERIC Educational Resources Information Center

Skilton, Paul F.; Forsyth, David; White, Otis J.

2008-01-01

Building from research on learning in workplace project teams, the authors work forward from the idea that the principal condition enabling integration learning in student team projects is project complexity. Recognizing the challenges of developing and running complex student projects, the authors extend theory to propose that the experience of…

TeamXchange: A Team Project Experience Involving Virtual Teams and Fluid Team Membership

ERIC Educational Resources Information Center

Dineen, Brian R.

2005-01-01

TeamXchange, an online team-based exercise, is described. TeamXchange is consistent with the collaborative model of learning and provides a means of fostering enhanced student learning and engagement through collaboration in virtual teams experiencing periodic membership changes. It was administered in an undergraduate Organizational Behavior…

42 CFR 485.916 - Condition of participation: Treatment team, person-centered active treatment plan, and...

Code of Federal Regulations, 2014 CFR

2014-10-01

... 42 Public Health 5 2014-10-01 2014-10-01 false Condition of participation: Treatment team, person... Health Centers (CMHCs) § 485.916 Condition of participation: Treatment team, person-centered active treatment plan, and coordination of services. The CMHC must designate an interdisciplinary treatment team...

The effect of interprofessional team-based learning among nursing students: A quasi-experimental study.

PubMed

Wong, Arkers Kwan Ching; Wong, Frances Kam Yuet; Chan, Lap Ki; Chan, Namkiu; Ganotice, Fraide A; Ho, Jacqueline

2017-06-01

Although interprofessional education has received attention in recent years as a means of providing opportunities for health-care professionals to learn with, from and about other disciplines and enhance the quality of patient care, evidence of its effectiveness is limited. Interprofessional team-based learning was introduced to make it possible for students in different healthcare disciplines to interact with each other, and to prepare them to function effectively within a team in their future career. To examine the effects of interprofessional team-based learning for undergraduate nursing students in terms of knowledge level, readiness for interprofessional learning, attitude towards various aspects of team learning, and perceived collective efficacy. The study employed a one-group pretest-posttest quasi-experimental design. An interprofessional education program was given to students from two universities in Hong Kong who were in different healthcare disciplines including medicine, nursing, pharmacy, biomedical science, and Chinese medicine programs. The program was based on four phases of student learning- individual readiness assessment test, ice breaking session, team readiness assessment test, and application exercise. Nursing students involved in the program were invited to complete anonymous questionnaires to evaluate their interprofessional team experience. A total of 40 nursing students (9 male, 31 female) participated in the study. A statistically significant improvement was identified in their knowledge level (p<0.001), attitude towards readiness for interprofessional learning, team learning, and perceived collective efficacy (p<0.001). This study suggests that interprofessional team-based learning can enhance cross-disciplinary learning and outcomes resulting from team efforts. Copyright © 2017 Elsevier Ltd. All rights reserved.

Support of Herschel Key Programme Teams at the NASA Herschel Science Center

NASA Astrophysics Data System (ADS)

Shupe, David L.; Appleton, P. N.; Ardila, D.; Bhattacharya, B.; Mei, Y.; Morris, P.; Rector, J.; NHSC Team

2010-01-01

The first science data from the Herschel Space Observatory were distributed to Key Programme teams in September 2009. This poster describes a number of resources that have been developed by the NASA Herschel Science Center (NHSC) to support the first users of the observatory. The NHSC webpages and Helpdesk serve as the starting point for information and queries from the US community. Details about the use of the Herschel Common Science Software can be looked up in the Helpdesk Knowledgebase. The capability of real-time remote support through desktop sharing has been implemented. The NHSC continues to host workshops on data analysis and observation planning. Key Programme teams have been provided Wiki sites upon request for their team's private use and for sharing information with other teams. A secure data storage area is in place for troubleshooting purposes and for use by visitors. The NHSC draws upon close working relationships with Instrument Control Centers and the Herschel Science Center in Madrid in order to have the necessary expertise on hand to assist Herschel observers, including both Key Programme teams and respondents to upcoming open time proposal calls.

Twelve Tips for Facilitating Team-Based Learning

ERIC Educational Resources Information Center

Gullo, Charles A.; Ha, Tam Cam; Cook, Sandy

2015-01-01

Background: Team-based learning (TBL) has become a more commonly recognized and implemented pedagogical approach in curricula of numerous disciplines. The desire to place more autonomy on the student and spend less in-class time delivering content has resulted in complete or partial adoption of this style of learning in many educational settings.…

Interdisciplinary Middle School Teams as Professional Learning Communities

ERIC Educational Resources Information Center

Jackson, George Ellis, Jr.

2016-01-01

Problem: Interdisciplinary teaming has been noted as a critical element of the middle school model associated with higher student achievement. Yet, research on middle school teams' use of common planning time suggests that the majority of meeting time is spent discussing student behavior/issues, discussing student learning problems/issues, and…

A multidisciplinary allied health faculty team: formation and first year production of problem-based learning in gerontology/geriatrics.

PubMed

Silver, S

1998-01-01

An interdisciplinary team of faculty, administrators and practitioners representing diverse settings for allied health education has formed the Mid-Atlantic Allied Health Geriatric Education Center (MAHGEC) to produce problem-based learning (PBL) cases related to older adults. These cases will enable allied health students and practitioners to work together in interdisciplinary teams and expand allied health education to include health issues related to gerontology/ geriatrics. The health professionals of MAHGEC have brought different perspectives to the project. These include: (1) educational requirements to be gained from their association with MAHGEC, (2) health care disciplines to enhance the PBL cases produced, (3) personal histories related to older adults, and (4) ideas for utilization of problem-based learning in their particular educational and professional settings. The first year of this project has included the execution of a needs assessment for gerontology/geriatric education in allied health programs, the development of the infrastructure of MAHGEC, building the content base of MAHGEC faculty regarding gerontology/geriatrics and problem-based learning, the establishment of priorities in the production of problem-based learning cases for Year 01, and division into production teams for cases.

An innovative addition to team-based-learning pedagogy to enhance teaching and learning: Students' perceptions of team exams.

PubMed

Khansari, Parto S; Coyne, Leanne

The study investigates students' perceptions of the value of implementing a team exam to enhance learning prior to a summative assessment. Team exams are similar to midterm exams, except that answering questions is a team effort. Data was collected from second year pharmacy students at California Northstate University College of Pharmacy (CNUCOP) through a self-administered online survey. The survey questions included closed-ended questions to evaluate students' perception on preparedness for a summative assessment and to rank advantages and disadvantages of the team exams. Of the 40 students who completed the survey (38% response rate), 100% of participants agreed that having a team exam prior to a major exam made them feel more prepared for a major summative exam. Ninety-seven percent of students believed that the team exam helped them to identify gaps in their knowledge and 85% agreed that taking a team exam reinforced their knowledge by teaching other students. The survey results did not identify any major disadvantages to holding a team exam. Students perceived that taking a team exam prior to a midterm exam is an effective approach to review the course contents and identify areas of improvement. Copyright © 2017. Published by Elsevier Inc.

An Exploratory Analysis of Personality, Attitudes, and Study Skills on the Learning Curve within a Team-based Learning Environment

PubMed Central

Henry, Teague; Campbell, Ashley

2015-01-01

Objective. To examine factors that determine the interindividual variability of learning within a team-based learning environment. Methods. Students in a pharmacokinetics course were given 4 interim, low-stakes cumulative assessments throughout the semester and a cumulative final examination. Students’ Myers-Briggs personality type was assessed, as well as their study skills, motivations, and attitudes towards team-learning. A latent curve model (LCM) was applied and various covariates were assessed to improve the regression model. Results. A quadratic LCM was applied for the first 4 assessments to predict final examination performance. None of the covariates examined significantly impacted the regression model fit except metacognitive self-regulation, which explained some of the variability in the rate of learning. There were some correlations between personality type and attitudes towards team learning, with introverts having a lower opinion of team-learning than extroverts. Conclusion. The LCM could readily describe the learning curve. Extroverted and introverted personality types had the same learning performance even though preference for team-learning was lower in introverts. Other personality traits, study skills, or practice did not significantly contribute to the learning variability in this course. PMID:25861101

Teams and teamwork at NASA Langley Research Center

NASA Technical Reports Server (NTRS)

Dickinson, Terry L.

1994-01-01

The recent reorganization and shift to managing total quality at the NASA Langley Research Center (LaRC) has placed an increasing emphasis on teams and teamwork in accomplishing day-to-day work activities and long-term projects. The purpose of this research was to review the nature of teams and teamwork at LaRC. Models of team performance and teamwork guided the gathering of information. Current and former team members served as participants; their collective experience reflected membership in over 200 teams at LaRC. The participants responded to a survey of open-ended questions which assessed various aspects of teams and teamwork. The participants also met in a workshop to clarify and elaborate on their responses. The work accomplished by the teams ranged from high-level managerial decision making (e.g., developing plans for LaRC reorganization) to creating scientific proposals (e.g., describing spaceflight projects to be designed, sold, and built). Teams typically had nine members who remained together for six months. Member turnover was around 20 percent; this turnover was attributed to heavy loads of other work assignments and little formal recognition and reward for team membership. Team members usually shared a common and valued goal, but there was not a clear standard (except delivery of a document) for knowing when the goal was achieved. However, members viewed their teams as successful. A major factor in team success was the setting of explicit a priori rules for communication. Task interdependencies between members were not complex (e.g., sharing of meeting notes and ideas about issues), except between members of scientific teams (i.e., reliance on the expertise of others). Thus, coordination of activities usually involved scheduling and attendance of team meetings. The team leader was designated by the team's sponsor. This leader usually shared power and responsibilities with other members, such that team members established their own operating

Team-Based Learning in Large Enrollment Classes

ERIC Educational Resources Information Center

Kibble, Jonathan D.; Bellew, Christine; Asmar, Abdo; Barkley, Lisa

2016-01-01

The goal of this review is to highlight the key elements needed to successfully deploy team-based learning (TBL) in any class, but especially in large enrolment classes, where smooth logistics are essential. The text is based on a lecture and workshop given at the American Physiological Society's Institute on Teaching and Learning in Madison, WI,…

The effects of Team-Based Learning on learning behaviors in the maternal-child nursing course.

PubMed

Cheng, Ching-Yu; Liou, Shwu-Ru; Tsai, Hsiu-Min; Chang, Chia-Hao

2014-01-01

The Team-Based Learning (TBL) method has been used as a teaching strategy in many disciplines. It is instructor-led, learner-centered learning with functions similar to those of problem-based learning, but it is more cost-effective. However, little is known about the application of TBL to nursing education. The objectives of the study are to employ the TBL approach in a Maternal-Child Nursing course and to evaluate its effects on learning outcomes. We present one-group pretest-posttest research design with the intervention of the TBL teaching strategy. The study was conducted in one of the nursing universities in Taiwan. One-hundred-four students in 2011 and 103 students in 2012 in an RN-to-BSN program who enrolled in the Maternal-Child Nursing course participated in this study. These students had graduated from a five-year nursing diploma program before enrolling in the RN-BSN program. Data were collected before and after the implementation of the TBL, which included active learning, in-class activities, and application exercises. The Class Engagement Survey (CES), Value of Teams (VTs), Self-Directed Learning Instrument (SDLI), and exam scores were used to measure students' learning outcomes. TBL significantly influenced the students' learning outcomes. Students who expressed that TBL increased their learning interests had a higher score on VT; and students who had high achievement from the current TBL course had higher scores on the CES, VT, and SDLI. The means of the group test scores and the final examination score were significantly higher than the individual scores from the in-class tests in both 2011, 2012, and the combination of 2011 and 2012. The TBL design requires out-of-class preparation before all classes, which requires active and self-directed learning. TBL provides opportunities to foster learner-to-learner interactions, which lead to more active engagement and teamwork among learners. It also promotes the students' class engagement and teamwork

Shared Mental Models on the Performance of e-Learning Content Development Teams

ERIC Educational Resources Information Center

Jo, Il-Hyun

2012-01-01

The primary purpose of the study was to investigate team-based e-Learning content development projects from the perspective of the shared mental model (SMM) theory. The researcher conducted a study of 79 e-Learning content development teams in Korea to examine the relationship between taskwork and teamwork SMMs and the performance of the teams.…

Learning through "huddles" for health care leaders: why do some work teams learn as a result of huddles and others do not?

PubMed

Little, Johanna

2014-01-01

The health care industry embraces the concept that collective learning occurs through group social interactions and has been initiating huddles as an avenue for collaborative learning. During change of shift or prior to beginning daily tasks, a huddle is initiated and facilitated by the manager or frontline supervisor. Given that "shared knowledge is obtained through group-based learning," why are some teams learning and others are not? The phenomenon is perplexing, given that the same resources are provided to all teams. Based on the findings in the literature review on learning in groups, teams learn from huddles and others do not because of the following: communication style and dialogue among the group members, communication style and dialogue facilitated by the leader, team and member perceptions, and team membership. Teams that learn from huddles do so because of the elements within the dialogue between team members (reflexive questioning, redundancy of information, metaphors, analogies, dramatic dialogue, strategic meaning) and because the huddle team exhibits higher levels of collegiality, tenure, heterogeneity, team identification, and collective efficacy. Facilitators must encourage a conversation in order to encourage reframing of cognitive maps that encourage learning by huddle members.

A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the STROBE classroom observation tool.

PubMed

Kelly, P Adam; Haidet, Paul; Schneider, Virginia; Searle, Nancy; Seidel, Charles L; Richards, Boyd F

2005-01-01

Having recently introduced team learning into the preclinical medical curriculum, evidence of the relative impact of this instructional method on in-class learner engagement was sought. To compare patterns of engagement behaviors among learners in class sessions across 3 distinct instructional methods: lecture, problem-based learning (PBL), and team learning. Trained observers used the STROBE classroom observation tool to measure learner engagement in 7 lecture, 4 PBL, and 3 team learning classrooms over a 12-month period. Proportions of different types of engagement behaviors were compared using chi-square. In PBL and team learning, the amount of learner-to-learner engagement was similar and much greater than in lecture, where most engagement was of the learner-to-instructor and self-engagement types. Also, learner-to-instructor engagement appeared greater in team learning than in PBL. Observed engagement behaviors confirm the potential of team learning to foster engagement similar to PBL, but with greater faculty input.

Academic Learning Teams in Accelerated Adult Programs: Online and On-Campus Students' Perceptions

ERIC Educational Resources Information Center

Favor, Judy K.; Kulp, Amanda M.

2015-01-01

This article reports adult students' (N = 632) perceptions of long-functioning academic learning teams in accelerated online and on-campus business cohort groups in six constructs: attraction to team, performance expectation alignment, workload distribution, intra-team conflict, preference for teamwork, and impact on learning. Comparisons between…

Lessons Learned from Engineering a Multi-Mission Satellite Operations Center

NASA Technical Reports Server (NTRS)

Madden, Maureen; Cary, Everett, Jr.; Esposito, Timothy; Parker, Jeffrey; Bradley, David

2006-01-01

NASA's Small Explorers (SMEX) satellites have surpassed their designed science-lifetimes and their flight operations teams are now facing the challenge of continuing operations with reduced funding. At present, these missions are being reengineered into a fleet-oriented ground system at Goddard Space Flight Center (GSFC). When completed, this ground system will provide command and control of four SMEX missions and will demonstrate fleet automation and control concepts. As a path-finder for future mission consolidation efforts, this ground system will also demonstrate new ground-based technologies that show promise of supporting longer mission lifecycles and simplifying component integration. One of the core technologies being demonstrated in the SMEiX Mission Operations Center is the GSFC Mission Services Evolution Center (GMSEC) architecture. The GMSEC architecture uses commercial Message Oriented Middleware with a common messaging standard to realize a higher level of component interoperability, allowing for interchangeable components in ground systems. Moreover, automation technologies utilizing the GMSEC architecture are being evaluated and implemented to provide extended lights-out operations. This mode of operation will provide routine monitoring and control of the heterogeneous spacecraft fleet. The operational concepts being developed will reduce the need for staffed contacts and is seen as a necessity for fleet management. This paper will describe the experiences of the integration team throughout the reengineering effort of the SMEX ground system. Additionally, lessons learned will be presented based on the team s experiences with integrating multiple missions into a fleet-based automated ground system.

Lessons Learned from Engineering a Multi-Mission Satellite Operations Center

NASA Technical Reports Server (NTRS)

Madden, Maureen; Cary, Everett, Jr.; Esposito, Timothy; Parker, Jeffrey; Bradley, David

2006-01-01

NASA's Small Explorers (SMEX) satellites have surpassed their designed science-lifetimes and their flight operations teams are now facing the challenge of continuing operations with reduced funding. At present, these missions are being re-engineered into a fleet-oriented ground system at Goddard Space Flight Center (GSFC). When completed, this ground system will provide command and control of four SMEX missions and will demonstrate fleet automation and control concepts. As a path-finder for future mission consolidation efforts, this ground system will also demonstrate new ground-based technologies that show promise of supporting longer mission lifecycles and simplifying component integration. One of the core technologies being demonstrated in the SMEX Mission Operations Center is the GSFC Mission Services Evolution Center (GMSEC) architecture. The GMSEC architecture uses commercial Message Oriented Middleware with a common messaging standard to realize a higher level of component interoperability, allowing for interchangeable components in ground systems. Moreover, automation technologies utilizing the GMSEC architecture are being evaluated and implemented to provide extended lights-out operations. This mode of operation will provide routine monitoring and control of the heterogeneous spacecraft fleet. The operational concepts being developed will reduce the need for staffed contacts and is seen as a necessity for fleet management. This paper will describe the experiences of the integration team throughout the re-enginering effort of the SMEX ground system. Additionally, lessons learned will be presented based on the team's experiences with integrating multiple missions into a fleet-automated ground system.

E-Learning Teams and Their Adult Learning Efforts in Corporate Settings: A Cross Analysis of Four Case Studies

ERIC Educational Resources Information Center

Stewart, Barbara; Waight, Consuelo

2008-01-01

Four cases relating to the efforts of e-learning teams in valuing adult learners in their e-learning solutions were examined to better understand how e-learning teams value their adult learners within corporate settings. Two questions guided the analysis of the cases, they are: (1) What is the nature of the e-learning solutions in these cases? (2)…

Online gaming for learning optimal team strategies in real time

NASA Astrophysics Data System (ADS)

Hudas, Gregory; Lewis, F. L.; Vamvoudakis, K. G.

2010-04-01

This paper first presents an overall view for dynamical decision-making in teams, both cooperative and competitive. Strategies for team decision problems, including optimal control, zero-sum 2-player games (H-infinity control) and so on are normally solved for off-line by solving associated matrix equations such as the Riccati equation. However, using that approach, players cannot change their objectives online in real time without calling for a completely new off-line solution for the new strategies. Therefore, in this paper we give a method for learning optimal team strategies online in real time as team dynamical play unfolds. In the linear quadratic regulator case, for instance, the method learns the Riccati equation solution online without ever solving the Riccati equation. This allows for truly dynamical team decisions where objective functions can change in real time and the system dynamics can be time-varying.

A Method to Improve Learning Analysing Communication in Team Working

ERIC Educational Resources Information Center

Bermejo, Miren; Sanchez, Ana; Gutierrez, Julian; Perez, Tomas A.

2011-01-01

In recent years learning how to work in teams has become a common subject in higher education. Communication between student team members can be monitored using a bulletin board system, and hence, analyse individual and group role development. The composition and distribution of roles in a team are relevant characteristics that will considerably…

Team-Based Learning's Effects on Standardized Test Scores and Student Reactions

ERIC Educational Resources Information Center

Ulrich, Deborah L.; Brewer, Tracy; Steele-Johnson, Deborah; Juvina, Ion; Peyton, Elizabeth; Hammond, Crystal

2017-01-01

We examined the effects of team-based learning (TBL) versus traditional and enhanced lecture-based instruction over time (Study 1; N = 532 nursing students) and the psychometric properties of the Team Based Learning Student Assessment Instrument (TBL-SAI), a popular measure of reactions to TBL (Study 2; N = 323 nursing and medical students).…

Preparing Students for Flipped or Team-Based Learning Methods

ERIC Educational Resources Information Center

Balan, Peter; Clark, Michele; Restall, Gregory

2015-01-01

Purpose: Teaching methods such as Flipped Learning and Team-Based Learning require students to pre-learn course materials before a teaching session, because classroom exercises rely on students using self-gained knowledge. This is the reverse to "traditional" teaching when course materials are presented during a lecture, and students are…

Team-Based Simulations: Learning Ethical Conduct in Teacher Trainee Programs

ERIC Educational Resources Information Center

Shapira-Lishchinsky, Orly

2013-01-01

This study aimed to identify the learning aspects of team-based simulations (TBS) through the analysis of ethical incidents experienced by 50 teacher trainees. A four-dimensional model emerged: learning to make decisions in a "supportive-forgiving" environment; learning to develop standards of care; learning to reduce misconduct; and learning to…

Ready to learn physics: a team-based learning model for first year university

NASA Astrophysics Data System (ADS)

Parappilly, Maria; Schmidt, Lisa; De Ritter, Samantha

2015-09-01

Team-based learning (TBL) is an established model of group work which aims to improve students' ability to apply discipline-related content. TBL consists of a readiness assurance process (RAP), student groups and application activities. While TBL has not been implemented widely in science, technology, engineering and mathematics disciplines, it has been effective in improving student learning in other disciplines. This paper describes the incorporation of TBL activities into a non-calculus based introductory level physics topic—Physics for the Modern World. Students were given pre-class preparation materials and an individual RAP online test before the workshops. The pre-workshop individual RAP test ensured that all students were exposed to concept-based questions before their workshops and motivated them to use the preparatory materials in readiness for the workshop. The students were placed into random teams and during the first part of the workshop, the teams went through a subset of the quiz questions (team RAP test) and in the remaining time, teams completed an in-class assignment. After the workshop students were allowed another attempt at the individual RAP test to see if their knowledge had improved. The ability of TBL to promote student learning of key concepts was evaluated by experiment using pre- and post- testing. The students’ perception of TBL was monitored by discussion posts and survey responses. Finally, the ability of TBL to support peer-peer interaction was evaluated by video analysis of the class. We found that the TBL process improved student learning; students did interact with each other in class; and the students had a positive view of TBL. To assess the transferability of this model to other topics, we conducted a comparison study with an environmental science topic which produced similar results. Our study supports the use of this TBL model in science topics.

Enhancing Deep Learning: Lessons from the Introduction of Learning Teams in Management Education in France

ERIC Educational Resources Information Center

Borredon, Liz; Deffayet, Sylvie; Baker, Ann C.; Kolb, David

2011-01-01

Drawing from the reflective teaching and learning practices recommended in influential publications on learning styles, experiential learning, deep learning, and dialogue, the authors tested the concept of "learning teams" in the framework of a leadership program implemented for the first time in a top French management school…

Tackling student neurophobia in neurosciences block with team-based learning.

PubMed

Anwar, Khurshid; Shaikh, Abdul A; Sajid, Muhammad R; Cahusac, Peter; Alarifi, Norah A; Al Shedoukhy, Ahlam

2015-01-01

Traditionally, neurosciences is perceived as a difficult course in undergraduate medical education with literature suggesting use of the term "Neurophobia" (fear of neurology among medical students). Instructional strategies employed for the teaching of neurosciences in undergraduate curricula traditionally include a combination of lectures, demonstrations, practical classes, problem-based learning and clinico-pathological conferences. Recently, team-based learning (TBL), a student-centered instructional strategy, has increasingly been regarded by many undergraduate medical courses as an effective method to assist student learning. In this study, 156 students of year-three neuroscience block were divided into seven male and seven female groups, comprising 11-12 students in each group. TBL was introduced during the 6 weeks of this block, and a total of eight TBL sessions were conducted during this duration. We evaluated the effect of TBL on student learning and correlated it with the student's performance in summative assessment. Moreover, the students' perceptions regarding the process of TBL was assessed by online survey. We found that students who attended TBL sessions performed better in the summative examinations as compared to those who did not. Furthermore, students performed better in team activities compared to individual testing, with male students performing better with a more favorable impact on their grades in the summative examination. There was an increase in the number of students achieving higher grades (grade B and above) in this block when compared to the previous block (51.7% vs. 25%). Moreover, the number of students at risk for lower grades (Grade B- and below) decreased in this block when compared to the previous block (30.6% vs. 55%). Students generally elicited a favorable response regarding the TBL process, as well as expressed satisfaction with the content covered and felt that such activities led to improvement in communication and

Comparing Team Learning Approaches through the Lens of Activity Theory

ERIC Educational Resources Information Center

Park, Sunyoung; Cho, Yonjoo; Yoon, Seung Won; Han, Heeyoung

2013-01-01

Purpose: The purpose of this study is to examine the distinctive features of three team learning approaches (action learning, problem-based learning, and project-based learning), compare and contrast them, and discuss implications for practice and research. Design/methodology/approach: The authors used Torraco's integrative literature review…

Effects of team-based learning on perceived teamwork and academic performance in a health assessment subject.

PubMed

Park, Hyung-Ran; Kim, Chun-Ja; Park, Jee-Won; Park, Eunyoung

2015-01-01

The purpose of this study was to examine the effectiveness of team-based learning (a well-recognized learning and teaching strategy), applied in a health assessment subject, on nursing students' perceived teamwork (team-efficacy and team skills) and academic performance (individual and team readiness assurance tests, and examination scores). A prospective, one-group, pre- and post-test design enrolled a convenience sample of 74 second-year nursing students at a university in Suwon, Korea. Team-based learning was applied in a 2-credit health assessment subject over a 16-week semester. All students received written material one week before each class for readiness preparation. After administering individual- and team-readiness assurance tests consecutively, the subject instructor gave immediate feedback and delivered a mini-lecture to the students. Finally, students carried out skill based application exercises. The findings showed significant improvements in the mean scores of students' perceived teamwork after the introduction of team-based learning. In addition, team-efficacy was associated with team-adaptability skills and team-interpersonal skills. Regarding academic performance, team readiness assurance tests were significantly higher than individual readiness assurance tests over time. Individual readiness assurance tests were significantly related with examination scores, while team readiness assurance tests were correlated with team-efficacy and team-interpersonal skills. The application of team-based learning in a health assessment subject can enhance students' perceived teamwork and academic performance. This finding suggests that team-based learning may be an effective learning and teaching strategy for improving team-work of nursing students, who need to collaborate and effectively communicate with health care providers to improve patients' health.

Using Team-based Learning to teach a Large-enrollment Environmental Science Course Online

NASA Astrophysics Data System (ADS)

Harder, V.

2013-12-01

Student enrollment in many online courses is usually limited to small classes, ranging from 20-25 students. Over two summers Environmental Science 1301, with an enrollment of 50, has been piloted online using team-based learning (TBL) methods. Teams, consisting of 7 members, were assigned randomly using the group manager tool found in the learning management system. The course was organized around Learning Modules, which consisted of a quiz (individual) over the reading, a team assignment, which covered a topic from one of the chapters was completed for each learning module, and a class/group discussion. The discussion usually entailed a presentation of findings to the class by each team. This allowed teams to interact with one another and was also designed to encourage competition among the teams. Over the course of the class it was observed that as the students became comfortable with the course procedures they developed a commitment to the goals and welfare of their team. They found that as a team they could accomplish much more than an individual; they discovered strengths in their team mates that they, themselves, lacked, and they helped those team mates who struggled with the material. The teams tackled problems that would be overwhelming to an individual in the time allotted, such as running multiple scenarios with the simulations and tackling a large amount of data. Using TBL shifted the majority of responsibility of learning the material to the student with the instructor functioning as a facilitator instead of dispenser of knowledge. Dividing the class into teams made the course load manageable for the instructor while at the same time created a small-class environment for the students. In comparing this course to other, nonTBL-based online courses taught, the work load was very manageable. There were only 7-10 items to be graded per Learning Module and only 7-10 teams to monitor and provide guidance to instead of 50 individuals. Retention rates (86

Improving the Performance of Online Learning Teams--A Discourse Analysis

ERIC Educational Resources Information Center

Liu, Ying Chieh; Burn, Janice M.

2007-01-01

This paper compares the processes of Face-To-Face (FTF) teams and Online Learning Teams (OLTs) and proposes methods to improve the performance of OLTs. An empirical study reviewed the performance of fifteen FTF teams and OLTs and their communication patterns were coded by the TEMPO system developed by Futoran et al. (1989) in order to develop a…

Practical Team-Based Learning from Planning to Implementation

PubMed Central

Bell, Edward; Eng, Marty; Fuentes, David G.; Helms, Kristen L.; Maki, Erik D.; Vyas, Deepti

2015-01-01

Team-based learning (TBL) helps instructors develop an active teaching approach for the classroom through group work. The TBL infrastructure engages students in the learning process through the Readiness Assessment Process, problem-solving through team discussions, and peer feedback to ensure accountability. This manuscript describes the benefits and barriers of TBL, and the tools necessary for developing, implementing, and critically evaluating the technique within coursework in a user-friendly method. Specifically, the manuscript describes the processes underpinning effective TBL development, preparation, implementation, assessment, and evaluation, as well as practical techniques and advice from authors’ classroom experiences. The paper also highlights published articles in the area of TBL in education, with a focus on pharmacy education. PMID:26889061

Effective Student Teams for Collaborative Learning in an Introductory University Physics Course

ERIC Educational Resources Information Center

Harlow, Jason J. B.; Harrison, David M.; Meyertholen, Andrew

2016-01-01

We have studied the types of student teams that are most effective for collaborative learning in a large freshman university physics course. We compared teams in which the students were all of roughly equal ability to teams with a mix of student abilities, we compared teams with three members to teams with four members, and we examined teams with…

Care team identification in the electronic health record: A critical first step for patient-centered communication.

PubMed

Dalal, Anuj K; Schnipper, Jeffrey L

2016-05-01

Patient-centered communication is essential to coordinate care and safely progress patients from admission through discharge. Hospitals struggle with improving the complex and increasingly electronic conversation patterns among care team members, patients, and caregivers to achieve effective patient-centered communication across settings. Accurate and reliable identification of all care team members is a precursor to effective patient-centered communication and ideally should be facilitated by the electronic health record. However, the process of identifying care team members is challenging, and team lists in the electronic health record are typically neither accurate nor reliable. Based on the literature and on experience from 2 initiatives at our institution, we outline strategies to improve care team identification in the electronic health record and discuss potential implications for patient-centered communication. Journal of Hospital Medicine 2016;11:381-385. © 2016 Society of Hospital Medicine. © 2016 Society of Hospital Medicine.

Clinical interdisciplinary health team care: an educational experiment.

PubMed

Mazur, H; Beeston, J J; Yerxa, E J

1979-09-01

With increasing concern for teamwork in clinical practice in health care settings, the need to identify the concepts, methods, and learning processes for improving interdisciplinary team skills is apparent. This paper describes patient-centered, clinical-research-demonstration programs for teams of students, preceptors, and faculty members from six disciplines who provided patient care in a long-term rehabilitation setting. The teams were involved in the theory and practice of team-building, including weekly sessions on leadership styles, communication, group decision-making, and team effectiveness assessment. Objective and subjective measurements were administered throughout the program. The results indicate that task-oriented patient care favors the learning of team skills, especially when all levels of administration support and participate in the processes. Question are raised concerning the effect of clinical teams on the quality of patient care, their cost-effectiveness, and the low priority given to teaching interdisciplinary team skills in professional education.

Study of connectivity in student teams by observation of their learning processes

NASA Astrophysics Data System (ADS)

Pacheco, Patricio H.; Correa, Rafael D.

2016-05-01

A registration procedure based data tracking classroom activities students formed into teams, which are immersed in basic learning processes, particularly physical sciences is presented. For the analysis of the data various mathematical tools to deliver results in numerical indicators linking their learning, performance, quality of relational nexus to transformation their emotions. The range of variables under observation and further study, which is influenced by the evolution of the emotions of the different teams of students, it also covers the traditional approach to information delivery from outside (teaching in lecture) or from inside each team (abilities of pupils) to instructional materials that enhance learning inquiry and persuasion.

Team-Based Learning Practices and Principles in Comparison with Cooperative Learning and Problem-Based Learning

ERIC Educational Resources Information Center

Michaelsen, Larry K.; Davidson, Neil; Major, Claire Howell

2014-01-01

The authors address three questions: (1) What are the foundational practices of team-based learning (TBL)? (2) What are the fundamental principles underlying TBL's foundational practices? and (3) In what ways are TBL's foundational practices similar to and/or different from the practices employed by problem-based learning (PBL) and…

Teaching Engineering Students Team Work

NASA Technical Reports Server (NTRS)

Levi, Daniel

1998-01-01

The purpose of this manual is to provide professor's in engineering classes which the background necessary to use student team projects effectively. This manual describes some of the characteristics of student teams and how to use them in class. It provides a set of class activities and films which can be used to introduce and support student teams. Finally, a set of teaching modules used in freshmen, sophomore, and senior aeronautical engineering classes are presented. This manual was developed as part of a NASA sponsored project to improve the undergraduate education of aeronautical engineers. The project has helped to purchase a set of team work films which can be checked out from Cal Poly's Learning Resources Center in the Kennedy Library. Research for this project has included literature reviews on team work and cooperative learning; interviews, observations, and surveys of Cal Poly students from Industrial and Manufacturing Engineering, Aeronautical Engineering and Psychology; participation in the Aeronautical Engineering senior design lab; and interviews with engineering faculty. In addition to this faculty manual, there is a student team work manual which has been designed to help engineering students work better in teams.

Building an Undergraduate STEM Team Using Team-Based Learning Leading to the Production of a Storyboard Appropriate for Elementary Students

NASA Astrophysics Data System (ADS)

Cutright, Teresa J.; Evans, Edward; Brantner, Justin S.

2014-06-01

A unique undergraduate team that spans five different engineering disciplines, chemistry, biology, and mathematics was formed. The team was formed to promote cross-disciplinary learning, to improve retention, and to prepare the students for the kind of problems they will face in their careers. This paper describes the variety of activities used over 2 years to tie the team together, as well as afford opportunities to develop team-building skills. The activities described highlight the critical elements of a faculty leader whose own work is interdisciplinary, correct balance of disciplines in the team, and sufficient time for team development. The use of external feedback was essential for all activities. Clearly defined goals and hard deadlines were critical for the completion of individual activities, as well as developing a healthy team environment. Although the student cohort has learned from the activities, more time is needed to assess whether the students have become a fully efficient team. Furthermore, an additional cohort would be needed to assess whether the approach was able to assist with student's interest in STEM and their desire to help other people.

Successful Group Work: Using Cooperative Learning and Team-Based Learning in the Classroom

ERIC Educational Resources Information Center

Grant-Vallone, E. J.

2011-01-01

This research study examined student perceptions of group experiences in the classroom. The author used cooperative learning and team-based learning to focus on three characteristics that are critical for the success of groups: structure of activities, relationships of group members, and accountability of group members. Results indicated that…

Teaching Research to MSW Students: Effectiveness of the Team-Based Learning Pedagogy

ERIC Educational Resources Information Center

Macke, Caroline; Tapp, Karen

2012-01-01

Social work students often have been labeled as research-reluctant. Consequently, it is important to identify effective teaching strategies. One innovative strategy is team-based learning. The effectiveness of team-based learning has not yet been evaluated with a social work research class. As a result, the current study compared the effectiveness…

An interprofessional service-learning course: uniting students across educational levels and promoting patient-centered care.

PubMed

Dacey, Marie; Murphy, Judy I; Anderson, Delia Castro; McCloskey, William W

2010-12-01

Recognizing the importance of interprofessional education, we developed a pilot interprofessional education course at our institution that included a total of 10 nursing, BS health psychology, premedical, and pharmacy students. Course goals were for students to: 1) learn about, practice, and enhance their skills as members of an interprofessional team, and 2) create and deliver a community-based service-learning program to help prevent or slow the progression of cardiovascular disease in older adults. Teaching methods included lecture, role-play, case studies, peer editing, oral and poster presentation, and discussion. Interprofessional student teams created and delivered two different health promotion programs at an older adult care facility. Despite barriers such as scheduling conflicts and various educational experiences, this course enabled students to gain greater respect for the contributions of other professions and made them more patient centered. In addition, inter-professional student teams positively influenced the health attitudes and behaviors of the older adults whom they encountered. Copyright 2010, SLACK Incorporated.

Nurses' perceptions of the impact of Team-Based Learning participation on learning style, team behaviours and clinical performance: An exploration of written reflections.

PubMed

Oldland, Elizabeth; Currey, Judy; Considine, Julie; Allen, Josh

2017-05-01

Team-Based Learning (TBL) is a teaching strategy designed to promote problem solving, critical thinking and effective teamwork and communication skills; attributes essential for safe healthcare. The aim was to explore postgraduate student perceptions of the role of TBL in shaping learning style, team skills, and professional and clinical behaviours. An exploratory descriptive approach was selected. Critical care students were invited to provide consent for the use for research purposes of written reflections submitted for course work requirements. Reflections of whether and how TBL influenced their learning style, teamwork skills and professional behaviours during classroom learning and clinical practice were analysed for content and themes. Of 174 students, 159 participated. Analysis revealed three themes: Deep Learning, the adaptations students made to their learning that resulted in mastery of specialist knowledge; Confidence, in knowledge, problem solving and rationales for practice decisions; and Professional and Clinical Behaviours, including positive changes in their interactions with colleagues and patients described as patient advocacy, multidisciplinary communication skills and peer mentorship. TBL facilitated a virtuous cycle of feedback encouraging deep learning that increased confidence. Increased confidence improved deep learning that, in turn, led to the development of professional and clinical behaviours characteristic of high quality practice. Copyright © 2017 Elsevier Ltd. All rights reserved.

Training English Language Pre-Service Teachers Using a Team Based Learning Approach

ERIC Educational Resources Information Center

Samad, Arshad Abd; Husein, Hawanum; Rashid, Juridah Md; Rahman, Sharifah Zainab Syd Abd

2015-01-01

Team Based Learning which focuses on enhancing positive group dynamics is a relatively popular instructional approach in several disciplines such as Health Sciences and Business but has yet to gain popularity in Education. This paper examines the use of Team Based Learning in teacher training as well as the receptiveness towards the approach as…

Effects of team-based learning on self-regulated online learning.

PubMed

Whittaker, Alice A

2015-04-10

Online learning requires higher levels of self-regulation in order to achieve optimal learning outcomes. As nursing education moves further into the blended and online learning venue, new teaching/learning strategies will be required to develop and enhance self-regulated learning skills in nursing students. The purpose of this study was to compare the effectiveness of team-based learning (TBL) with traditional instructor-led (IL) learning, on self-regulated online learning outcomes, in a blended undergraduate research and evidence-based practice course. The nonrandomized sample consisted of 98 students enrolled in the IL control group and 86 students enrolled in the TBL intervention group. The percentage of total possible online viewing time was used as the measure of self-regulated online learning activity. The TBL group demonstrated a significantly higher percentage (p < 0.001) of self-regulated learning activities than the IL control group. The TBL group scored significantly higher on the course examinations (p = 0.003). The findings indicate that TBL is an effective instructional strategy that can be used to achieve the essential outcomes of baccalaureate nursing education by increasing self-regulated learning capabilities in nursing students.

Primary care emergency team training in situ means learning in real context

PubMed Central

Brandstorp, Helen; Halvorsen, Peder A.; Sterud, Birgitte; Haugland, Bjørgun; Kirkengen, Anna Luise

2016-01-01

Objective The purpose of our study was to explore the local learning processes and to improve in situ team training in the primary care emergency teams with a focus on interaction. Design, setting and subjects As participating observers, we investigated locally organised trainings of teams constituted ad hoc, involving nurses, paramedics and general practitioners, in rural Norway. Subsequently, we facilitated focus discussions with local participants. We investigated what kinds of issues the participants chose to elaborate in these learning situations, why they did so, and whether and how local conditions improved during the course of three and a half years. In addition, we applied learning theories to explore and challenge our own and the local participants’ understanding of team training. Results In situ team training was experienced as challenging, engaging, and enabling. In the training sessions and later focus groups, the participants discussed a wide range of topics constitutive for learning in a sociocultural perspective, and topics constitutive for patient safety culture. The participants expanded the types of training sites, themes and the structures for participation, improved their understanding of communication and developed local procedures. The flexible structure of the model mirrors the complexity of medicine and provides space for the participants’ own sense of responsibility. Conclusion Challenging, monthly in situ team trainings organised by local health personnel facilitate many types of learning. The flexible training model provides space for the participants’ own sense of responsibility and priorities. Outcomes involve social and structural improvements, including a sustainable culture of patient safety. Key Points Challenging, monthly in situ team trainings, organised by local health personnel, facilitate many types of learning.The flexible structure of the training model mirrors the complexity of medicine and the realism of the

Primary care emergency team training in situ means learning in real context.

PubMed

Brandstorp, Helen; Halvorsen, Peder A; Sterud, Birgitte; Haugland, Bjørgun; Kirkengen, Anna Luise

2016-09-01

The purpose of our study was to explore the local learning processes and to improve in situ team training in the primary care emergency teams with a focus on interaction. As participating observers, we investigated locally organised trainings of teams constituted ad hoc, involving nurses, paramedics and general practitioners, in rural Norway. Subsequently, we facilitated focus discussions with local participants. We investigated what kinds of issues the participants chose to elaborate in these learning situations, why they did so, and whether and how local conditions improved during the course of three and a half years. In addition, we applied learning theories to explore and challenge our own and the local participants' understanding of team training. In situ team training was experienced as challenging, engaging, and enabling. In the training sessions and later focus groups, the participants discussed a wide range of topics constitutive for learning in a sociocultural perspective, and topics constitutive for patient safety culture. The participants expanded the types of training sites, themes and the structures for participation, improved their understanding of communication and developed local procedures. The flexible structure of the model mirrors the complexity of medicine and provides space for the participants' own sense of responsibility. Challenging, monthly in situ team trainings organised by local health personnel facilitate many types of learning. The flexible training model provides space for the participants' own sense of responsibility and priorities. Outcomes involve social and structural improvements, including a sustainable culture of patient safety. KEY POINTS Challenging, monthly in situ team trainings, organised by local health personnel, facilitate many types of learning. The flexible structure of the training model mirrors the complexity of medicine and the realism of the simulation sessions. Providing room for the participants' own

Systemic Family Therapy Using the Reflecting Team: The Experiences of Adults with Learning Disabilities

ERIC Educational Resources Information Center

Anslow, Katharine

2014-01-01

This research aimed to illuminate the experiences of adults with learning disabilities of the reflecting team, in the context of their systemic family therapy. Five adults with learning disabilities were recruited from one community learning disability team. A qualitative design using interpretative phenomenological analysis (IPA) was appropriate…

The Impact of Team-Based Learning on Nervous System Examination Knowledge of Nursing Students.

PubMed

Hemmati Maslakpak, Masomeh; Parizad, Naser; Zareie, Farzad

2015-12-01

Team-based learning is one of the active learning approaches in which independent learning is combined with small group discussion in the class. This study aimed to determine the impact of team-based learning in nervous system examination knowledge of nursing students. This quasi-experimental study was conducted on 3(rd) grade nursing students, including 5th semester (intervention group) and 6(th) semester (control group). The traditional lecture method and the team-based learning method were used for educating the examination of the nervous system for intervention and control groups, respectively. The data were collected by a test covering 40-questions (multiple choice, matching, gap-filling and descriptive questions) before and after intervention in both groups. Individual Readiness Assurance Test (RAT) and Group Readiness Assurance Test (GRAT) used to collect data in the intervention group. In the end, the collected data were analyzed by SPSS ver. 13 using descriptive and inferential statistical tests. In team-based learning group, mean and standard deviation was 13.39 (4.52) before the intervention, which had been increased to 31.07 (3.20) after the intervention and this increase was statistically significant. Also, there was a statistically significant difference between the scores of RAT and GRAT in team-based learning group. Using team-based learning approach resulted in much better improvement and stability in the nervous system examination knowledge of nursing students compared to traditional lecture method; therefore, this method could be efficiently used as an effective educational approach in nursing education.

Team Approach to Staffing the Reference Center: A Speculation.

ERIC Educational Resources Information Center

Lawson, Mollie D.; And Others

This document applies theories of participatory management to a proposal for a model that uses a team approach to staffing university library reference centers. In particular, the Ward Edwards Library at Central Missouri State University is examined in terms of the advantages and disadvantages of its current approach. Special attention is given to…

Team-Based Learning in a Physical Therapy Gross Anatomy Course

ERIC Educational Resources Information Center

Killins, Anita M.

2015-01-01

As medical knowledge grows exponentially and healthcare systems continue to utilize interdisciplinary care, it is essential that physical therapy (PT) graduates be prepared to practice efficiently and effectively on healthcare teams. Team-based learning (TBL) is a teaching pedagogy used in medicine to improve academic performance and teamwork…

The Role of Acquired Shared Mental Models in Improving the Process of Team-Based Learning

ERIC Educational Resources Information Center

Johnson, Tristan E.; Khalil, Mohammed K.; Spector, J. Michael, Ed.

2008-01-01

Working in teams is an important aspect of learning in various educational settings. Although education has embraced instructional strategies that use multiple learners to facilitate learning, the benefits of team-based learning need to be substantiated. There are limited efforts to evaluate the efficacy of learning processes associated with…

Preparing Academic Medical Centers for the Clinical Learning Environment Review: Alliance of Independent Academic Medical Centers National Initiative IV Outcomes and Evaluation

PubMed Central

Wehbe-Janek, Hania; Markova, Tsveti; Polis, Rachael L.; Peters, Marguerite; Liu, Yang

2016-01-01

Background: Driven by changes to improve quality in patient care and population health while reducing costs, evolvement of the health system calls for restructuring health professionals' education and aligning it with the healthcare delivery system. In response to these changes, the Accreditation Council for Graduate Medical Education's Clinical Learning Environment Review (CLER) encourages the integration of health system leadership, faculty, and residents in restructuring graduate medical education (GME). Innovative approaches to achieving this restructuring and the CLER objectives are essential. Methods: The Alliance of Independent Academic Medical Centers National Initiative (NI) IV provided a multiinstitutional learning collaborative focused on supporting GME redesign. From October 2013 through March 2015, participants conducted relevant projects, attended onsite meetings, and participated in teleconferences and webinars addressing the CLER areas. Participants shared best practices, resources, and experiences. We designed a pre/post descriptive study to examine outcomes. Results: Thirty-three institutions completed NI IV, and at its conclusion, the majority reported greater CLER readiness compared with baseline. Twenty-two (88.0%) institutions reported that NI IV had a great impact on advancing their efforts in the CLER area of their project focus, and 15 (62.5%) reported a great impact in other CLER focus areas. Opportunities to share progress with other teams and the national group meetings were reported to contribute to teams' success. Conclusion: The NI IV learning collaborative prepared institutions for CLER, suggesting successful integration of the clinical and educational enterprises. We propose that national learning collaboratives of GME-sponsoring health systems enable advancement of their education mission, leading ultimately to better healthcare outcomes. This learning model may be generalizable to newfound programs for academic medical centers

Team Learning on the Edge of Chaos

ERIC Educational Resources Information Center

Fisser, Sandra; Browaeys, Marie-Joelle

2010-01-01

Purpose: Organizations as complex networks aim to survive. The purpose of this paper is to provide an alternative perspective to current organizational challenges by considering team learning as key factor for surviving this turbulent environment. Design/methodology/approach: The dominating approach in this paper comes from the complexity…

Tackling student neurophobia in neurosciences block with team-based learning

PubMed Central

Anwar, Khurshid; Shaikh, Abdul A.; Sajid, Muhammad R.; Cahusac, Peter; Alarifi, Norah A.; Al Shedoukhy, Ahlam

2015-01-01

Introduction Traditionally, neurosciences is perceived as a difficult course in undergraduate medical education with literature suggesting use of the term “Neurophobia” (fear of neurology among medical students). Instructional strategies employed for the teaching of neurosciences in undergraduate curricula traditionally include a combination of lectures, demonstrations, practical classes, problem-based learning and clinico-pathological conferences. Recently, team-based learning (TBL), a student-centered instructional strategy, has increasingly been regarded by many undergraduate medical courses as an effective method to assist student learning. Methods In this study, 156 students of year-three neuroscience block were divided into seven male and seven female groups, comprising 11–12 students in each group. TBL was introduced during the 6 weeks of this block, and a total of eight TBL sessions were conducted during this duration. We evaluated the effect of TBL on student learning and correlated it with the student's performance in summative assessment. Moreover, the students’ perceptions regarding the process of TBL was assessed by online survey. Results We found that students who attended TBL sessions performed better in the summative examinations as compared to those who did not. Furthermore, students performed better in team activities compared to individual testing, with male students performing better with a more favorable impact on their grades in the summative examination. There was an increase in the number of students achieving higher grades (grade B and above) in this block when compared to the previous block (51.7% vs. 25%). Moreover, the number of students at risk for lower grades (Grade B- and below) decreased in this block when compared to the previous block (30.6% vs. 55%). Students generally elicited a favorable response regarding the TBL process, as well as expressed satisfaction with the content covered and felt that such activities led to

The use of team-based, guided inquiry learning to overcome educational disadvantages in learning human physiology: a structural equation model.

PubMed

Rathner, Joseph A; Byrne, Graeme

2014-09-01

The study of human bioscience is viewed as a crucial curriculum in allied health. Nevertheless, bioscience (and particularly physiology) is notoriously difficult for undergraduates, particularly academically disadvantaged students. So endemic are the high failure rates (particularly in nursing) that it has come to be known as "the human bioscience problem." In the present report, we describe the outcomes for individual success in studying first-year human physiology in a subject that emphasises team-based active learning as the major pedagogy for mastering subject learning outcomes. Structural equation modeling was used to develop a model of the impact team learning had on individual performance. Modeling was consistent with the idea that students with similar academic abilities (as determined by tertiary entrance rank) were advantaged (scored higher on individual assessment items) by working in strong teams (teams that scored higher in team-based assessments). Analysis of covariance revealed that students who studied the subject with active learning as the major mode of learning activities outperformed students who studied the subject using the traditional didactic teaching format (lectures and tutorials, P = 0.000). After adjustment for tertiary entrance rank (via analysis of covariance) on two individual tests (the final exam and a late-semester in-class test), individual student grades improved by 8% (95% confidence interval: 6-10%) and 12% (95% confidence interval: 10-14%) when students engaged in team-based active learning. These data quantitatively support the notion that weaker students working in strong teams can overcome their educational disadvantages. Copyright © 2014 The American Physiological Society.

The use of team-based, guided inquiry learning to overcome educational disadvantages in learning human physiology: a structural equation model

PubMed Central

Byrne, Graeme

2014-01-01

The study of human bioscience is viewed as a crucial curriculum in allied health. Nevertheless, bioscience (and particularly physiology) is notoriously difficult for undergraduates, particularly academically disadvantaged students. So endemic are the high failure rates (particularly in nursing) that it has come to be known as “the human bioscience problem.” In the present report, we describe the outcomes for individual success in studying first-year human physiology in a subject that emphasises team-based active learning as the major pedagogy for mastering subject learning outcomes. Structural equation modeling was used to develop a model of the impact team learning had on individual performance. Modeling was consistent with the idea that students with similar academic abilities (as determined by tertiary entrance rank) were advantaged (scored higher on individual assessment items) by working in strong teams (teams that scored higher in team-based assessments). Analysis of covariance revealed that students who studied the subject with active learning as the major mode of learning activities outperformed students who studied the subject using the traditional didactic teaching format (lectures and tutorials, P = 0.000). After adjustment for tertiary entrance rank (via analysis of covariance) on two individual tests (the final exam and a late-semester in-class test), individual student grades improved by 8% (95% confidence interval: 6–10%) and 12% (95% confidence interval: 10–14%) when students engaged in team-based active learning. These data quantitatively support the notion that weaker students working in strong teams can overcome their educational disadvantages. PMID:25179611

How can leaders foster team learning? Effects of leader-assigned mastery and performance goals and psychological safety.

PubMed

Ashauer, Shirley A; Macan, Therese

2013-01-01

Learning and adapting to change are imperative as teams today face unprecedented change. Yet, an important part of learning involves challenging assumptions and addressing differences of opinion openly within a group--the kind of behaviors that pose the potential for embarrassment or threat. How can leaders foster an environment in which team members feel it is safe to take interpersonal risks in order to learn? In a study of 71 teams, we found that psychological safety and learning behavior were higher for teams with mastery than performance goal instructions or no goal instructions. Team psychological safety mediated the relationship between mastery and performance goal instructions and learning behavior. Findings contribute to our understanding of how leader-assigned goals are related to psychological safety and learning behavior in a team context, and suggest approaches to foster such processes.

Association of medical home team-based care functions and perceived improvements in patient-centered care at VHA primary care clinics.

PubMed

Helfrich, Christian D; Dolan, Emily D; Fihn, Stephan D; Rodriguez, Hector P; Meredith, Lisa S; Rosland, Ann-Marie; Lempa, Michele; Wakefield, Bonnie J; Joos, Sandra; Lawler, Lauren H; Harvey, Henry B; Stark, Richard; Schectman, Gordon; Nelson, Karin M

2014-12-01

Team-based care is central to the patient-centered medical home (PCMH), but most PCMH evaluations measure team structure exclusively. We assessed team-based care in terms of team structure, process and effectiveness, and the association with improvements in teams׳ abilities to deliver patient-centered care. We fielded a cross-sectional survey among 913 VA primary care clinics implementing a PCMH model in 2012. The dependent variable was clinic-level respondent-reported improvements in delivery of patient-centered care. Independent variables included three sets of measures: (1) team structure, (2) team process, and (3) team effectiveness. We adjusted for clinic workload and patient comorbidity. 4819 surveys were returned (25% estimated response rate). The highest ratings were for team structure (median of 89% of respondents being assigned to a teamlet, i.e., a PCP working with the same clinical associate, nurse care manager and clerk) and lowest for team process (median of 10% of respondents reporting the lowest level of stress/chaos). In multivariable regression, perceived improvements in patient-centered care were most strongly associated with participatory decision making (β=32, P<0.0001) and history of change in the clinic (β=18, P=0008) (both team processes). A stressful/chaotic clinic environment was associated with higher barriers to patient centered care (β=0.16-0.34, P=<0.0001), and lower improvements in patient-centered care (β=-0.19, P=0.001). Team process and effectiveness measures, often omitted from PCMH evaluations, had stronger associations with perceived improvements in patient-centered care than team structure measures. Team process and effectiveness measures may facilitate synthesis of evaluation findings and help identify positive outlier clinics. Published by Elsevier Inc.

Virtual Teams and Human Work Interaction Design - Learning to Work in and Designing for Virtual Teams

NASA Astrophysics Data System (ADS)

Orngreen, Rikke; Clemmensen, Torkil; Pejtersen, Annelise Mark

The boundaries and work processes for how virtual teams interact are undergoing changes, from a tool and stand-alone application orientation, to the use of multiple generic platforms chosen and redesigned to the specific context. These are often at the same time designed both by professional software developers and the individual members of the virtual teams, rather than determined on a single organizational level. There may be no impact of the technology per se on individuals, groups or organizations, as the technology for virtual teams rather enhance situation ambiguity and disrupt existing task-artifact cycles. This ambiguous situation calls for new methods for empirical work analysis and interaction design that can help us understand how organizations, teams and individuals learn to organize, design and work in virtual teams in various networked contexts.

The effect of team accelerated instruction on students’ mathematics achievement and learning motivation

NASA Astrophysics Data System (ADS)

Sri Purnami, Agustina; Adi Widodo, Sri; Charitas Indra Prahmana, Rully

2018-01-01

This study aimed to know the improvement of achievement and motivation of learning mathematics by using Team Accelerated Instruction. The research method used was the experiment with descriptive pre-test post-test experiment. The population in this study was all students of class VIII junior high school in Jogjakarta. The sample was taken using cluster random sampling technique. The instrument used in this research was questionnaire and test. Data analysis technique used was Wilcoxon test. It concluded that there was an increase in motivation and student achievement of class VII on linear equation system material by using the learning model of Team Accelerated Instruction. Based on the results of the learning model Team Accelerated Instruction can be used as a variation model in learning mathematics.

An Innovative Teaching Method To Promote Active Learning: Team-Based Learning

NASA Astrophysics Data System (ADS)

Balasubramanian, R.

2007-12-01

Traditional teaching practice based on the textbook-whiteboard- lecture-homework-test paradigm is not very effective in helping students with diverse academic backgrounds achieve higher-order critical thinking skills such as analysis, synthesis, and evaluation. Consequently, there is a critical need for developing a new pedagogical approach to create a collaborative and interactive learning environment in which students with complementary academic backgrounds and learning skills can work together to enhance their learning outcomes. In this presentation, I will discuss an innovative teaching method ('Team-Based Learning (TBL)") which I recently developed at National University of Singapore to promote active learning among students in the environmental engineering program with learning abilities. I implemented this new educational activity in a graduate course. Student feedback indicates that this pedagogical approach is appealing to most students, and promotes active & interactive learning in class. Data will be presented to show that the innovative teaching method has contributed to improved student learning and achievement.

No More Heroes: Entrepreneurial Learning in the SME Management Team

ERIC Educational Resources Information Center

Mckeown, Ian

2010-01-01

Entrepreneurship is increasingly viewed as a plural rather than singular endeavour. This paper develops a conceptual framework of team-based entrepreneurial learning, challenging the myth of the entrepreneurial "Lone Ranger" and revealing the significance of power structures in the SME management team in mediating what is and is not learnt.…

Team-Based Activities to Promote Engaged Learning

ERIC Educational Resources Information Center

Lightner, Sharon; Bober, Marcie J.; Willi, Caroline

2007-01-01

Like their counterparts in other disciplines, accounting educators are gradually moving away from talk-and-chalk lectures to project-based learning, real-world problem solving, and team collaboration. Slower to change are the ways in which the impact of these innovative teaching methods have been assessed, with student reactions and traditional…

Community Learning Centers

ERIC Educational Resources Information Center

Jennings, Wayne

2005-01-01

The Community Learning Centers plan provides a systemically changed model for the 21st century. This top-to-bottom transformation of current education addresses all aspects of schools with a detailed framework to guide serious educational reformers. This fresh approach to principles of learning, curriculum, staffing, facilities, student as…

The Dynamics of Team Characteristics within Professional Learning Communities

ERIC Educational Resources Information Center

Morr, Shelly D.

2010-01-01

Purpose: The purpose of this study was to determine if Professional Learning Communities in elementary schools that have strong evidence of the five dimensions of a Professional Learning Community have a higher degree of teamness than those schools that do not have strong evidence. Methodology: Using a descriptive and ex post facto study, the…

Team Design Communication Patterns in e-Learning Design and Development

ERIC Educational Resources Information Center

Rapanta, Chrysi; Maina, Marcelo; Lotz, Nicole; Bacchelli, Alberto

2013-01-01

Prescriptive stage models have been found insufficient to describe the dynamic aspects of designing, especially in interdisciplinary e-learning design teams. There is a growing need for a systematic empirical analysis of team design processes that offer deeper and more detailed insights into instructional design (ID) than general models can offer.…

Problem-Based Service Learning: The Evolution of a Team Project

ERIC Educational Resources Information Center

Connor-Greene, Patricia A.

2002-01-01

In this article, I describe the evolution of a problem-based service learning project in an undergraduate Abnormal Psychology course. Students worked in teams on a semester-long project to locate and evaluate information and treatment for specific psychiatric disorders. As part of the project, each team selected relevant bibliographic materials,…

Peer Evaluation in Blended Team Project-Based Learning: What Do Students Find Important?

ERIC Educational Resources Information Center

Lee, Hye-Jung; Lim, Cheolil

2012-01-01

Team project-based learning is reputed to be an appropriate way to activate interactions among students and to encourage knowledge building through collaborative learning. Peer evaluation is an effective way for each student to participate actively in a team project. This article investigates the issues that are important to students when…

Cooperative Language Learning: Increasing Opportunities for Learning in Teams

ERIC Educational Resources Information Center

Wichadee, Saovapa; Orawiwatnakul, Wiwat

2012-01-01

This paper conceptualizes cooperative language learning, group instruction which is under the learner-centered approach where the groups are formed in such a way that each member performs his or her task to achieve the goal. Previous research indicates that cooperative language learning doesn't only improve learners' language skills, but also…

The Relationship between Shared Mental Models and Task Performance in an Online Team- Based Learning Environment

ERIC Educational Resources Information Center

Johnson, Tristan E.; Lee, Youngmin

2008-01-01

In an effort to better understand learning teams, this study examines the effects of shared mental models on team and individual performance. The results indicate that each team's shared mental model changed significantly over the time that subjects participated in team-based learning activities. The results also showed that the shared mental…

Theoretical Foundations of "Competitive Team-Based Learning"

ERIC Educational Resources Information Center

Hosseini, Seyed Mohammad Hassan

2010-01-01

This paper serves as a platform to precisely substantiate the success of "Competitive Team-Based Learning" (CTBL) as an effective and rational educational approach. To that end, it brings to the fore part of the (didactic) theories and hypotheses which in one way or another delineate and confirm the mechanisms under which successful…

Development and Determination of Reliability and Validity of Professional Learning Community Collaborative Team Survey (CTS)

ERIC Educational Resources Information Center

Colvin, Joshua A.

2013-01-01

The study of transformative learning within collaborative teams was conducted to gain new applicable knowledge used to influence overall school improvement and implementation of professional learning communities. To obtain this new knowledge, the Professional Learning Community Collaborative Team Survey (CTS) was developed and psychometrically…

Importance of Diversified Leadership Roles in Improving Team Effectiveness in a Virtual Collaboration Learning Environment

ERIC Educational Resources Information Center

Chen, Charlie C.; Wu, Jiinpo; Yang, Samuel C.; Tsou, Hsin-Yi

2008-01-01

Virtual teams enabled by information and communications technologies (ICT) are increasingly being adopted not only by for-profit organizations but also by education institutions as well. This study investigates what contributes to the success of virtual learning teams. Specifically, we examine the issue of leadership in virtual learning teams. The…

Preferences for Team Learning and Lecture-Based Learning among First-Year Undergraduate Accounting Students

ERIC Educational Resources Information Center

Opdecam, Evelien; Everaert, Patricia; Van Keer, Hilde; Buysschaert, Fanny

2014-01-01

This study investigates students' "preference" for team learning and its effectiveness, compared to lecture-based learning. A quasi-experiment was set up in a financial accounting course in the first-year undergraduate of the Economics and Business Administration Program, where students had to choose between one of the two learning…

Team-Based Learning: The Importance of Attendance

ERIC Educational Resources Information Center

Jakobsen, Krisztina V.; McIlreavy, Megan; Marrs, Sarah

2014-01-01

Using a quasi-experimental design, the authors examined student performance (i.e., exam scores) in a traditional, lecture-based course (n = 43) and a team-based learning (TBL) course (n = 47). Students from James Madison University, USA--who were unaware that the two sections of the course were taught using different methods--self-selected into…

Making Teamwork Work: Team Knowledge for Team Effectiveness.

PubMed

Guchait, Priyanko; Lei, Puiwa; Tews, Michael J

2016-01-01

This study examined the impact of two types of team knowledge on team effectiveness. The study assessed the impact of taskwork knowledge and teamwork knowledge on team satisfaction and performance. A longitudinal study was conducted with 27 service-management teams involving 178 students in a real-life restaurant setting. Teamwork knowledge was found to impact both team outcomes. Furthermore, team learning behavior was found to mediate the relationships between teamwork knowledge and team outcomes. Educators and managers should therefore ensure these types of knowledge are developed in teams along with learning behavior for maximum effectiveness.

Teaching and Learning in the Era of the Common Core: An Introduction to the Project and the Nine Research Papers in the "Students at the Center" Series

ERIC Educational Resources Information Center

Jobs for the Future, 2012

2012-01-01

Despite the wide interest in and need for student-centered approaches to learning, educators have scant access to a comprehensive accounting of the key components of it. To build the knowledge base for the emerging field of student-centered learning, Jobs for the Future, a national nonprofit based in Boston, commissioned papers from nine teams of…

IS Learning: The Impact of Gender and Team Emotional Intelligence

ERIC Educational Resources Information Center

Dunaway, Mary M.

2013-01-01

In university settings, dysfunction in teamwork often challenges problem-based learning in IS projects. Researchers of IS Education have largely overlooked Team Emotional Intelligence (TEI), which offers a collective cognitive skill that may benefit the student learning experience. Hypothesized are four dimensions of emotional intelligence (EI)…

Concurrent Mission and Systems Design at NASA Glenn Research Center: The Origins of the COMPASS Team

NASA Technical Reports Server (NTRS)

McGuire, Melissa L.; Oleson, Steven R.; Sarver-Verhey, Timothy R.

2012-01-01

Established at the NASA Glenn Research Center (GRC) in 2006 to meet the need for rapid mission analysis and multi-disciplinary systems design for in-space and human missions, the Collaborative Modeling for Parametric Assessment of Space Systems (COMPASS) team is a multidisciplinary, concurrent engineering group whose primary purpose is to perform integrated systems analysis, but it is also capable of designing any system that involves one or more of the disciplines present in the team. The authors were involved in the development of the COMPASS team and its design process, and are continuously making refinements and enhancements. The team was unofficially started in the early 2000s as part of the distributed team known as Team JIMO (Jupiter Icy Moons Orbiter) in support of the multi-center collaborative JIMO spacecraft design during Project Prometheus. This paper documents the origins of a concurrent mission and systems design team at GRC and how it evolved into the COMPASS team, including defining the process, gathering the team and tools, building the facility, and performing studies.

Team-Based Learning in the Humanities Classroom: "Women's Environmental Writing" as a Case Study

ERIC Educational Resources Information Center

Harde, Roxanne

2015-01-01

This essay presents the adaptation of Team-Based Learning (TBL) for a course that uses ecofeminist approaches to environmental literature. Developed originally for use in professional programs, TBL's cornerstones are permanent learning teams, preparation, application, and timely assessment (Michaelsen, Knight, & Fink, 2002). I wanted my…

Global Data Assembly Center (GDAC) Report to the GHRSST Science Team

NASA Technical Reports Server (NTRS)

Armstrong, Edward; Vazquez, Jorge; Bingham, Andy; Gierach, Michelle; Huang, Thomas; Chen, Cynthia; Finch, Chris; Thompson, Charles

2013-01-01

In 2012-2013 the Global Data Assembly Center (GDAC) at NASA's Physical Oceanography Distributed Active Archive Center (PO.DAAC) continued its role as the primary clearinghouse and access node for operational GHRSST data streams, as well as its collaborative role with the NOAA Long Term Stewardship and Reanalysis Facility (LTSRF) for archiving. Our presentation reported on our data management activities and infrastructure improvements since the last science team meeting in 2012.

Optimize Knowledge Sharing, Team Effectiveness, and Individual Learning within the Flipped Team-Based Classroom

ERIC Educational Resources Information Center

Huang, Chung-Kai; Lin, Chun-Yu; Lin, Zih-Cin; Wang, Cui; Lin, Chia-Jung

2017-01-01

Due to the competitive and fast-changing nature of external business environments, university students should acquire knowledge of how to cooperate, share knowledge, and enhance team effectiveness and individual learning in the future workplace. Consequently, the redesign of business courses in higher education merits more discussion. Based on the…

The Impact of Managerial Coaching on Learning Outcomes within the Team Context: An Analysis

ERIC Educational Resources Information Center

Hagen, Marcia; Aguilar, Mariya Gavrilova

2012-01-01

This study investigates the relationship between coaching expertise, project difficulty, and team empowerment on team learning outcomes within the context of a high-performance work team. Variables were tested using multiple regression analysis. The data were analyzed for two groups--team leaders and team members--using t-tests, factor analysis,…

Child Development Associate. Learning Centers.

ERIC Educational Resources Information Center

Oscar Rose Junior Coll., Midwest City, OK.

One of a series of 18, this Child Development Associate (CDA) training module provides a guide to the construction of learning centers in preschool settings. Upon completion of the module the CDA trainee is expected to be able to analyze and improve the arrangement of space, materials and equipment; specify and rotate learning centers in the…

Building social capital with interprofessional student teams in rural settings: A service-learning model.

PubMed

Craig, Pippa L; Phillips, Christine; Hall, Sally

2016-08-01

To describe outcomes of a model of service learning in interprofessional learning (IPL) aimed at developing a sustainable model of training that also contributed to service strengthening. A total of 57 semi-structured interviews with key informants and document review exploring the impacts of interprofessional student teams engaged in locally relevant IPL activities. Six rural towns in South East New South Wales. Local facilitators, staff of local health and other services, health professionals who supervised the 89 students in 37 IPL teams, and academic and administrative staff. Perceived benefits as a consequence of interprofessional, service-learning interventions in these rural towns. Reported outcomes included increased local awareness of a particular issue addressed by the team; improved communication between different health professions; continued use of the team's product or a changed procedure in response to the teams' work; and evidence of improved use of a particular local health service. Given the limited workforce available in rural areas to supervise clinical IPL placements, a service-learning IPL model that aims to build social capital may be a useful educational model. © 2015 National Rural Health Alliance Inc.

TEAM. English Language Center. Numbers 43-45, Spring-Winter 1983.

ERIC Educational Resources Information Center

Egan, Dennis, Ed.

1983-01-01

Three issues of the journal "TEAM" are presented. Each issue contains feature articles, a section on teaching techniques, book reviews, English Language Center news items, and announcements. The articles in these three issues deal with the following topics: the freshman English course at the University of Minerals and Petroleum, a course in…

Assessing Teamwork Skills for Assurance of Learning Using CATME Team Tools

ERIC Educational Resources Information Center

Loughry, Misty L.; Ohland, Matthew W.; Woehr, David J.

2014-01-01

Colleges of business must meet assurance of learning requirements to gain or maintain AACSB accreditation under the new standards adopted April 8, 2013. Team skills are among the most important skills desired by recruiters, yet employers and scholars perceive that team skills are frequently deficient in college graduates. This article describes…

The Effect of Team-Based Learning on Student Attitudes and Satisfaction

ERIC Educational Resources Information Center

Reinig, Bruce A.; Horowitz, Ira; Whittenburg, Gerald E.

2011-01-01

We examined student attitudes toward a team-based learning method known as the readiness assurance process encompassing team exams to model how student satisfaction is initially shaped and subsequently changed over time as a function of scholastic performance and perceived development of professional skills (PS). We found that students were…

The Effects of Team-Based Learning on Social Studies Knowledge Acquisition in High School

ERIC Educational Resources Information Center

Wanzek, Jeanne; Vaughn, Sharon; Kent, Shawn C.; Swanson, Elizabeth A.; Roberts, Greg; Haynes, Martha; Fall, Anna-Mária; Stillman-Spisak, Stephanie J.; Solis, Michael

2014-01-01

This randomized control trial examined the efficacy of team-based learning implemented within 11th-grade social studies classes. A randomized blocked design was implemented with 26 classes randomly assigned to treatment or comparison. In the treatment classes teachers implemented team-based learning practices to support students in engaging in…

Technological Alternatives to Paper-Based Components of Team-Based Learning

ERIC Educational Resources Information Center

Robinson, Daniel H.; Walker, Joshua D.

2008-01-01

The authors have been using components of team-based learning (TBL) in two undergraduate courses at the University of Texas for several years: an educational psychology survey course--Cognition, Human Learning and Motivation--and Introduction to Statistics. In this chapter, they describe how they used technology in classes of fifty to seventy…

Social Work Students' Perceptions of Team-Based Learning

ERIC Educational Resources Information Center

Macke, Caroline; Taylor, Jessica Averitt; Taylor, James E.; Tapp, Karen; Canfield, James

2015-01-01

This study sought to examine social work students' perceptions of Team-Based Learning (N = 154). Aside from looking at overall student perceptions, comparative analyses examined differences in perceptions between BSW and MSW students, and between Caucasian students and students of color. Findings for the overall sample revealed favorable…

An Implementation of Active Learning: Assessing the Effectiveness of the Team Infomercial Assignment

ERIC Educational Resources Information Center

Matveev, Alexei V.; Milter, Richard G.

2010-01-01

This article examines the effectiveness of the team infomercial assignment as an active learning tool in undergraduate courses. The structure and three phases of the team infomercial assignment, as well as student evaluations and feedback, are presented. We investigated student experiences working on the team infomercial assignment, the common…

Laboratory Exercise in Behavioral Genetics Using Team-Based Learning Strategies

ERIC Educational Resources Information Center

Peterson, Elizabeth K.; Carrico, Pauline

2015-01-01

In this paper, we describe a two-week learning module where students tested the role of the "fruitless" gene on aggression and courtship in "Drosophila melanogaster" via team-based learning (TBL) strategies. The purpose of this module was to determine if TBL could be used in the future as a platform to implement the course…

Concept mapping to improve team work, team learning and care of the person with dementia and behavioural and psychological symptoms.

PubMed

Aberdeen, Suzanne M; Byrne, Graeme

2018-04-01

The incidence of behavioural and psychological symptoms of dementia in residential aged care facilities is high. Effective team work and knowledgeable staff are cited as important facilitators of appropriate care responses to clients with these symptoms, but to achieve this within a resource-poor workplace can be challenging. In the study reported in this paper, concept mapping was trialled to enhance multifocal person-centred assessment and care planning as well as team learning. The outcomes of team concept mapping were evaluated using a quasi-experimental design with pre- and post-testing in 11 selected Australian residential aged care facilities , including two control residential aged care facilities , over a nine-month period. It was demonstrated that use of concept mapping improved team function, measured as effectiveness of care planning, as well as enhancing learning, with increased knowledge of dementia care even amongst staff who were not directly involved with the process. It is suggested that these results may be generalizable to other countries and care settings.

Consequences of Team Charter Quality: Teamwork Mental Model Similarity and Team Viability in Engineering Design Student Teams

ERIC Educational Resources Information Center

Conway Hughston, Veronica

2014-01-01

Since 1996 ABET has mandated that undergraduate engineering degree granting institutions focus on learning outcomes such as professional skills (i.e. solving unstructured problems and working in teams). As a result, engineering curricula were restructured to include team based learning--including team charters. Team charters were diffused into…

Theoretically-Driven Infrastructure for Supporting Healthcare Teams Training at a Military Treatment Facility

NASA Technical Reports Server (NTRS)

Turner, Robert T.; Parodi, Andrea V.

2011-01-01

The Team Resource Center (TRC) at Naval Medical Center Portsmouth (NMCP) currently hosts a tri-service healthcare teams training course three times annually . The course consists of didactic learning coupled with simulation exercises to provide an interactive educational experience for healthcare professionals. The course is also the foundation of a research program designed to explore the use of simulation technologies for enhancing team training and evaluation. The TRC has adopted theoretical frameworks for evaluating training readiness and efficacy, and is using these frameworks to guide a systematic reconfiguration of the infrastructure supporting healthcare teams training and research initiatives at NMCP.

Participative Work Design in Lean Production: A Strategy for Dissolving the Paradox between Standardized Work and Team Proactivity by Stimulating Team Learning?

ERIC Educational Resources Information Center

Lantz, Annika; Hansen, Niklas; Antoni, Conny

2015-01-01

Purpose: The purpose of this paper is to explore job design mechanisms that enhance team proactivity within a lean production system where autonomy is uttermost restricted. We propose and test a model where the team learning process of building shared meaning of work mediates the relationship between team participative decision-making, inter team…

Developing a programme theory to explain how primary health care teams learn to respond to intimate partner violence: a realist case-study.

PubMed

Goicolea, Isabel; Hurtig, Anna-Karin; San Sebastian, Miguel; Vives-Cases, Carmen; Marchal, Bruno

2015-06-09

Despite the progress made on policies and programmes to strengthen primary health care teams' response to Intimate Partner Violence, the literature shows that encounters between women exposed to IPV and health-care providers are not always satisfactory, and a number of barriers that prevent individual health-care providers from responding to IPV have been identified. We carried out a realist case study, for which we developed and tested a programme theory that seeks to explain how, why and under which circumstances a primary health care team in Spain learned to respond to IPV. A realist case study design was chosen to allow for an in-depth exploration of the linkages between context, intervention, mechanisms and outcomes as they happen in their natural setting. The first author collected data at the primary health care center La Virgen (pseudonym) through the review of documents, observation and interviews with health systems' managers, team members, women patients, and members of external services. The quality of the IPV case management was assessed with the PREMIS tool. This study found that the health care team at La Virgen has managed 1) to engage a number of staff members in actively responding to IPV, 2) to establish good coordination, mutual support and continuous learning processes related to IPV, 3) to establish adequate internal referrals within La Virgen, and 4) to establish good coordination and referral systems with other services. Team and individual level factors have triggered the capacity and interest in creating spaces for team leaning, team work and therapeutic responses to IPV in La Virgen, although individual motivation strongly affected this mechanism. Regional interventions did not trigger individual and/ or team responses but legitimated the workings of motivated professionals. The primary health care team of La Virgen is involved in a continuous learning process, even as participation in the process varies between professionals. This

Teacher, Team, and School Change through Reciprocal Learning

ERIC Educational Resources Information Center

Cherkowski, Sabre; Schnellert, Leyton

2018-01-01

This paper documents the first year of a qualitative case study investigating the experiences of reciprocal learning teams of teachers within a small, rural secondary school. The purpose of this study was to examine how teachers experienced collaborative professional development (PD) and how their experiences contributed to developing the culture…

Student-Faculty Team Teaching--A Collaborative Learning Approach

ERIC Educational Resources Information Center

Gucciardi, Enza; Mach, Calvin; Mo, Stephanie

2016-01-01

In this study, we aim to gage students' satisfaction, learning outcomes, and experiences with student-faculty team-teaching in an undergraduate quantitative-research-methods course. Three peer tutors co-taught with a faculty instructor each year, receiving pedagogical-placement credits. Data were collected via bi-weekly journals, a focus group,…

An Exploratory Study Comparing the Effectiveness of Lecturing versus Team-Based Learning

ERIC Educational Resources Information Center

Huggins, Christopher M.; Stamatel, Janet P.

2015-01-01

Lecturing has been criticized for fostering a passive learning environment, emphasizing a one-way flow of information, and not adequately engaging students. In contrast, active-learning approaches, such as team-based learning (TBL), prioritize student interaction and engagement and create multidirectional flows of information. This paper presents…

Exploring Middle School Math Teachers' Perceptions of the Effectiveness of Collaborative Learning Teams within Professional Learning Communities

ERIC Educational Resources Information Center

Rawding, Molly Rothermel

2013-01-01

The purpose of this qualitative study was to explore the perceptions of what makes a collaborative learning team (CLT) effective for novice and experienced teachers. Professional learning communities have emerged as one approach for job-embedded professional learning so that teachers have the opportunity to collaborate with the end goal of…

A multi-instructor, team-based, active-learning exercise to integrate basic and clinical sciences content.

PubMed

Kolluru, Srikanth; Roesch, Darren M; Akhtar de la Fuente, Ayesha

2012-03-12

To introduce a multiple-instructor, team-based, active-learning exercise to promote the integration of basic sciences (pathophysiology, pharmacology, and medicinal chemistry) and clinical sciences in a doctor of pharmacy curriculum. A team-based learning activity that involved pre-class reading assignments, individual-and team-answered multiple-choice questions, and evaluation and discussion of a clinical case, was designed, implemented, and moderated by 3 faculty members from the pharmaceutical sciences and pharmacy practice departments. Student performance was assessed using a multiple-choice examination, an individual readiness assurance test (IRAT), a team readiness assurance test (TRAT), and a subjective, objective, assessment, and plan (SOAP) note. Student attitudes were assessed using a pre- and post-exercise survey instrument. Students' understanding of possible correct treatment strategies for depression improved. Students were appreciative of this true integration of basic sciences knowledge in a pharmacotherapy course and to have faculty members from both disciplines present to answer questions. Mean student score on the on depression module for the examination was 80.4%, indicating mastery of the content. An exercise led by multiple instructors improved student perceptions of the importance of team-based teaching. Integrated teaching and learning may be achieved when instructors from multiple disciplines work together in the classroom using proven team-based, active-learning exercises.

The Effect of Cooperative Learning Model of Teams Games Tournament (TGT) and Students' Motivation toward Physics Learning Outcome

ERIC Educational Resources Information Center

Nadrah; Tolla, Ismail; Ali, Muhammad Sidin; Muris

2017-01-01

This research aims at describing the effect of cooperative learning model of Teams Games Tournament (TGT) and motivation toward physics learning outcome. This research was a quasi-experimental research with a factorial design conducted at SMAN 2 Makassar. Independent variables were learning models. They were cooperative learning model of TGT and…

A Culture of Learning: Inside a Living-Learning Center

ERIC Educational Resources Information Center

Kranzow, Jeannine; Hinkle, Sara E.; Muthiah, Richard; Davis, Colin

2015-01-01

Exploring the culture of a living-learning center, this study examines the educational practices that aim to link in- and out-of-class experiences. Through a cultural lens, the authors offer a glimpse into a living-learning center located within a state institution in the Midwest that models a way of effectively connecting the curricular and…

Full Day Early Learning Kindergarten Program Team: Perspectives from the Principal

ERIC Educational Resources Information Center

Shahbazi, Sara; Salinitri, Geri

2016-01-01

The Full Day Early Learning Kindergarten (FDK) Program has expanded the role of the principal and has altered the teaching dynamics of the classroom with the introduction of an early years team. The early years team consists of a certified teacher with the Ontario College of Teachers and a registered early childhood educator from the College of…

Exploring Team-Based Learning at a State University

ERIC Educational Resources Information Center

Leisey, Monica; Mulcare, Dan; Comeford, Lorrie; Kudrimoti, Sanjay

2014-01-01

A small group of faculty at Salem State University representing the disciplines of Chemistry, Finance, Geography, Political Science, and Social Work implemented a Team-Based Learning (TBL) model in their courses to explore its efficacy for increasing student engagement. Surveys were used to collect pre- and post-data from students to determine the…

Developing patient-centered teams: The role of sharing stories about patients and patient care.

PubMed

Bennett, Ariana H; Hassinger, Jane A; Martin, Lisa A; Harris, Lisa H; Gold, Marji

2015-09-01

Research indicates that health care teams are good for staff, patients, and organizations. The characteristics that make teams effective include shared objectives, mutual respect, clarity of roles, communication, trust, and collaboration. We were interested in examining how teams develop these positive characteristics. This paper explores the role of sharing stories about patients in developing patient-centered teams. Data for this paper came from 1 primary care clinic as part of a larger Providers Share Workshop study conducted by the University of Michigan. Each workshop included 5 facilitated group sessions in which staff met to talk about their work. This paper analyzes qualitative data from the workshops. Through an iterative process, research team members identified major themes, developed a coding scheme, and coded transcripts for qualitative data analysis. One of the most powerful ways group members connected was through sharing stories about their patients. Sharing clinical cases and stories helped participants bond around their shared mission of patient-centered care, build supportive relationships, enhance compassion for patients, communicate and resolve conflict, better understand workflows and job roles, develop trust, and increase morale. These attributes highlighted by participants correspond to those documented in the literature as important elements of teambuilding and key indicators of team effectiveness. The sharing of stories about patients seems to be a promising tool for positive team development in a primary care clinical setting and should be investigated further. (c) 2015 APA, all rights reserved).

Implementing the patient-centered medical home in complex adaptive systems: Becoming a relationship-centered patient-centered medical home.

PubMed

Flieger, Signe Peterson

This study explores the implementation experience of nine primary care practices becoming patient-centered medical homes (PCMH) as part of the New Hampshire Citizens Health Initiative Multi-Stakeholder Medical Home Pilot. The purpose of this study is to apply complex adaptive systems theory and relationship-centered organizations theory to explore how nine diverse primary care practices in New Hampshire implemented the PCMH model and to offer insights for how primary care practices can move from a structural PCMH to a relationship-centered PCMH. Eighty-three interviews were conducted with administrative and clinical staff at the nine pilot practices, payers, and conveners of the pilot between November and December 2011. The interviews were transcribed, coded, and analyzed using both a priori and emergent themes. Although there is value in the structural components of the PCMH (e.g., disease registries), these structures are not enough. Becoming a relationship-centered PCMH requires attention to reflection, sensemaking, learning, and collaboration. This can be facilitated by settings aside time for communication and relationship building through structured meetings about PCMH components as well as the implementation process itself. Moreover, team-based care offers a robust opportunity to move beyond the structures to focus on relationships and collaboration. (a) Recognize that PCMH implementation is not a linear process. (b) Implementing the PCMH from a structural perspective is not enough. Although the National Committee for Quality Assurance or other guidelines can offer guidance on the structural components of PCMH implementation, this should serve only as a starting point. (c) During implementation, set aside structured time for reflection and sensemaking. (d) Use team-based care as a cornerstone of transformation. Reflect on team structures and also interactions of the team members. Taking the time to reflect will facilitate greater sensemaking and learning and

Implementing the patient-centered medical home in complex adaptive systems: Becoming a relationship-centered patient-centered medical home

PubMed Central

Flieger, Signe Peterson

2017-01-01

Background This study explores the implementation experience of nine primary care practices becoming patient-centered medical homes (PCMH) as part of the New Hampshire Citizens Health Initiative Multi-Stakeholder Medical Home Pilot. Purpose The purpose of this study is to apply complex adaptive systems theory and relationship-centered organizations theory to explore how nine diverse primary care practices in New Hampshire implemented the PCMH model and to offer insights for how primary care practices can move from a structural PCMH to a relationship-centered PCMH. Methodology/Approach Eighty-three interviews were conducted with administrative and clinical staff at the nine pilot practices, payers, and conveners of the pilot between November and December 2011. The interviews were transcribed, coded, and analyzed using both a priori and emergent themes. Findings Although there is value in the structural components of the PCMH (e.g., disease registries), these structures are not enough. Becoming a relationship-centered PCMH requires attention to reflection, sensemaking, learning, and collaboration. This can be facilitated by settings aside time for communication and relationship building through structured meetings about PCMH components as well as the implementation process itself. Moreover, team-based care offers a robust opportunity to move beyond the structures to focus on relationships and collaboration. Practice Implications (a) Recognize that PCMH implementation is not a linear process. (b) Implementing the PCMH from a structural perspective is not enough. Although the National Committee for Quality Assurance or other guidelines can offer guidance on the structural components of PCMH implementation, this should serve only as a starting point. (c) During implementation, set aside structured time for reflection and sensemaking. (d) Use team-based care as a cornerstone of transformation. Reflect on team structures and also interactions of the team members. Taking

A pilot use of team-based learning in graduate public health education.

PubMed

Van der Putten, Marc; Vichit-Vadakan, Nuntavarn

2010-05-01

This pilot study was undertaken to determine the impact of team-based learning (TBL) on graduate students of public health in a Thai context. The pilot project adopted Michaelsen's approach with the aim of improving learning among Thai graduate students enrolled in public health ethics. This TBL approach attempted to motivate students to do pre-class reading and be active "in-class" learners. Pre-class preparation allowed teachers to address and concentrate on learning gaps, while team work promoted peer interaction and active learning. TBL was found to be useful in fostering student preparedness and to transform "passive" into "active" learning, which especially benefited students "academically at risk" through peer teaching opportunities. With TBL, students valued the relevance of the course content and learning materials. They had positive opinions regarding the effect of TBL on individual and group learning. TBL was perceived to be instrumental in translating conceptual into applicable knowledge, and stimulated individual efforts as well as accountability. This study should be useful to those considering using TBL for public health education.

User-Centered Computer Aided Language Learning

ERIC Educational Resources Information Center

Zaphiris, Panayiotis, Ed.; Zacharia, Giorgos, Ed.

2006-01-01

In the field of computer aided language learning (CALL), there is a need for emphasizing the importance of the user. "User-Centered Computer Aided Language Learning" presents methodologies, strategies, and design approaches for building interfaces for a user-centered CALL environment, creating a deeper understanding of the opportunities and…

Flipping my environmental geochemistry classroom using Team-Based Learning

NASA Astrophysics Data System (ADS)

Griffith, E. M.

2016-02-01

Recent studies indicate that active learning disproportionately benefits STEM students from disadvantaged backgrounds and women in male-dominated fields (Lorenzo et al., 2006; Haak et al., 2011). Freeman et al. (2014) went so far as to suggest that increasing the number of STEM graduates could be done, at least in part, by "abandoning traditional lecturing in favor of active learning". Motivated in part by these previous studies and working at a Hispanic-Serving Institution, I decided to flip my environmental geochemistry course, using Team-Based Learning (TBL) - an instructional strategy for using active learning in small groups (Michaelsen et al., 1982). The course is taught over a 3 hour long class period (once a week) with a mix of upper division undergraduate and graduate students from environmental science, geology, engineering, chemistry, and biological sciences. One of the major learning outcomes of my course is that students "will be able to explain and discuss environmental geochemical data and its significance with their peers." This is practiced each class period throughout the course using TBL, where both undergraduate and graduate students learn from each other and uncover misconceptions. It is essentially one version of a flipped classroom where the students' experience changes from acquiring course content in the classroom to applying course content in the classroom in teams. I will share an overview of the teaching and learning strategy and my experience as well as examples of activities done in the classroom. Cited references: Freeman et al. (2014) PNAS 111: 8410-8415; Haak et al. (2011) Science 332: 1213-1216; Lorenzo et al. (2006) Am J Phys 74: 118-122; Michaelsen et al. (1982) Organ Behav Teaching 7: 13-22.

Building an Undergraduate STEM Team Using Team-Based Learning Leading to the Production of a Storyboard Appropriate for Elementary Students

ERIC Educational Resources Information Center

Cutright, Teresa J.; Evans, Edward; Brantner, Justin S.

2014-01-01

A unique undergraduate team that spans five different engineering disciplines, chemistry, biology, and mathematics was formed. The team was formed to promote cross-disciplinary learning, to improve retention, and to prepare the students for the kind of problems they will face in their careers. This paper describes the variety of activities used…

Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach.

PubMed

McCoy, Lise; Pettit, Robin K; Kellar, Charlyn; Morgan, Christine

2018-01-01

Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction.

Center-Based Teaching and Children's Learning: The Effects of Learning Centers on Young Children's Growth and Development

ERIC Educational Resources Information Center

Bottini, Michael; Grossman, Sue

2005-01-01

Many early childhood professionals recommend the use of learning centers in classrooms for young children (Kostelnik, Soderman, & Whiren, 2004). Centers provide children with opportunities for making choices, working with others, being involved in hands-on activities, and becoming fully engaged in learning. In contrast, traditional classroom…

Developing professional attributes in critical care nurses using Team-Based Learning.

PubMed

Currey, Judy; Eustace, Paula; Oldland, Elizabeth; Glanville, David; Story, Ian

2015-05-01

Australian nurses prepare for specialty practice by undertaking postgraduate theoretical and clinical education in partnership models between universities and hospitals. In our global healthcare system, nurses require advanced critical thinking and strong communication skills to provide safe, high quality patient care. Yet, few education programs focus on developing these skills. Team-Based Learning (TBL) is a specific educational strategy that encourages and rewards students to think critically and solve clinical problems individually and in teams. The aim of this study was to investigate critical care nursing students' perceptions and experiences of TBL after it was introduced into the second half of their postgraduate specialty course. Following Ethics Committee approval, thirty-two students were invited to participate in an extended response questionnaire on their perceptions of TBL as part of a larger study. Data were analyzed thematically. Postgraduate students perceived their professional growth was accelerated due to the skills and knowledge acquired through TBL. Four themes underpinned the development and accelerated acquisition of specialty nurse attributes due to TBL: Engagement, Learning Effectiveness, Critical Thinking, and Motivation to Participate. Team-Based Learning offered deep and satisfying learning experiences for students. The early acquisition of advanced critical thinking, teamwork and communication skills, and specialty practice knowledge empowered nurses to provide safe patient care with confidence. Copyright © 2015 Elsevier Ltd. All rights reserved.

Professional Learning Communities and the Degree of Teamness in Riverside County High Schools

ERIC Educational Resources Information Center

Roberts, Benjamin A.

2013-01-01

Purpose. The purpose of this study was to determine if a significant difference in the degree of teamness in high school teams whose schools have strong evidence of the five dimensions of a Professional Learning Community, compared to high school teams in schools that do not have strong evidence of the five dimensions of a Professional Learning…

Does Team Formation Impact Student Performance, Effort and Attitudes in a College Course Employing Collaborative Learning?

ERIC Educational Resources Information Center

Pociask, Sarah; Gross, David; Shih, Mei-Yau

2017-01-01

The literature on team-based learning emphasizes the importance of team composition and team design, and it is recommended that instructors organize teams to ensure diversity of team members and optimal team performance. But does the method of team formation actually impact student performance? The goal of the present study was to examine whether…

Animal-Centered Learning Activities in Pharmacy Education

PubMed Central

Lust, Elaine

2006-01-01

Objectives To assess the contribution of animal-centered activities to students achieving learning outcomes in a veterinary therapeutics course. Design Qualitative methods were used to assess the outcome of using “hands-on” animal interactions as tools of engagement in the course. Reflective commentary on animal-centered activities was collected and analyzed. Assessment Animal-centered learning activities are effective tools for engaging students and facilitating their understanding and application of veterinary therapeutic knowledge, skills, and attitudes. Analysis of qualitative data revealed themes of professional caring and caring behaviors as a direct result of animal-centered activities. Elements of empathy, caring, compassion, and self-awareness were strong undercurrents in student's comments. Conclusions Animal-centered learning activities provide an innovative learning environment for the application of veterinary pharmacy knowledge, skills, and attitudes directly to animal patients. The use of animals in the course is a successful active-learning technique to engage pharmacy students and assist them in developing caring attitudes and behaviors beneficial to future health care providers. PMID:17149415

Cooperative Learning through Team-Based Projects in the Biotechnology Industry.

PubMed

Luginbuhl, Sarah C; Hamilton, Paul T

2013-01-01

We have developed a cooperative-learning, case studies project model that has teams of students working with biotechnology professionals on company-specific problems. These semester-long, team-based projects can be used effectively to provide students with valuable skills in an industry environment and experience addressing real issues faced by biotechnology companies. Using peer-evaluations, we have seen improvement in students' professional skills such as time-management, quality of work, and level of contribution over multiple semesters. This model of team-based, industry-sponsored projects could be implemented in other college and university courses/programs to promote professional skills and expose students to an industry setting.

Integrating TeamSTEPPS® into ambulatory reproductive health care: Early successes and lessons learned.

PubMed

Paul, Maureen E; Dodge, Laura E; Intondi, Evelyn; Ozcelik, Guzey; Plitt, Ken; Hacker, Michele R

2017-04-01

Most medical teamwork improvement interventions have occurred in hospitals, and more efforts are needed to integrate them into ambulatory care settings. In 2014, Affiliates Risk Management Services, Inc. (ARMS), the risk management services organization for a large network of reproductive health care organizations in the United States, launched a voluntary 5-year initiative to implement a medical teamwork system in this network using the TeamSTEPPS model. This article describes the ARMS initiative and progress made during the first 2 years, including lessons learned. The ARMS TeamSTEPPS program consists of the following components: preparation of participating organizations, TeamSTEPPS master training, implementation of teamwork improvement programs, and evaluation. We used self-administered questionnaires to assess satisfaction with the ARMS program and with the master training course. In the first 2 years, 20 organizations enrolled. Participants found the preparation phase valuable and were highly satisfied with the master training course. Although most attendees felt that the course imparted the knowledge and tools critical for TeamSTEPPS implementation, they identified time restraints and competing initiatives as potential barriers. The project team has learned valuable lessons about obtaining buy-in, consolidating the change teams, making the curriculum relevant, and evaluation. Ambulatory care settings require innovative approaches to integration of teamwork improvement systems. Evaluating and sharing lessons learned will help to hone best practices as we navigate this new frontier in the field of patient safety. © 2017 American Society for Healthcare Risk Management of the American Hospital Association.

The effect of web quest and team-based learning on students' self-regulation.

PubMed

Badiyepeymaie Jahromi, Zohreh; Mosalanejad, Leili; Rezaee, Rita

2016-04-01

In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students' self-direction, self-regulation, and academic achievement. This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the WebQuest approach as a teaching strategy (n = 38), while the other group was taught using team-based learning (n=39). Data gathering was based on Guglielmino's self-directed learning readiness scale (SDLRS) and Buford's self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR), Wilcoxon signed-rank test, and the Mann-Whitney U-test in SPSS software, version 13. p<0.05 was considered as the significance level. The results of the Mann-Whitney U test showed that the participants' self- directed (self-management) and self-regulated learning differed between the two groups (p=0.04 and p=0.01, respectively). Wilcoxon test revealed that self-directed learning indices (self-control and self-management) were differed between the two strategies before and after the intervention. However, the scores related to learning (students' final scores) were higher in the WebQuest approach than in team-based learning. By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required.

Experiential, Team-Based Learning in a Baccalaureate Social Work Research Course

ERIC Educational Resources Information Center

Venema, Rachel; Meerman, Judi Ravenhorst; Hossink, Kristin

2015-01-01

This article describes student responses to a BSW research course framed by experiential learning theory to engage the community and offer applied research practice. The study finds that students generally express overall satisfaction with the research course and describe perceptions of learning gains when involved in a team-based research project…

Team-Based Learning in Anatomy: An Efficient, Effective, and Economical Strategy

ERIC Educational Resources Information Center

Vasan, Nagaswami S.; DeFouw, David O.; Compton, Scott

2011-01-01

Team-based learning (TBL) strategy is being adopted in medical education to implement interactive small group learning. We have modified classical TBL to fit our curricular needs and approach. Anatomy lectures were replaced with TBL that required preparation of assigned content specific discussion topics (in the text referred as "discussion…

Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach

PubMed Central

McCoy, Lise; Pettit, Robin K; Kellar, Charlyn; Morgan, Christine

2018-01-01

Background: Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Methods: Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Results: Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. Conclusions: The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction. PMID:29707649

A Learning Center Approach to Infant Education.

ERIC Educational Resources Information Center

Adams, Polly K.; Taylor, Michaell K.

Following a prefatory description of infant development and high-quality infant day care centers, this paper focuses on the construction of learning centers for infants and toddlers in day care. Issues for consideration are specified, and 18 different care/learning centers and 6 work sstations for parents/staff are briefly described. In addition…

Conversations about Curriculum Change: Mathematical Thinking and Team-Based Learning in a Discrete Mathematics Course

ERIC Educational Resources Information Center

Paterson, Judy; Sneddon, Jamie

2011-01-01

This article reports on the learning conversations between a mathematician and a mathematics educator as they worked together to change the delivery model of a third year discrete mathematics course from a traditional lecture mode to team-based learning (TBL). This change prompted the mathematician to create team tasks which increasingly focused…

Learning Cell Biology as a Team: A Project-Based Approach to Upper-Division Cell Biology

ERIC Educational Resources Information Center

Wright, Robin; Boggs, James

2002-01-01

To help students develop successful strategies for learning how to learn and communicate complex information in cell biology, we developed a quarter-long cell biology class based on team projects. Each team researches a particular human disease and presents information about the cellular structure or process affected by the disease, the cellular…

Team Effectiveness and Team Development in CSCL

ERIC Educational Resources Information Center

Fransen, Jos; Weinberger, Armin; Kirschner, Paul A.

2013-01-01

There is a wealth of research on computer-supported cooperative work (CSCW) that is neglected in computer-supported collaborative learning (CSCL) research. CSCW research is concerned with contextual factors, however, that may strongly influence collaborative learning processes as well, such as task characteristics, team formation, team members'…

The Social Foundation of Team-Based Learning: Students Accountable to Students

ERIC Educational Resources Information Center

Sweet, Michael; Pelton-Sweet, Laura M.

2008-01-01

As one form of small group learning, team-based learning's (TBL's) unique sequence of individual and group work with immediate feedback enables and encourages students to engage course content and each other in remarkable ways. Specifically, TBL creates an environment where students can fulfill their human need to belong in the process of…

Developing Results-Based Leadership Attributes and Team Cohesiveness through Action Learning

ERIC Educational Resources Information Center

Troupe, David

2010-01-01

Those who develop leaders in manufacturing settings have little data that describe the usefulness of action learning as a method of developing leaders' abilities to improve results-based leadership attributes or perceptions about their team's cohesiveness. The two purposes of this study were to evaluate an action learning program with regards to…

Network Science Center Research Team’s Visit to Addis Ababa, Ethiopia

DTIC Science & Technology

2012-08-01

www.netscience.usma.edu 845.938.0804 enterprise that supports the German Government in achieving its objectives in the field of international cooperation for...U.S. Government . 14. ABSTRACT A Network Science Center research team demonstrated a network analysis “tool kit” to the Political and Economic...by China State Construction Engineering 3 | P a g e Network Science Center, West Point www.netscience.usma.edu 845.938.0804 Corporation as a

The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective

ERIC Educational Resources Information Center

Jeno, Lucas M.; Raaheim, Arild; Kristensen, Sara Madeleine; Kristensen, Kjell Daniel; Hole, Torstein Nielsen; Haugland, Mildrid J.; Mæland, Silje

2017-01-01

We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest-posttest design. The results show that…

Review on the administration and effectiveness of team-based learning in medical education.

PubMed

Hur, Yera; Cho, A Ra; Kim, Sun

2013-12-01

Team-based learning (TBL) is an active learning approach. In recent years, medical educators have been increasingly using TBL in their classes. We reviewed the concepts of TBL and discuss examples of international cases. Two types of TBL are administered: classic TBL and adapted TBL. Combining TBL and problem-based learning (PBL) might be a useful strategy for medical schools. TBL is an attainable and efficient educational approach in preparing large classes with regard to PBL. TBL improves student performance, team communication skills, leadership skills, problem solving skills, and cognitive conceptual structures and increases student engagement and satisfaction. This study suggests recommendations for administering TBL effectively in medical education.

Capabilities of the Materials Contamination Team at Marshall Space Flight Center

NASA Technical Reports Server (NTRS)

Burns, Howard; Albyn, Keith; Edwards, David; Boothe, Richard; Finchum, Charles; Finckenor, Miria

2003-01-01

The Materials Contamination Team at the Marshall Space Flight Center (MSFC) has been recognized for its contributions supporting the National Aeronautics and Space Administration (NASA) spacecraft development programs. These programs include the Reusable Solid Rocket Motor (RSRM), Chandra X-Ray Observatory, and the International Space Station (ISS). The Environmental Effects Group, with the Materials Contamination Team and the Space Environmental Effects Team has been an integral part of NASA's success by the testing, evaluation, and qualification of materials, hardware, and processes. This paper focuses on the capabilities of the Materials Contamination Team. The Materials Contamination Team's realm of responsibility includes establishing contamination control during all phases of hardware development, including design, manufacturing, assembly, test, transportation, launch site processing, on-orbit exposure, return, and refurbishment. The team continues its mission of reducing the risk of equipment failure due to molecular or particulate contamination. Contamination is a concern in the Space Shuttle with sensitive bond-lines and reactive fluid (liquid oxygen) compatibility as well as for spacecraft with sensitive optics, such as Hubble Space Telescope and Chandra X-ray Observatory. The Materials Contamination Team has a variety of facilities and instrumentation capable of contaminant detection, identification, and monitoring. The team addresses material applications dealing with environments, including production facilities, clean rooms, and on-orbit exposure. The optically stimulated electron emission (OSEE) system, the Ultraviolet (UV) fluorescence (UVF) surface contamination detection, and the Surface Optics Corporation 400 (SOC 400) portable hand-held Fourier Transform Infrared (FTIR) spectrometer are state-of-the-art tools for in-process molecular contamination detection. The team of engineers and technicians also develop contamination calibration standards

Analysis of the Team-Based Learning Literature: TBL Comes of Age

PubMed Central

Haidet, Paul; Kubitz, Karla; McCormack, Wayne T.

2015-01-01

Team-based learning, or TBL, is an application-oriented teaching method that combines small- and large-group learning by incorporating multiple small groups into a large group setting. It has been increasingly used in postsecondary and professional education over the past two decades. Given this increasing usage, many faculty wonder about the effects TBL has on learning outcomes. The authors performed a review and synthesis on the educational literature with respect to TBL to examine the quality of their descriptions of core TBL elements, then constructed narrative summaries of these selected articles. Their analysis demonstrated early evidence of positive educational outcomes in terms of knowledge acquisition, participation and engagement, and team performance. The authors conclude that the TBL literature is at an important maturation point, where more rigorous testing and study of additional questions relating to the method are needed, as well as more accurate reporting of TBL implementation. PMID:26568668

Team-Based Learning in Honors Science Education: The Benefit of Complex Writing Assignments

ERIC Educational Resources Information Center

Wiegant, Fred; Boonstra, Johannes; Peeters, Anton; Scager, Karin

2012-01-01

Cooperative learning and team-based learning have been widely recognized as beneficial strategies to improve all levels of education, including higher education. Just forming groups, however, does not automatically lead to better learning and motivation; cooperation flourishes only under appropriate conditions (Fink; Gillies; Parmelee et al.).…

"Teach Us to Learn": Multivariate Analysis of Perception of Success in Team Learning

ERIC Educational Resources Information Center

Rassuli, Ali; Manzer, John P.

2005-01-01

Considerable attention has been given to the efficacy of team-learning pedagogy, yet the methodology remains underused among educators in institutions of higher education. We suggest that the perception of success is antecedent to greater acceptance and use of this teaching style. Educators and students alike must experience the value creation…

The use of team-based learning in a second year undergraduate pre-registration nursing course on evidence-informed decision making.

PubMed

Morris, Jenny

2016-11-01

More engaging teaching and learning strategies are needed to teach research-related courses to pre-registration nursing students. Team-based learning was implemented within a second year pre-registration nursing evidence-informed decision making course. Results from a questionnaire survey indicated that 70% believed team-based learning was appropriate for the course, 60% that it was an effective and motivating learning strategy, and 54% recommended using team-based learning in other courses. The results from ten student interviews illustrated the positive way in which team-based learning was perceived, and how the students thought it contributed to their learning. Test results were improved with an increase in the numbers of students achieving 70% or higher; and higher scores for students in the lowest quartile. Team-based learning was shown to be an effective strategy that preserved the benefits of small group teaching with large student groups. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

Self and Others in Team-Based Learning: Acquiring Teamwork Skills for Business

ERIC Educational Resources Information Center

Betta, Michela

2016-01-01

Team-based learning (TBL) was applied within a third-year unit of study about ethics and management with the aim of enhancing students' teamwork skills. A survey used to collect students' opinions about their experience with TBL provided insights about how TBL helped students to develop an appreciation for teamwork and team collaboration. The team…

Evaluation of postgraduate critical care nursing students' attitudes to, and engagement with, Team-Based Learning: a descriptive study.

PubMed

Currey, Judy; Oldland, Elizabeth; Considine, Julie; Glanville, David; Story, Ian

2015-02-01

The aim of this study was to evaluate postgraduate critical care nursing students' attitudes to, and engagement with, Team-Based Learning (TBL). A descriptive pre and post interventional design was used. Study data were collected by surveys and observation. University postgraduate critical care nursing programme. Students' attitudes to learning within teams (Team Experience Questionnaire) and student engagement (observed and self-reports). Twenty-eight of 32 students agreed to participate (87% response rate). There were significant changes in students' attitudes to learning within teams including increases in overall satisfaction with team experience, team impact on quality of learning, team impact on clinical reasoning ability and professional development. There was no significant increase in satisfaction with peer evaluation. Observation and survey results showed higher student engagement in TBL classes compared with standard lecturing. Postgraduate critical care nursing students responded positively to the introduction of TBL and showed increased engagement with learning. In turn, these factors enhanced nurses' professional skills in teamwork, communication, problem solving and higher order critical thinking. Developing professional skills and advancing knowledge should be core to all critical care nursing education programmes to improve the quality and safety of patient care. Copyright © 2014 Elsevier Ltd. All rights reserved.

The effect of web quest and team-based learning on students’ self-regulation

PubMed Central

BADIYEPEYMAIE JAHROMI, ZOHREH; MOSALANEJAD, LEILI; REZAEE, RITA

2016-01-01

Introduction In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students’ self-direction, self-regulation, and academic achievement. Method This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the WebQuest approach as a teaching strategy (n = 38), while the other group was taught using team-based learning (n=39). Data gathering was based on Guglielmino’s self-directed learning readiness scale (SDLRS) and Buford’s self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR), Wilcoxon signed-rank test, and the Mann–Whitney U-test in SPSS software, version 13. p<0.05 was considered as the significance level. Results The results of the Mann–Whitney U test showed that the participants’ self- directed (self-management) and self-regulated learning differed between the two groups (p=0.04 and p=0.01, respectively). Wilcoxon test revealed that self-directed learning indices (self-control and self-management) were differed between the two strategies before and after the intervention. However, the scores related to learning (students’ final scores) were higher in the WebQuest approach than in team-based learning. Conclusion By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required. PMID:27104202

A Modified Approach to Team-Based Learning in Linear Algebra Courses

ERIC Educational Resources Information Center

Nanes, Kalman M.

2014-01-01

This paper documents the author's adaptation of team-based learning (TBL), an active learning pedagogy developed by Larry Michaelsen and others, in the linear algebra classroom. The paper discusses the standard components of TBL and the necessary changes to those components for the needs of the course in question. There is also an empirically…

Uncover it, students would learn leadership from Team-Based Learning (TBL): The effect of guided reflection and feedback.

PubMed

Alizadeh, Maryam; Mirzazadeh, Azim; Parmelee, Dean X; Peyton, Elizabeth; Janani, Leila; Hassanzadeh, Gholamreza; Nedjat, Saharnaz

2017-04-01

Little is known about best practices for teaching and learning leadership through Team-Based learning™ (TBL™) with medical students. We hypothesized that guided reflection and feedback would improve shared leadership and shared leadership capacity, and enhance team decision quality in TBL teams. We used the Kolb experiential learning theory as the theoretical framework. The study was conducted at Tehran University of Medical Sciences. Three TBL sessions with 206 students (39 teams) participated in the study. Using a quasi-experimental design, one batch received guided reflection and feedback on their team leadership processes (n = 20 teams) and the other received only TBL (n = 19 teams). Observers measured shared leadership using a checklist. Shared leadership capacity was measured using a questionnaire. Scores on a team application exercise were used to assess quality of team decisions. Evidence did not support our first hypothesis that reflection and feedback enhance shared leadership in TBL teams. Percentages of teams displaying shared leadership did not differ between intervention and control groups in sessions 1 (p = 0.6), 2 (p = 1) or 3 (p = 1). The results did not support the second hypothesis. We found no difference in quality of decision making between the intervention and control groups for sessions 1 (p = 0.77), 2 (p = 0.23), or 3 (p = 0.07). The third hypothesis that the reflection and feedback would have an effect on shared leadership capacity was supported (T = -8.55, p > 0.001 adjusted on baseline; T = -8.55, p > 0.001 adjusted on gender). We found that reflection and feedback improved shared leadership capacity but not shared leadership behaviors or team decision quality. We propose medical educators who apply TBL, should provide guided exercise in reflection and feedback so that students may better understand the benefits of working in teams as preparation for their future roles as leaders and

Leading Teams of Leaders: What Helps Team Member Learning?

ERIC Educational Resources Information Center

Higgins, Monica; Young, Lissa; Weiner, Jennie; Wlodarczyk, Steven

2010-01-01

School districts are moving toward a new form of management in which superintendents need to form and nurture leadership teams. A study of 25 such teams in Connecticut suggests that a team's effectiveness is maximized when the team members are coached by other team members, not the superintendent, and when they are coached on task-related…

Making Students Do the Thinking: Team-Based Learning in a Laboratory Course

ERIC Educational Resources Information Center

Simonson, Shawn R.

2014-01-01

Team-based learning (TBL) is a teaching pedagogy for flipping the classroom that moves the focus of the classroom from the instructor conveying course concepts via lecture to the application of concepts by student teams. It has been used extensively in lecture courses; however, there is little evidence of its use in laboratory courses. The purpose…

[Effectiveness of Team-Based Learning (TBL) as a new teaching approach for pharmaceutical care education].

PubMed

Suno, Manabu; Yoshida, Toshiko; Koyama, Toshihiro; Zamami, Yoshito; Miyoshi, Tomoko; Mizushima, Takaaki; Tanimoto, Mitsune

2013-01-01

The concept of Team-Based Learning (TBL) was developed in the late 1970s by Larry Michaelsen, who wanted students to enjoy the benefits of small group learning within large classes in the business school environment. In contrast to problem-based learning (PBL), which is student centered, TBL is typically instructor centered. Recently, TBL is being used as a teaching method in over 60 health science professional schools in the US and other countries. In the present study, the impact of adopting TBL in teaching pharmaceutical care practices to students was evaluated. Students were required to answer a set of multiple-choice questions individually in individual readiness assessment test (IRAT) before the TBL sessions to assess their level of preparation. The same set of questions was then reattempted by the group readiness assessment test (GRAT) during TBL. Comparing the scores obtained in the GRAT and IRAT before the first TBL session, the scores from the GRAT were always higher than those of the IRAT, indicating that TBL has encouraged active learning. In addition, students were surveyed about their level of satisfaction with TBL and written comments about TBL were solicited. The results of the questionnaire showed that 87.3±9.3% of the students were satisfied. Moreover, no student commented that TBL was in any way inferior to the PBL. Implementation of a TBL approach was successfully integrated into the pharmaceutical care education course. In order to further improve the usefulness of TBL in teaching pharmaceutical care, a hybrid teaching approach that also comprises PBL and a lecture-based course is desirable.

Team-Centered Perspective for Adaptive Automation Design

NASA Technical Reports Server (NTRS)

Prinzel, Lawrence J., III

2003-01-01

Automation represents a very active area of human factors research. The journal, Human Factors, published a special issue on automation in 1985. Since then, hundreds of scientific studies have been published examining the nature of automation and its interaction with human performance. However, despite a dramatic increase in research investigating human factors issues in aviation automation, there remain areas that need further exploration. This NASA Technical Memorandum describes a new area of automation design and research, called adaptive automation. It discusses the concepts and outlines the human factors issues associated with the new method of adaptive function allocation. The primary focus is on human-centered design, and specifically on ensuring that adaptive automation is from a team-centered perspective. The document shows that adaptive automation has many human factors issues common to traditional automation design. Much like the introduction of other new technologies and paradigm shifts, adaptive automation presents an opportunity to remediate current problems but poses new ones for human-automation interaction in aerospace operations. The review here is intended to communicate the philosophical perspective and direction of adaptive automation research conducted under the Aerospace Operations Systems (AOS), Physiological and Psychological Stressors and Factors (PPSF) project.

For the Learning Disabled, a Team Approach to College

ERIC Educational Resources Information Center

Lipka, Sara

2006-01-01

This article describes a privately operated residential program called College Living Experience, a for-profit company, caters to a growing number of students with learning disabilities, Asperger's syndrome, and various emotional or behavioral disorders. The program has a team of full-time staff members helping students with their social and…

CAPER Team Innovations in Teaching and Learning in ASTRO 101

NASA Astrophysics Data System (ADS)

Slater, Timothy F.; Prather, E. E.; Bailey, J. M.; Bardar, E.; Brissenden, G.; Dokter, E. F.; Hudgins, D.; Keller, J.

2006-12-01

The Conceptual Astronomy and Physics Education Research (CAPER) Team, based at the University of Arizona but drawing on the collective expertise of astronomy educators around the world, is conducting scholarly research and developing instructional strategies in an effort to support high-quality astronomy teaching. One avenue of research is focused on creating and validating conceptual inventories that instructors can use to measure the effectiveness of their instructional interventions. We have recently completed new inventories in the topic areas of (1) light and spectra; (2) stars and stellar formation; and (3) planetary atmospheres and the greenhouse effect. In addition, we are using results from research on students’ naive beliefs and reasoning difficulties to development instructional strategies that promote a learner centered classroom. Our research into the effectiveness of two such curriculum projects (Lecture-Tutorials for Introductory Astronomy and Ranking Tasks for Introductory Astronomy) show that these curriculum result in statistically significant gains in student understanding across a broad range of topics, much greater than lecture alone. A third avenue of research centers on improving how ASTRO 101 is taught on a national level. Informed by our continual evaluation and fine tuning of different forms of collaborative group learning and peer instruction teaching strategies, we have developed a multi-day series of workshops that are designed to help faculty better implement innovative teaching strategies that promote a learner-centered teaching environment in the ASTO 101 large lecture course. The workshops are being assessed and iteratively improved through formative evaluation approaches aimed at determining to what extent they have a positive impact on classroom practice.

Assessment of students' satisfaction with a student-led team-based learning course.

PubMed

Bouw, Justin W; Gupta, Vasudha; Hincapie, Ana L

2015-01-01

To date, no studies in the literature have examined student delivery of team-based learning (TBL) modules in the classroom. We aimed to assess student perceptions of a student-led TBL elective. Third-year pharmacy students were assigned topics in teams and developed learning objectives, a 15-minute mini-lecture, and a TBL application exercise and presented them to student colleagues. Students completed a survey upon completion of the course and participated in a focus group discussion to share their views on learning. The majority of students (n=23/30) agreed that creating TBL modules enhanced their understanding of concepts, improved their self-directed learning skills (n=26/30), and improved their comprehension of TBL pedagogy (n=27/30). However, 60% disagreed with incorporating student-generated TBL modules into core curricular classes. Focus group data identified student-perceived barriers to success in the elective, in particular the development of TBL application exercises. This study provides evidence that students positively perceived student-led TBL as encouraging proactive learning from peer-to-peer teaching.

Introduction to the Navigation Team: Johnson Space Center EG6 Internship

NASA Technical Reports Server (NTRS)

Gualdoni, Matthew

2017-01-01

The EG6 navigation team at NASA Johnson Space Center, like any team of engineers, interacts with the engineering process from beginning to end; from exploring solutions to a problem, to prototyping and studying the implementations, all the way to polishing and verifying a final flight-ready design. This summer, I was privileged enough to gain exposure to each of these processes, while also getting to truly experience working within a team of engineers. My summer can be broken up into three projects: i) Initial study and prototyping: investigating a manual navigation method that can be utilized onboard Orion in the event of catastrophic failure of navigation systems; ii) Finalizing and verifying code: altering a software routine to improve its robustness and reliability, as well as designing unit tests to verify its performance; and iii) Development of testing equipment: assisting in developing and integrating of a high-fidelity testbed to verify the performance of software and hardware.

Optimisation of simulated team training through the application of learning theories: a debate for a conceptual framework.

PubMed

Stocker, Martin; Burmester, Margarita; Allen, Meredith

2014-04-03

As a conceptual review, this paper will debate relevant learning theories to inform the development, design and delivery of an effective educational programme for simulated team training relevant to health professionals. Kolb's experiential learning theory is used as the main conceptual framework to define the sequence of activities. Dewey's theory of reflective thought and action, Jarvis modification of Kolb's learning cycle and Schön's reflection-on-action serve as a model to design scenarios for optimal concrete experience and debriefing for challenging participants' beliefs and habits. Bandura's theory of self-efficacy and newer socio-cultural learning models outline that for efficient team training, it is mandatory to introduce the social-cultural context of a team. The ideal simulated team training programme needs a scenario for concrete experience, followed by a debriefing with a critical reflexive observation and abstract conceptualisation phase, and ending with a second scenario for active experimentation. Let them re-experiment to optimise the effect of a simulated training session. Challenge them to the edge: The scenario needs to challenge participants to generate failures and feelings of inadequacy to drive and motivate team members to critical reflect and learn. Not experience itself but the inadequacy and contradictions of habitual experience serve as basis for reflection. Facilitate critical reflection: Facilitators and group members must guide and motivate individual participants through the debriefing session, inciting and empowering learners to challenge their own beliefs and habits. To do this, learners need to feel psychological safe. Let the group talk and critical explore. Motivate with reality and context: Training with multidisciplinary team members, with different levels of expertise, acting in their usual environment (in-situ simulation) on physiological variables is mandatory to introduce cultural context and social conditions to the

Optimisation of simulated team training through the application of learning theories: a debate for a conceptual framework

PubMed Central

2014-01-01

Background As a conceptual review, this paper will debate relevant learning theories to inform the development, design and delivery of an effective educational programme for simulated team training relevant to health professionals. Discussion Kolb’s experiential learning theory is used as the main conceptual framework to define the sequence of activities. Dewey’s theory of reflective thought and action, Jarvis modification of Kolb’s learning cycle and Schön’s reflection-on-action serve as a model to design scenarios for optimal concrete experience and debriefing for challenging participants’ beliefs and habits. Bandura’s theory of self-efficacy and newer socio-cultural learning models outline that for efficient team training, it is mandatory to introduce the social-cultural context of a team. Summary The ideal simulated team training programme needs a scenario for concrete experience, followed by a debriefing with a critical reflexive observation and abstract conceptualisation phase, and ending with a second scenario for active experimentation. Let them re-experiment to optimise the effect of a simulated training session. Challenge them to the edge: The scenario needs to challenge participants to generate failures and feelings of inadequacy to drive and motivate team members to critical reflect and learn. Not experience itself but the inadequacy and contradictions of habitual experience serve as basis for reflection. Facilitate critical reflection: Facilitators and group members must guide and motivate individual participants through the debriefing session, inciting and empowering learners to challenge their own beliefs and habits. To do this, learners need to feel psychological safe. Let the group talk and critical explore. Motivate with reality and context: Training with multidisciplinary team members, with different levels of expertise, acting in their usual environment (in-situ simulation) on physiological variables is mandatory to introduce

Enhancing Interprofessional Education With Team-Based Learning.

PubMed

Buhse, Marijean; Della Ratta, Carol

Interprofessional education (IPE) has gained momentum across health profession schools in simulation and clinical settings. Exploring interprofessional experiences in the classroom setting may further enhance collaborative skills while advancing clinical knowledge. The authors describe an innovative approach to IPE to teach chronic care concepts to graduate nursing, physician assistant, and public health students. Enhancing IPE with a team-based learning approach resulted in improved knowledge of chronic care management, student perceptions of mutual respect, and perceived development of communication and teamwork skills.

Cross-Cultural Management Learning through Innovative Pedagogy: An Exploratory Study of Globally Distributed Student Teams

ERIC Educational Resources Information Center

Bartel-Radic, Anne; Moos, J. Chris; Long, Suzanna K.

2015-01-01

This article presents an innovative pedagogy based on student participation in globally distributed project teams. The study questions the link between student learning of intercultural competence and the global teaming experience. Data was collected from 115 students participating in 22 virtual intercultural teams. Results revealed that students…

Library Media Learning and Play Center.

ERIC Educational Resources Information Center

Faber, Therese; And Others

Preschool educators developed a library media learning and play center to enable children to "experience" a library; establish positive attitudes about the library; and encourage respect for self, others, and property. The center had the following areas: check-in and check-out desk, quiet reading section, computer center, listening center, video…

The Informal Workplace Learning Experiences of Virtual Team Members: A Look at the Role of Collaborative Technologies

ERIC Educational Resources Information Center

Jones, Frankie S.

2007-01-01

This qualitative study explored how collaborative technologies influence the informal learning experiences of virtual team members. Inputs revealed as critical to virtual informal learning were integrated, collaborative technological systems; positive relationships and trust; and organizational support and virtual team management. These inputs…

Managing the negatives of experience in physician teams.

PubMed

Hoff, Timothy

2010-01-01

Experience is a key shaper of thought and action in the health care workplace and a fundamental component of management and professional policies dealing with improving quality of care. Physicians rely on experience to structure social interaction, to determine authority relations, and to resist organizational encroachments on their work and autonomy. However, an overreliance on experience within physician teams may paradoxically undermine learning, participation, and entrepreneurship, affecting organizational performance. Approximately 100 hours of direct observation of normal workdays for physician teams (n = 17 physicians) in two different work settings in a single academic medical center located in the Northeastern part of the United States. Qualitative data were collected from physician teams in the medical intensive care unit and trauma/general surgery settings. Data were transcribed and computer analyzed through an interactive process of open coding, theoretical sampling, and pattern recognition that proceeded longitudinally. Three particular experience-based schemas were identified that physician teams used to structure social relations and perform work. These schemas involved using experience as a commodity, trump card, and liberator. Each of these schemas consisted of strongly held norms, beliefs, and values that produced team dynamics with the potential for undermining learning, participation, and entrepreneurship in the group. Organizations may move to mitigate the negative impact of an overreliance on experience among physicians by promoting bureaucratic forms of control that enable physicians to engage learning, participation, and entrepreneurship in their work while not usurping existing and difficult-to-change cultural drivers of team behavior.

Development and initial validation of the interprofessional team learning profiling questionnaire.

PubMed

Nisbet, Gillian; Dunn, Stewart; Lincoln, Michelle; Shaw, Joanne

2016-05-01

Informal workplace interprofessional learning occurs as health professionals interact with each other as part of everyday work practice. Participation in interprofessional team meetings is a practical way to foster learning. However, a gap exists in the availability of a reliable and valid instrument that adequately captures the nuances of informal workplace interprofessional learning in this setting. The purpose of this study was to develop a questionnaire to measure the different components of interprofessional learning that contribute to the quality of interprofessional learning within the interprofessional team meeting. Questionnaire items were developed from a review of the literature and interviews with health professionals. Exploratory factor analysis was used to determine the underlying factor structure. Two hundred and eighty-five health professionals completed a 98-item questionnaire. After elimination of unreliable items, the remaining items (n = 41) loaded onto four factors named personal and professional capacity; turning words into action-"walk the talk"; the rhetoric of interprofessional learning-"talk the talk"; and inclusiveness. Internal consistency was high for all sub-scales (Cronbach's alpha 0.91, 0.87, 0.83, and 0.83, respectively). Content, construct, and concurrent validity were assessed. The instrument developed in this study indicated consistency and robust psychometric properties. Future studies that further test the psychometric properties of the questionnaire will help to establish the usefulness of this measure in establishing evidence for the perceived effectiveness of interprofessional learning in a healthcare setting.

User-Centered Design of Online Learning Communities

ERIC Educational Resources Information Center

Lambropoulos, Niki, Ed.; Zaphiris, Panayiotis, Ed.

2007-01-01

User-centered design (UCD) is gaining popularity in both the educational and business sectors. This is due to the fact that UCD sheds light on the entire process of analyzing, planning, designing, developing, using, evaluating, and maintaining computer-based learning. "User-Centered Design of Online Learning Communities" explains how…

Cooperative Learning through Team-Based Projects in the Biotechnology Industry †

PubMed Central

Luginbuhl, Sarah C.; Hamilton, Paul T.

2013-01-01

We have developed a cooperative-learning, case studies project model that has teams of students working with biotechnology professionals on company-specific problems. These semester-long, team-based projects can be used effectively to provide students with valuable skills in an industry environment and experience addressing real issues faced by biotechnology companies. Using peer-evaluations, we have seen improvement in students’ professional skills such as time-management, quality of work, and level of contribution over multiple semesters. This model of team-based, industry-sponsored projects could be implemented in other college and university courses/programs to promote professional skills and expose students to an industry setting. PMID:24358386

Beyond the Art Lesson: Free-Choice Learning Centers

ERIC Educational Resources Information Center

Werth, Laurie

2010-01-01

In this article, the author emphasizes that by providing learning centers in the art studio environment and by providing "free-choice time," art educators can encourage and reinforce the natural learning styles of students. Learning centers give elementary students the freedom to pursue individual artistic expression. They give students an…

Validating a Technology Enhanced Student-Centered Learning Model

ERIC Educational Resources Information Center

Kang, Myunghee; Hahn, Jungsun; Chung, Warren

2015-01-01

The Technology Enhanced Student Centered Learning (TESCL) Model in this study presents the core factors that ensure the quality of learning in a technology-supported environment. Although the model was conceptually constructed using a student-centered learning framework and drawing upon previous studies, it should be validated through real-world…

Gravity Plant Physiology Facility (GPPF) Team in the Spacelab Payload Operations Control Center (SL

NASA Technical Reports Server (NTRS)

1992-01-01

The primary payload for Space Shuttle Mission STS-42, launched January 22, 1992, was the International Microgravity Laboratory-1 (IML-1), a pressurized manned Spacelab module. The goal of IML-1 was to explore in depth the complex effects of weightlessness of living organisms and materials processing. Around-the-clock research was performed on the human nervous system's adaptation to low gravity and effects of microgravity on other life forms such as shrimp eggs, lentil seedlings, fruit fly eggs, and bacteria. Materials processing experiments were also conducted, including crystal growth from a variety of substances such as enzymes, mercury iodide, and a virus. The Huntsville Operations Support Center (HOSC) Spacelab Payload Operations Control Center (SL POCC) at the Marshall Space Flight Center (MSFC) was the air/ground communication channel used between the astronauts and ground control teams during the Spacelab missions. Featured is the Gravity Plant Physiology Facility (GPPF) team in the SL POCC during the IML-1 mission.

Modeling and Analysis of Multidiscipline Research Teams at NASA Langley Research Center: A Systems Thinking Approach

NASA Technical Reports Server (NTRS)

Waszak, Martin R.; Barthelemy, Jean-Francois; Jones, Kenneth M.; Silcox, Richard J.; Silva, Walter A.; Nowaczyk, Ronald H.

1998-01-01

Multidisciplinary analysis and design is inherently a team activity due to the variety of required expertise and knowledge. As a team activity, multidisciplinary research cannot escape the issues that affect all teams. The level of technical diversity required to perform multidisciplinary analysis and design makes the teaming aspects even more important. A study was conducted at the NASA Langley Research Center to develop a model of multidiscipline teams that can be used to help understand their dynamics and identify key factors that influence their effectiveness. The study sought to apply the elements of systems thinking to better understand the factors, both generic and Langley-specific, that influence the effectiveness of multidiscipline teams. The model of multidiscipline research teams developed during this study has been valuable in identifying means to enhance team effectiveness, recognize and avoid problem behaviors, and provide guidance for forming and coordinating multidiscipline teams.

Learning Resource Centres at Sir Sandford Fleming College. LRC Project Team Report.

ERIC Educational Resources Information Center

Markanen, Susan; And Others

Developed by the Learning Resource Centres (LRC) Project Team at Sir Sanford Fleming College, in Ontario, Canada, this report presents a model for establishing LRCs at the college. The first section reviews the need for LRCs, including the provision of lifelong learning and expected funding decreases for traditional operations. The next sections…

Motivating Proteges' Personal Learning in Teams: A Multilevel Investigation of Autonomy Support and Autonomy Orientation

ERIC Educational Resources Information Center

Liu, Dong; Fu, Ping-ping

2011-01-01

This study examined the roles of 3 multilevel motivational predictors in proteges' personal learning in teams: an autonomy-supportive team climate, mentors' autonomy support, and proteges' autonomy orientation. The authors followed 305 proteges in 58 teams for 12 weeks and found that all 3 predictors were positively related to the proteges'…

The Influence of Learning Styles on Student Perception and Satisfaction in a Highly Collaborative Team Taught Course

ERIC Educational Resources Information Center

Sullivan, Daniel; Colburn, Michael; Fox, Daniel E.

2013-01-01

Team teaching an undergraduate business capstone course has the potential of providing students with an enhanced learning experience in a number of ways. This study examines the relationship between faculty and student learning styles and their impact on student perception and satisfaction in a highly collaborative team taught undergraduate…

Team-Based Learning Reduces Attrition in a First-Semester General Chemistry Course

ERIC Educational Resources Information Center

Comeford, Lorrie

2016-01-01

Team-based learning (TBL) is an instructional method that has been shown to reduce attrition and increase student learning in a number of disciplines. TBL was implemented in a first-semester general chemistry course, and its effect on attrition was assessed. Attrition from sections before implementing TBL (fall 2008 to fall 2009) was compared with…

Measuring Responsibility and Cooperation in Learning Teams in the University Setting: Validation of a Questionnaire.

PubMed

León-Del-Barco, Benito; Mendo-Lázaro, Santiago; Felipe-Castaño, Elena; Fajardo-Bullón, Fernando; Iglesias-Gallego, Damián

2018-01-01

Cooperative learning are being used increasingly in the university classroom, in order to promote teamwork among students, improve performance and develop interpersonal competences. Responsibility and cooperation are two fundamental pillars of cooperative learning. Team members' responsibility is a necessary condition for the team's success in the assigned tasks. Students must be aware that they depend on each other and should make their maximum effort. On the other hand, in efficient groups, the members cooperate and pool their efforts to achieve the proposed goals. In this research, we propose to create a Questionnaire of Group Responsibility and Cooperation in Learning Teams (CRCG) . Participants in this work were 375 students from the Faculty of Teacher Training of the University of Extremadura (Spain). The CRCG has very acceptable psychometric characteristics, good internal consistency, and temporal reliability. Moreover, structural equation analysis allowed us to verify that the latent variables in the two factors found are well defined and, therefore, their assessment is adequate. Besides, we found high significant correlations between the Learning Team Potency Questionnaire (CPEA) and the total score and the factors of the CRCG. This tool will evaluate cooperative skills and offer faculty information in order to prepare students for teamwork and conflict resolution.

Team-based learning for psychiatry residents: a mixed methods study

PubMed Central

2013-01-01

Background Team-based learning (TBL) is an effective teaching method for medical students. It improves knowledge acquisition and has benefits regarding learner engagement and teamwork skills. In medical education it is predominately used with undergraduates but has potential benefits for training clinicians. The aims of this study were to examine the impact of TBL in a sample of psychiatrists in terms of classroom engagement, attitudes towards teamwork, learner views and experiences of TBL. Methods Forty-four psychiatry residents participated in an Addictions Psychiatry TBL module. Mixed-methods were used for evaluation. Self-rated measures of classroom engagement (Classroom Engagement Survey, CES) were compared with conventional lectures, and attitudes regarding the value of teams (Value of Teams Scale, VTS) were compared before and after the module. Independent t-tests were used to compare ‘lecture’ CES scores with TBL CES scores and pre and post scores for the VTS. Feedback questionnaires were completed. Interviews were conducted with a subset of residents and transcripts analysed using thematic analysis. Results Twenty-eight residents completed post-course measures (response rate 63.6%). Seven participants volunteered for qualitative interviews–one from each team. There was a significant difference in the mean CES score lectures compared to TBL (p < 0.001) but no difference was found in mean VTS score pre and post for either subscale (p = 0.519; p = 0.809). All items on the feedback questionnaire were positively rated except two regarding session preparation. The qualitative analysis generated seven themes under four domains: ‘Learning in teams’, ‘Impact on the individual learner’, ‘Relationship with the teacher’ and ‘Efficiency and effectiveness of the learning process’. Conclusions In this group of residents, TBL significantly improved learner-rated classroom engagement and seemed to promote interactivity between learners

Distant yet Near: Promoting Interdisciplinary Learning in Significantly Diverse Teams through Socially Responsible Projects

ERIC Educational Resources Information Center

Adya, Monica; Temple, Bryan K.; Hepburn, Donald M.

2015-01-01

With global specialization of work units within organizations, interdisciplinary work practices comprised of collaborative efforts between technical and business teams are increasingly common in today's workplace. While higher education has responded by creating opportunities for remote teams to learn from collaborative work, occasions for…

Improving Student Achievement in Introductory Computer Science Courses Using Peer-Led Team Learning

ERIC Educational Resources Information Center

Dennis, Sonya Maria

2013-01-01

There has been a steady decline of majors in the disciplines of science, technology, engineering, and mathematics ("STEM majors"). In an effort to improve recruitment and retention in "STEM" majors, an active-learning methodology--"peer-led team learning" ("PLTL")--was implemented by the participating…

Exploring the Effects of Online Team-Based Learning and Co-Regulated Learning on Students' Development of Computing Skills

ERIC Educational Resources Information Center

Tsai, Chia-Wen

2016-01-01

As more and more educational institutions are providing online courses, it is necessary to design effective teaching methods integrated with technologies to benefit both teachers and students. The researcher in this study designed innovative online teaching methods of team-based learning (TBL) and co-regulated learning (CRL) to improve students'…

Rationale and methodology of a collaborative learning project in congenital cardiac care.

PubMed

Wolf, Michael J; Lee, Eva K; Nicolson, Susan C; Pearson, Gail D; Witte, Madolin K; Huckaby, Jeryl; Gaies, Michael; Shekerdemian, Lara S; Mahle, William T

2016-04-01

Collaborative learning is a technique through which individuals or teams learn together by capitalizing on one another's knowledge, skills, resources, experience, and ideas. Clinicians providing congenital cardiac care may benefit from collaborative learning given the complexity of the patient population and team approach to patient care. Industrial system engineers first performed broad-based time-motion and process analyses of congenital cardiac care programs at 5 Pediatric Heart Network core centers. Rotating multidisciplinary team site visits to each center were completed to facilitate deep learning and information exchange. Through monthly conference calls and an in-person meeting, we determined that duration of mechanical ventilation following infant cardiac surgery was one key variation that could impact a number of clinical outcomes. This was underscored by one participating center's practice of early extubation in the majority of its patients. A consensus clinical practice guideline using collaborative learning was developed and implemented by multidisciplinary teams from the same 5 centers. The 1-year prospective initiative was completed in May 2015, and data analysis is under way. Collaborative learning that uses multidisciplinary team site visits and information sharing allows for rapid structured fact-finding and dissemination of expertise among institutions. System modeling and machine learning approaches objectively identify and prioritize focused areas for guideline development. The collaborative learning framework can potentially be applied to other components of congenital cardiac care and provide a complement to randomized clinical trials as a method to rapidly inform and improve the care of children with congenital heart disease. Copyright © 2016 Elsevier Inc. All rights reserved.

A nursing-centered treatment team in inpatient medical psychiatry.

PubMed

Norton, J W; Jones, R; Quarles, E; Danielle, J

1999-04-01

1. Nurses have the most extensive direct contact with their patients, yet in the traditional physician-centered model, they are often excluded from decision making. We have developed a new model of patient care with the nurse as the primary therapist and contact person, as well as the individual who cares for each patient's physical needs. 2. Out team approach improves efficiency, integration of care, and staff unity, which can be especially helpful for patients with personality disorders. 3. Patients appreciate the approach and are better able to increase focus on treatment when the physicians are not present in the ward.

How do primary health care teams learn to integrate intimate partner violence (IPV) management? A realist evaluation protocol.

PubMed

Goicolea, Isabel; Vives-Cases, Carmen; San Sebastian, Miguel; Marchal, Bruno; Kegels, Guy; Hurtig, Anna-Karin

2013-03-23

Despite the existence of ample literature dealing, on the one hand, with the integration of innovations within health systems and team learning, and, on the other hand, with different aspects of the detection and management of intimate partner violence (IPV) within healthcare facilities, research that explores how health innovations that go beyond biomedical issues-such as IPV management-get integrated into health systems, and that focuses on healthcare teams' learning processes is, to the best of our knowledge, very scarce if not absent. This realist evaluation protocol aims to ascertain: why, how, and under what circumstances primary healthcare teams engage (if at all) in a learning process to integrate IPV management in their practices; and why, how, and under what circumstances team learning processes lead to the development of organizational culture and values regarding IPV management, and the delivery of IPV management services. This study will be conducted in Spain using a multiple-case study design. Data will be collected from selected cases (primary healthcare teams) through different methods: individual and group interviews, routinely collected statistical data, documentary review, and observation. Cases will be purposively selected in order to enable testing the initial middle-range theory (MRT). After in-depth exploration of a limited number of cases, additional cases will be chosen for their ability to contribute to refining the emerging MRT to explain how primary healthcare learn to integrate intimate partner violence management. Evaluations of health sector responses to IPV are scarce, and even fewer focus on why, how, and when the healthcare services integrate IPV management. There is a consensus that healthcare professionals and healthcare teams play a key role in this integration, and that training is important in order to realize changes. However, little is known about team learning of IPV management, both in terms of how to trigger such learning

The Use of Team-Based Learning as an Approach to Increased Engagement and Learning for Marketing Students: A Case Study

ERIC Educational Resources Information Center

Chad, Paul

2012-01-01

Marketing educators are often faced with poor preclass preparation by students, declining student interest in attending classes as the semester progresses, and student complaints regarding previous bad experiences with team assessment activities. Team-based learning (TBL) is an innovative teaching strategy using semiformalized guidelines aimed to…

Phases and Patterns of Group Development in Virtual Learning Teams

ERIC Educational Resources Information Center

Yoon, Seung Won; Johnson, Scott D.

2008-01-01

With the advancement of Internet communication technologies, distributed work groups have great potential for remote collaboration and use of collective knowledge. Adopting the Complex Adaptive System (CAS) perspective (McGrath, Arrow, & Berdhal, "Personal Soc Psychol Rev" 4 (2000) 95), which views virtual learning teams as an adaptive and…

E-Learning and Virtual Science Centers

ERIC Educational Resources Information Center

Hin, Leo Tan Wee, Ed.; Subramaniam, R., Ed.

2005-01-01

"E-Learning and Virtual Science Centers" addresses an aspect of Web-based education that has not attracted sufficient attention in the international research literature--that of virtual science centers, the cyberspace annex of traditional science centers. It is the first book to be published on the rapidly advancing field of science education.…

Integrating Learning, Problem Solving, and Engagement in Narrative-Centered Learning Environments

ERIC Educational Resources Information Center

Rowe, Jonathan P.; Shores, Lucy R.; Mott, Bradford W.; Lester, James C.

2011-01-01

A key promise of narrative-centered learning environments is the ability to make learning engaging. However, there is concern that learning and engagement may be at odds in these game-based learning environments. This view suggests that, on the one hand, students interacting with a game-based learning environment may be engaged but unlikely to…

Collaborative Falls Prevention: Interprofessional Team Formation, Implementation, and Evaluation.

PubMed

Lasater, Kathie; Cotrell, Victoria; McKenzie, Glenise; Simonson, William; Morgove, Megan W; Long, Emily E; Eckstrom, Elizabeth

2016-12-01

As health care rapidly evolves to promote person-centered care, evidence-based practice, and team-structured environments, nurses must lead interprofessional (IP) teams to collaborate for optimal health of the populations and more cost-effective health care. Four professions-nursing, medicine, social work, and pharmacy-formed a teaching team to address fall prevention among older adults in Oregon using an IP approach. The teaching team developed training sessions that included interactive, evidence-based sessions, followed by individualized team coaching. This article describes how the IP teaching team came together to use a unique cross-training approach to teach each other. They then taught and coached IP teams from a variety of community practice settings to foster their integration of team-based falls-prevention strategies into practice. After coaching 25 teams for a year each, the authors present the lessons learned from the teaching team's formation and experiences, as well as feedback from practice team participants that can provide direction for other IP teams. J Contin Educ Nurs. 2016;47(12):545-550. Copyright 2016, SLACK Incorporated.

Learning outcomes through the cooperative learning team assisted individualization on research methodology’ course

NASA Astrophysics Data System (ADS)

Pakpahan, N. F. D. B.

2018-01-01

All articles must contain an abstract. The research methodology is a subject in which the materials must be understood by the students who will take the thesis. Implementation of learning should create the conditions for active learning, interactive and effective are called Team Assisted Individualization (TAI) cooperative learning. The purpose of this study: 1) improving student learning outcomes at the course research methodology on TAI cooperative learning. 2) improvement of teaching activities. 3) improvement of learning activities. This study is a classroom action research conducted at the Department of Civil Engineering Universitas Negeri Surabaya. The research subjects were 30 students and lecturer of courses. Student results are complete in the first cycle by 20 students (67%) and did not complete 10 students (33%). In the second cycle students who complete being 26 students (87%) and did not complete 4 students (13%). There is an increase in learning outcomes by 20%. Results of teaching activities in the first cycle obtained the value of 3.15 with the criteria enough well. In the second cycle obtained the value of 4.22 with good criterion. The results of learning activities in the first cycle obtained the value of 3.05 with enough criterion. In the second cycle was obtained 3.95 with good criterion.

Team based learning in nursing and midwifery higher education; a systematic review of the evidence for change.

PubMed

Dearnley, Chris; Rhodes, Christine; Roberts, Peter; Williams, Pam; Prenton, Sarah

2018-01-01

The aim of this study is to review the evidence in relation to the experiences and outcomes of students on nursing and/or midwifery higher education programmes, who experience team based learning. To examine the relationship between team based learning and attainment for nursing and midwifery students in professional higher education. To examine the relationship between team based learning and student satisfaction for nurses and midwifery students in higher education. To identify and report examples of good practice in the implementation of team based learning in Nursing and Midwifery higher education. A systematic Review of the literature was undertaken. The population were nurses and midwives studying on higher education pre and post registration professional programmes. The intervention was learning and teaching activities based on a team-based learning approach. Data sources included CINAHL and MEDLINE. ERIC and Index to Theses were also searched. International research papers published in English between 2011 and 2017 that met the inclusion criteria were included in the study. Papers that met the criteria were subjected to quality appraisal and agreement amongst authors for inclusion in the review. A total of sixteen papers were reviewed and four themes emerged for discussion. These were Student Engagement, Student Satisfaction, Attainment and Practice Development and Transformational Teaching and Learning. There is a tentative, though growing body of evidence to support TBL as a strategy that can impact on student engagement, student satisfaction, attainment, practice development and transformative teaching and learning. The literature indicates that implementing TBL within the curriculum is not without challenge and requires a sustained and structured approach. Staff and students need to understand the processes involved, and why they should be adhered to, in the pursuit of enhanced student experiences and outcomes for nurses and midwives in Higher Education

Athletes Off the Field: A Model for Team Building and Leadership Development through Service Learning. Linking Learning with Life.

ERIC Educational Resources Information Center

Haughey, Laurie

This booklet provides step-by-step guidelines for developing a leadership-through-service-learning component for a school athletic team. It is based on a program called LIFE LINE (Leaders in Football and Education) founded in 1996 as a peer leadership group that would increase team unity and success both on and off the field. The guide summarizes…

The Role of Coaching in Student Teams: A "Just-in-Time" Approach to Learning.

ERIC Educational Resources Information Center

Bolton, Michele Kremen

1999-01-01

Describes ways teachers can support student teams: (1) starting on the right foot by laying the groundwork of group process; (2) increasing effectiveness by helping teams manage diversity and conflict; and (3) helping students learn from the teamwork experience. Appropriate coaching behaviors for each step are presented. (SK)

What Do Students Experience as Peer Leaders of Learning Teams?

ERIC Educational Resources Information Center

Johnson, Erik C.; Robbins, Brett A.; Loui, Michael C.

2015-01-01

In a course for engineering freshmen, peer leaders facilitated optional study sessions, which implemented peer-led team learning workshops. Some leaders were paid teaching assistants, but most were undergraduate volunteers. To understand the experiences of the peer leaders, we asked them to keep weekly reflective journals. By performing a basic…

Implementing Team-Based Learning in Middle School Social Studies Classes

ERIC Educational Resources Information Center

Wanzek, Jeanne; Kent, Shawn C.; Vaughn, Sharon; Swanson, Elizabeth A.; Roberts, Greg; Haynes, Martha

2015-01-01

The authors examined the effects of team-based learning (TBL) implemented in Grade 8 social studies classes on student content acquisition. Twenty-four classes were randomly assigned to treatment or comparison blocking on teacher. In the treatment classes teachers integrated TBL practices in the content instruction. The authors examined teacher…

Team Members | Center for Cancer Research

Cancer.gov

Our Team Members The Foregut Team includes experts in the diagnosis and treatment of the diseases listed below. Our clinical experience and active research offers patients the highest quality care in the setting of groundbreaking clinical trials.

Science Learning Centers--An Aid to Instruction.

ERIC Educational Resources Information Center

Orlich, Donald C.; And Others

1982-01-01

Rationale for and examples of science learning centers are provided. "Life Beneath the Sea,""Humans in Space,""World of Insects" and "Experimentation" centers are described. Instructions for constructing centers from readily available materials are included. (JN)

A case for safety leadership team training of hospital managers.

PubMed

Singer, Sara J; Hayes, Jennifer; Cooper, Jeffrey B; Vogt, Jay W; Sales, Michael; Aristidou, Angela; Gray, Garry C; Kiang, Mathew V; Meyer, Gregg S

2011-01-01

Delivering safe patient care remains an elusive goal. Resolving problems in complex organizations like hospitals requires managers to work together. Safety leadership training that encourages managers to exercise learning-oriented, team-based leadership behaviors could promote systemic problem solving and enhance patient safety. Despite the need for such training, few programs teach multidisciplinary groups of managers about specific behaviors that can enhance their role as leadership teams in the realm of patient safety. The aims of this study were to describe a learning-oriented, team-based, safety leadership training program composed of reinforcing exercises and to provide evidence confirming the need for such training and demonstrating behavior change among management groups after training. Twelve groups of managers from an academic medical center based in the Northeast United States were randomly selected to participate in the program and exposed to its customized, experience-based, integrated, multimodal curriculum. We extracted data from transcripts of four training sessions over 15 months with groups of managers about the need for the training in these groups and change in participants' awareness, professional behaviors, and group activity. Training transcripts confirmed the need for safety leadership team training and provided evidence of the potential for training to increase targeted behaviors. The training increased awareness and use of leadership behaviors among many managers and led to new routines and coordinated effort among most management groups. Enhanced learning-oriented leadership often helped promote a learning orientation in managers' work areas. Team-based training that promotes specific learning-oriented leader behaviors can promote behavioral change among multidisciplinary groups of hospital managers.

Student-Centered Learning in Higher Education

ERIC Educational Resources Information Center

Wright, Gloria Brown

2011-01-01

In her book, "Learner-Centered Teaching", Maryellen Weimer contrasts the practices of teacher-centered college teaching and student-centered college teaching in terms of (1) the balance of power in the classroom, (2) the function of the course content, (3) the role of the teacher versus the role of the student, (4) the responsibility of learning,…

Do collaborative practical tests encourage student-centered active learning of gross anatomy?

PubMed

Green, Rodney A; Cates, Tanya; White, Lloyd; Farchione, Davide

2016-05-06

Benefits of collaborative testing have been identified in many disciplines. This study sought to determine whether collaborative practical tests encouraged active learning of anatomy. A gross anatomy course included a collaborative component in four practical tests. Two hundred and seven students initially completed the test as individuals and then worked as a team to complete the same test again immediately afterwards. The relationship between mean individual, team, and difference (between team and individual) test scores to overall performance on the final examination (representing overall learning in the course) was examined using regression analysis. The overall mark in the course increased by 9% with a decreased failure rate. There was a strong relationship between individual score and final examination mark (P < 0.001) but no relationship for team score (P = 0.095). A longitudinal analysis showed that the test difference scores increased after Test 1 which may be indicative of social loafing and this was confirmed by a significant negative relationship between difference score on Test 4 (indicating a weaker student) and final examination mark (P < 0.001). It appeared that for this cohort, there was little peer-to-peer learning occurring during the collaborative testing and that weaker students gained the benefit from team marks without significant active learning taking place. This negative outcome may be due to insufficient encouragement of the active learning strategies that were expected to occur during the collaborative testing process. An improved understanding of the efficacy of collaborative assessment could be achieved through the inclusion of questionnaire based data to allow a better interpretation of learning outcomes. Anat Sci Educ 9: 231-237. © 2015 American Association of Anatomists. © 2015 American Association of Anatomists.

Learning from Evaluation by Peer Team: A Case Study of a Family Counselling Organization

ERIC Educational Resources Information Center

Muniute-Cobb, Eivina I.; Alfred, Mary V.

2010-01-01

This qualitative study explores how employees learn from Team Primacy Concept-based employee evaluation and how they use the feedback in performing their jobs. Team Primacy Concept-based evaluation is a type of multirater evaluation. The distinctive characteristic of such evaluation is its peer feedback component during which the employee's…

Learning Team Review 2016-0002 Parking Lot Event 2016

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wilburn, Dianne Williams; Bitteker, Leo John; Brooks, Melynda Louise

The purpose of a Learning Team is to transfer and communicate the information into operational feedback and improvement. We want to pay attention to the small things that go wrong because they are often early warning signals and may provide insight into the health of the whole system. The incident involved the collision of a van with a forklift having raised tines in rainy, overcast weather.

Principal Leadership of Data Team Protocols within a Professional Learning Community

ERIC Educational Resources Information Center

Chambers, Charmelle

2014-01-01

The following document represents a Problem Based Learning Project (PBL) focusing on school leadership practices leading to increased student achievement. Current research findings indicate effective principals recognize the importance of building teacher capacity through promoting collaborative team work. School principals effectively leading…

A trial of team-based versus small-group learning for second-year medical students: does the size of the small group make a difference?

PubMed

Willett, Laura Rees; Rosevear, G Craig; Kim, Sarang

2011-01-01

Team-based learning is a large-group instructional modality intended to provide active learning with modest faculty resources. The goal is to determine if team-based learning could be substituted for small-group learning in case sessions without compromising test performance or satisfaction. One hundred and sixty-seven students were assigned to team-based or small-group learning for 6 case discussion sessions. Examination scores and student satisfaction were compared. Instruction modality had no meaningful effect on examination score, 81.7% team based versus 79.7% small-group, p=.56 after multivariate adjustment. Student satisfaction was lower with team-based learning, 2.45 versus 3.74 on a 5-point scale, p<.001. Survey responses suggested that the very small size (8-10 students) of our small groups influenced the preference for small-group learning. Team-based learning does not adversely affect examination performance. However, student satisfaction may be inferior, especially if compared to instruction in very small groups of 10 or fewer students.

Developing High-Functioning Teams: Factors Associated With Operating as a "Real Team" and Implications for Patient-Centered Medical Home Development.

PubMed

Stout, Somava; Zallman, Leah; Arsenault, Lisa; Sayah, Assaad; Hacker, Karen

2017-01-01

Team-based care is a foundation of health care redesign models like the patient-centered medical home (PCMH). Yet few practices rigorously examine how the implementation of PCMH relates to teamwork. We identified factors associated with the perception of a practice operating as a real team. An online workforce survey was conducted with all staff of 12 primary care sites of Cambridge Health Alliance at different stages of PCMH transformation. Bivariate and multivariate analyses of factors associated with teamwork perceptions were conducted. In multivariate models, having effective leadership was the main factor associated with practice teamwork perceptions (odds ratio [OR], 10.49; 95% confidence interval [CI], 5.39-20.43); in addition, practicing at a site in an intermediate stage of PCMH transformation was also associated with enhanced team perceptions (OR, 2.44; 95% CI, 1.28-4.64). In a model excluding effective leadership, respondents at sites in an intermediate stage of PCMH transformation (OR, 1.95; 95% CI, 1.1-3.4) and who had higher care team behaviors (such as huddles and weekly meetings; OR, 3.41; 95% CI, 1.30-8.92), higher care team perceptions (OR, 2.65; 95% CI, 1.15-6.11), and higher job satisfaction (OR, 2.00; 95% CI, 1.02-3.92) had higher practice teamwork perceptions. This study highlights the strong association between effective leadership, care team behaviors and perceptions, and job satisfaction with perceptions that practices operate as real teams. Although we cannot infer causality with these cross-sectional data, this study raises the possibility that providing attention to these factors may be important in augmenting practice teamwork perceptions.

A Learning Center Can Happen to You.

ERIC Educational Resources Information Center

Currey, Mary Nell; Hancock, Vickie

This booklet describes the development and activities of the Clinton Park Elementary School Media Center, a first and second grade learning center located in Clinton, Mississippi. Following introductory materials on the establishment of the media center in September 1975 and federal funding of media center projects from 1975 to 1978, information…

Team Up for 21st Century Teaching and Learning: What Research and Practice Reveal about Professional Learning. Condensed Excerpts

ERIC Educational Resources Information Center

Carroll, Thomas G., Ed.; Fulton, Kathleen, Ed.; Doerr, Hanna, Ed.

2010-01-01

This document contains excerpts from Team Up for 21st Century Teaching & Learning. This document includes the excerpts of five articles that provide a substantial evidence-based argument for the power of collaborative communities to improve teaching and learning. These articles are: (1) Professional Communities and the Artisan Model of…

Team safety and innovation by learning from errors in long-term care settings.

PubMed

Buljac-Samardžić, Martina; van Woerkom, Marianne; Paauwe, Jaap

2012-01-01

Team safety and team innovation are underexplored in the context of long-term care. Understanding the issues requires attention to how teams cope with error. Team managers could have an important role in developing a team's error orientation and managing team membership instabilities. The aim of this study was to examine the impact of team member stability, team coaching, and a team's error orientation on team safety and innovation. A cross-sectional survey method was employed within 2 long-term care organizations. Team members and team managers received a survey that measured safety and innovation. Team members assessed member stability, team coaching, and team error orientation (i.e., problem-solving and blaming approach). The final sample included 933 respondents from 152 teams. Stable teams and teams with managers who take on the role of coach are more likely to adopt a problem-solving approach and less likely to adopt a blaming approach toward errors. Both error orientations are related to team member ratings of safety and innovation, but only the blaming approach is (negatively) related to manager ratings of innovation. Differences between members' and managers' ratings of safety are greater in teams with relatively high scores for the blaming approach and relatively low scores for the problem-solving approach. Team coaching was found to be positively related to innovation, especially in unstable teams. Long-term care organizations that wish to enhance team safety and innovation should encourage a problem-solving approach and discourage a blaming approach. Team managers can play a crucial role in this by coaching team members to see errors as sources of learning and improvement and ensuring that individuals will not be blamed for errors.

What and how do students learn in an interprofessional student-run clinic? An educational framework for team-based care.

PubMed

Lie, Désirée A; Forest, Christopher P; Walsh, Anne; Banzali, Yvonne; Lohenry, Kevin

2016-01-01

The student-run clinic (SRC) has the potential to address interprofessional learning among health professions students. To derive a framework for understanding student learning during team-based care provided in an interprofessional SRC serving underserved patients. The authors recruited students for a focus group study by purposive sampling and snowballing. They constructed two sets of semi-structured questions for uniprofessional and multiprofessional groups. Sessions were audiotaped, and transcripts were independently coded and adjudicated. Major themes about learning content and processes were extracted. Grounded theory was followed after data synthesis and interpretation to establish a framework for interprofessional learning. Thirty-six students from four professions (medicine, physician assistant, occupational therapy, and pharmacy) participated in eight uniprofessional groups; 14 students participated in three multiprofessional groups (N = 50). Theme saturation was achieved. Six common themes about learning content from uniprofessional groups were role recognition, team-based care appreciation, patient experience, advocacy-/systems-based models, personal skills, and career choices. Occupational therapy students expressed self-advocacy, and medical students expressed humility and self-discovery. Synthesis of themes from all groups suggests a learning continuum that begins with the team huddle and continues with shared patient care and social interactions. Opportunity to observe and interact with other professions in action is key to the learning process. Interprofessional SRC participation promotes learning 'with, from, and about' each other. Participation challenges misconceptions and sensitizes students to patient experiences, health systems, advocacy, and social responsibility. Learning involves interprofessional interactions in the patient encounter, reinforced by formal and informal communications. Participation is associated with interest in serving

Providing a Learning-Centered Instructional Environment.

ERIC Educational Resources Information Center

Evans, Ruby

This paper describes efforts made by the faculty at Santa Fe Community College (Florida) to provide a learning-centered instructional environment for students in an introductory statistics class. Innovation in instruction has been stressed as institutions switch from "teacher-centered classrooms" to "student-centered…

Scientific collaboration and team science: a social network analysis of the centers for population health and health disparities.

PubMed

Okamoto, Janet

2015-03-01

The past decade has seen dramatic shifts in the way that scientific research is conducted as networks, consortia, and large research centers are funded as transdisciplinary, team-based enterprises to tackle complex scientific questions. Key investigators (N = 167) involved in ten health disparities research centers completed a baseline social network and collaboration readiness survey. Collaborative ties existed primarily between investigators from the same center, with just 7 % of ties occurring across different centers. Grants and work groups were the most common types of ties between investigators, with shared presentations the most common tie across different centers. Transdisciplinary research orientation was associated with network position and reciprocity. Center directors/leaders were significantly more likely to form ties with investigators in other roles, such as statisticians and trainees. Understanding research collaboration networks can help to more effectively design and manage future team-based research, as well as pinpoint potential issues and continuous evaluation of existing efforts.

Are In-Class Peer Leaders Effective in the Peer-Led Team-Learning Approach?

ERIC Educational Resources Information Center

Schray, Keith; Russo, M. Jean; Egolf, Roger; Lademan, William; Gelormo, David

2009-01-01

Peer-led team learning (PLTL) has been widely adopted for enhanced learning in a variety of disciplines, mostly in introductory chemistry, but also in organic chemistry, as in this study (Tien, Roth, and Kampmeier 2002). This pedagogical approach forms student groups led by students who have previously done well in the course (standard peer…

Evaluation of a Modified Debate Exercise Adapted to the Pedagogy of Team-Based Learning

PubMed Central

Yang, Haoshu; Gupta, Vasudha

2018-01-01

Objective. To assess the impact of a debate exercise on self-reported evidence of student learning in literature evaluation, evidence-based decision making, and oral presentation. Methods. Third-year pharmacy students in a required infectious disease therapeutics course participated in a modified debate exercise that included a reading assignment and readiness assessment tests consistent with team-based learning (TBL) pedagogy. Peer and faculty assessment of student learning was accomplished with a standardized rubric. A pre- and post-debate survey was used to assess self-reported perceptions of abilities to perform skills outlined by the learning objectives. Results. The average individual readiness assessment score was 93.5% and all teams scored 100% on their team readiness assessments. Overall student performance on the debates was also high with an average score of 88.2% prior to extra credit points. Of the 95 students, 88 completed both pre- and post-surveys (93% participation rate). All learning objectives were associated with a statistically significant difference between pre- and post-debate surveys with the majority of students reporting an improvement in self-perceived abilities. Approximately two-thirds of students enjoyed the debates exercise and believed it improved their ability to make and defend clinical decisions. Conclusion. A debate format adapted to the pedagogy of TBL was well-received by students, documented high achievement in assessment of skills, and improved students’ self-reported perceptions of abilities to evaluate the literature, develop evidence-based clinical decisions, and deliver an effective oral presentation.

Impact of a TeamSTEPPS Trauma Nurse Academy at a Level 1 Trauma Center.

PubMed

Peters, V Kristen; Harvey, Ellen M; Wright, Andi; Bath, Jennifer; Freeman, Dan; Collier, Bryan

2018-01-01

Nurses are crucial members of the team caring for the acutely injured trauma patient. Until recently, nurses and physicians gained an understanding of leadership and supportive roles separately. With the advent of a multidisciplinary team approach to trauma care, formal team training and simulation has transpired. Since 2007, our Level I trauma system has integrated TeamSTEPPS (Team Strategies & Tools to Enhance Performance & Patient Safety; Agency for Healthcare Research and Quality, Rockville, MD) into our clinical care, joint training of nurses and physicians, using simulations with participation of all health care providers. With the increased expectations of a well-orchestrated team and larger number of emergency nurses, our program created the Trauma Nurse Academy. This academy provides a core of experienced nurses with an advanced level of training while decreasing the variability of personnel in the trauma bay. Components of the academy include multidisciplinary didactic education, the Essentials of TeamSTEPPS, and interactive trauma bay learning, to include both equipment and drug use. Once completed, academy graduates participate in the orientation and training of General Surgery and Emergency Medicine residents' trauma bay experience and injury prevention activities. Internal and published data have demonstrated growing evidence linking trauma teamwork training to knowledge and self-confidence in clinical judgment to team performance, patient outcomes, and quality of care. Although trauma resuscitations are stressful, high risk, dynamic, and a prime environment for error, new methods of teamwork training and collaboration among trauma team members have become essential. Copyright © 2017 Emergency Nurses Association. Published by Elsevier Inc. All rights reserved.

Lessons Learned (3 Years of H2O2 Propulsion System Testing Efforts at NASA's John C. Stennis Space Center)

NASA Technical Reports Server (NTRS)

Taylor, Gary O.

2001-01-01

John C. Stennis Space Center continues to support the Propulsion community in an effort to validate High-Test Peroxide as an alternative to existing/future oxidizers. This continued volume of peroxide test/handling activity at Stennis Space Center (SSC) provides numerous opportunities for the SSC team to build upon previously documented 'lessons learned'. SSC shall continue to strive to document their experience and findings as H2O2 issues surface. This paper is intended to capture all significant peroxide issues that we have learned over the last three years. This data (lessons learned) has been formulated from practical handling, usage, storage, operations, and initial development/design of our systems/facility viewpoint. The paper is intended to be an information type tool and limited in technical rational; therefore, presenting the peroxide community with some issues to think about as the continued interest in peroxide evolves and more facilities/hardware are built. These lessons learned are intended to assist industry in mitigating problems and identifying potential pitfalls when dealing with the requirements for handling high-test peroxide.

Active-Learning versus Teacher-Centered Instruction for Learning Acids and Bases

ERIC Educational Resources Information Center

Sesen, Burcin Acar; Tarhan, Leman

2011-01-01

Background and purpose: Active-learning as a student-centered learning process has begun to take more interest in constructing scientific knowledge. For this reason, this study aimed to investigate the effectiveness of active-learning implementation on high-school students' understanding of "acids and bases". Sample: The sample of this…

Marshall Space Flight Center's Education Department

NASA Technical Reports Server (NTRS)

Henderson, Arthur J., Jr.; Whitaker, Ann F. (Technical Monitor)

2000-01-01

Marshall Space Flight Center's Education Department is a resource for Educator, Students and Lifelong Learners. This paper will highlight the Marshall Space Flight Center's Education Department with references to other NASA Education Departments nationwide. The principal focus will be on the responsibilities of the Pre-college Education Team which is responsible for supporting K- 12 teachers highlighting how many of the NASA Pre-college Offices engage teachers and their students in better understanding NASA's inspiring missions, unique facilities, and specialized workforce to carryout these many agency-wide tasks, goals and objectives. Attendee's will learn about the Marshall Educational Alliance Teams, as well, which is responsible for using NASA's unique assets to support all types of learning. All experience and knowledge levels, all grades K-12, and teachers in these specified groupings will gain a true appreciation of what is available for them, through Marshall Space Flight Center's Education Department. An agency-wide blue directory booklet will be distributed to all attendees, for future references and related points of contact.

Information Technology in Science (ITS) Center for Teaching and Learning Environment Design Experiment Study for the Development of New Generation Leaders in Science Education

NASA Astrophysics Data System (ADS)

Herbert, B. E.; Schroeder, C.; Brody, S.; Cahill, T.; Kenimer, A.; Loving, C.; Schielack, J.

2003-12-01

The ITS Center for Teaching and Learning is a five-year NSF-funded collaborative effort to engage scientists and university and school or district-based science educators in the use of information technology to improve science teaching and learning at all levels. One assumption is that science and mathematics teaching and learning will be improved when they become more connected to the authentic science research done in field settings or laboratories. The effective use of information technology in science classrooms has been shown to help achieve this objective. As a design study that is -working toward a greater understanding of a -learning ecology", the research related to the creation and refinement of the ITS Centeres collaborative environment for professional development is contributing information about an important setting not often included in the descriptions of professional development, a setting that incorporates distributed expertise and resulting distributed growth in the various categories of participants: scientists, science graduate students, education researchers, education graduate students, and master teachers. Design-based research is an emerging paradigm for the study of learning in context through the systematic design and study of instructional strategies and tools. This presentation will discuss the results of the formative evaluation process that has moved the ITS Centeres collaborative environment for professional development through the iterative process from Phase I (the planned program designed in-house) to Phase II (the experimental program being tested in-house). In particular, we will focus on the development of the ITS Centeres Project Teams, which create learning experiences over two summers focused on the exploration of science, technology, engineering or mathematics (STEM) topics through the use of modeling, visualization and complex data sets to explore authentic scientific questions that can be integrated within the K-16

Play and learn team building.

PubMed

Haas, R C; Martin, S

1997-05-01

In order to have a team function correctly, power must be distributed equally, with no team member having more perceived power than any other. It is this leveling of the playing field that allows the team to develop and to stimulate the creative juices of its members. This article discusses techniques that can help an organization break down the power barriers and permit its employees to become a cohesive unit--a team.

Applying interprofessional Team-Based Learning in patient safety: a pilot evaluation study.

PubMed

Lochner, Lukas; Girardi, Sandra; Pavcovich, Alessandra; Meier, Horand; Mantovan, Franco; Ausserhofer, Dietmar

2018-03-27

Interprofessional education (IPE) interventions are not always successful in achieving learning outcomes. Team-Based Learning (TBL) would appear to be a suitable pedagogical method for IPE, as it focuses on team performance; however, little is known about interprofessional TBL as an instructional framework for patient safety. In this pilot-study, we aimed to (1) describe participants' reactions to TBL, (2) observe their achievement with respect to interprofessional education learning objectives, and (3) document their attitudinal shifts with regard to patient safety behaviours. We developed and implemented a three-day course for pre-qualifying, non-medical healthcare students to give instruction on non-technical skills related to 'learning from errors'. The course consisted of three sequential modules: 'Recognizing Errors', 'Analysing Errors', and 'Reporting Errors'. The evaluation took place within a quasi-experimental pre-test-post-test study design. Participants completed self-assessments through valid and reliable instruments such as the Mennenga's TBL Student Assessment Instrument and the University of the West of England's Interprofessional Questionnaire. The mean scores of the individual readiness assurance tests were compared with the scores of the group readiness assurance test in order to explore if students learned from each other during group discussions. Data was analysed using descriptive (i.e. mean, standard deviation), parametric (i.e. paired t-test), and non-parametric (i.e. Wilcoxon signed-rank test) methods. Thirty-nine students from five different bachelor's programs attended the course. The participants positively rated TBL as an instructional approach. All teams outperformed the mean score of their individual members during the readiness assurance process. We observed significant improvements in 'communication and teamwork' and 'interprofessional learning' but not in 'interprofessional interaction' and 'interprofessional relationships

A Treasure Chest of Primary Learning Center Ideas.

ERIC Educational Resources Information Center

Kessler, Margaret; Kessler, John

Defining a learning center as a classroom area containing several learning stations where students may work independently with materials which teach, reinforce, or enrich their skills, this guide presents a number of ideas for use in the visual motivation display area of such a center. Suggestions for displays for the various teaching stations are…

A Computer Learning Center for Environmental Sciences

NASA Technical Reports Server (NTRS)

Mustard, John F.

2000-01-01

In the fall of 1998, MacMillan Hall opened at Brown University to students. In MacMillan Hall was the new Computer Learning Center, since named the EarthLab which was outfitted with high-end workstations and peripherals primarily focused on the use of remotely sensed and other spatial data in the environmental sciences. The NASA grant we received as part of the "Centers of Excellence in Applications of Remote Sensing to Regional and Global Integrated Environmental Assessments" was the primary source of funds to outfit this learning and research center. Since opening, we have expanded the range of learning and research opportunities and integrated a cross-campus network of disciplines who have come together to learn and use spatial data of all kinds. The EarthLab also forms a core of undergraduate, graduate, and faculty research on environmental problems that draw upon the unique perspective of remotely sensed data. Over the last two years, the Earthlab has been a center for research on the environmental impact of water resource use in and regions, impact of the green revolution on forest cover in India, the design of forest preserves in Vietnam, and detailed assessments of the utility of thermal and hyperspectral data for water quality analysis. It has also been used extensively for local environmental activities, in particular studies on the impact of lead on the health of urban children in Rhode Island. Finally, the EarthLab has also served as a key educational and analysis center for activities related to the Brown University Affiliated Research Center that is devoted to transferring university research to the private sector.

Mission control team structure and operational lessons learned from the 2009 and 2010 NASA desert RATS simulated lunar exploration field tests

NASA Astrophysics Data System (ADS)

Bell, Ernest R.; Badillo, Victor; Coan, David; Johnson, Kieth; Ney, Zane; Rosenbaum, Megan; Smart, Tifanie; Stone, Jeffry; Stueber, Ronald; Welsh, Daren; Guirgis, Peggy; Looper, Chris; McDaniel, Randall

2013-10-01

team the opportunity to gain insight into functional hardware requirements via lessons learned from executing the Desert RATS field test missions. This paper will detail the mission control team structure that was used during the 2009 and 2010 Desert RATS Lunar analog missions. It will also present a number of the lessons learned by the operations team during these field tests. Major lessons learned involved Mission Control Center (MCC) operations, pre-mission planning and training processes, procedure requirements, communication requirements, and logistic support for analogs. This knowledge will be applied to future Desert RATS field tests, and other Earth based analog testing for space exploration, to continue the evolution of manned space operations in preparation for human planetary exploration. It is important that operational knowledge for human space exploration missions be obtained during Earth-bound field tests to the greatest extent possible. This allows operations personnel the ability to examine various flight control and crew operations scenarios in preparation for actual space missions.

Undergraduate Students' Self-Efficacy and Cognitive Behaviors for Learning in Multidisciplinary Project Teams

ERIC Educational Resources Information Center

Chen, Xiaojun

2012-01-01

The purpose of this study was to investigate individual students' learning from the perspectives of self-efficacy and cognitive learning expressions in multidisciplinary project teams. Both quantitative and qualitative data were collected to address the major research questions, which are aimed at understanding individual students'…

Reinforcement Learning in Distributed Domains: Beyond Team Games

NASA Technical Reports Server (NTRS)

Wolpert, David H.; Sill, Joseph; Turner, Kagan

2000-01-01

Distributed search algorithms are crucial in dealing with large optimization problems, particularly when a centralized approach is not only impractical but infeasible. Many machine learning concepts have been applied to search algorithms in order to improve their effectiveness. In this article we present an algorithm that blends Reinforcement Learning (RL) and hill climbing directly, by using the RL signal to guide the exploration step of a hill climbing algorithm. We apply this algorithm to the domain of a constellations of communication satellites where the goal is to minimize the loss of importance weighted data. We introduce the concept of 'ghost' traffic, where correctly setting this traffic induces the satellites to act to optimize the world utility. Our results indicated that the bi-utility search introduced in this paper outperforms both traditional hill climbing algorithms and distributed RL approaches such as team games.

Environmental Studies. Plano Outdoor Learning Center.

ERIC Educational Resources Information Center

Plano Independent School District, TX.

This curriculum guide for the Plano Intermediate School District (Texas) Outdoor Learning Center is divided into three major sections. Section I provides information on the numbered stations/posts found along the perimeter and inner trails of the center and includes brief comments on the philosophy of environmental education and the history…

Rationale and methodology of a collaborative learning project in congenital cardiac care

PubMed Central

Wolf, Michael J.; Lee, Eva K.; Nicolson, Susan C.; Pearson, Gail D.; Witte, Madolin K.; Huckaby, Jeryl; Gaies, Michael; Shekerdemian, Lara S.; Mahle, William T.

2018-01-01

Background Collaborative learning is a technique through which individuals or teams learn together by capitalizing on one another’s knowledge, skills, resources, experience, and ideas. Clinicians providing congenital cardiac care may benefit from collaborative learning given the complexity of the patient population and team approach to patient care. Rationale and development Industrial system engineers first performed broad-based time-motion and process analyses of congenital cardiac care programs at 5 Pediatric Heart Network core centers. Rotating multidisciplinary team site visits to each center were completed to facilitate deep learning and information exchange. Through monthly conference calls and an in-person meeting, we determined that duration of mechanical ventilation following infant cardiac surgery was one key variation that could impact a number of clinical outcomes. This was underscored by one participating center’s practice of early extubation in the majority of its patients. A consensus clinical practice guideline using collaborative learning was developed and implemented by multidisciplinary teams from the same 5 centers. The 1-year prospective initiative was completed in May 2015, and data analysis is under way. Conclusion Collaborative learning that uses multidisciplinary team site visits and information sharing allows for rapid structured fact-finding and dissemination of expertise among institutions. System modeling and machine learning approaches objectively identify and prioritize focused areas for guideline development. The collaborative learning framework can potentially be applied to other components of congenital cardiac care and provide a complement to randomized clinical trials as a method to rapidly inform and improve the care of children with congenital heart disease. PMID:26995379

NASA Team Collaboration Pilot: Enabling NASA's Virtual Teams

NASA Technical Reports Server (NTRS)

Prahst, Steve

2003-01-01

Most NASA projects and work activities are accomplished by teams of people. These teams are often geographically distributed - across NASA centers and NASA external partners, both domestic and international. NASA "virtual" teams are stressed by the challenge of getting team work done - across geographic boundaries and time zones. To get distributed work done, teams rely on established methods - travel, telephones, Video Teleconferencing (NASA VITS), and email. Time is our most critical resource - and team members are hindered by the overhead of travel and the difficulties of coordinating work across their virtual teams. Modern, Internet based team collaboration tools offer the potential to dramatically improve the ability of virtual teams to get distributed work done.

Building an inclusive research team: the importance of team building and skills training.

PubMed

Strnadová, Iva; Cumming, Therese M; Knox, Marie; Parmenter, Trevor

2014-01-01

Inclusive research teams typically describe their experiences and analyse the type of involvement of researchers with disability, but the process of building research teams and the need for research training still remain underexplored in the literature. Four researchers with intellectual disabilities and four academic researchers developed an inclusive research team. The team conducted 15 research training sessions, focused on investigating the well-being of older women with intellectual disabilities. They used mobile technology to support research skills acquisition. Findings included the experiences of all team members regarding the team building during training. To become an effective inclusive research team, all team members, regardless of ability, need to bring their own experiences and also learn necessary research skills. This paper highlights the need for team building, joint research training among all members of the research team and strategies supporting the peer-mentoring within the team. We are a team of four researchers with intellectual disabilities and four academic researchers without an intellectual disability. Our aim has been to learn about research together. We want to do this so that we can carry out a research project together about how older women with intellectual disabilities live. We have decided to call our team 'Welcome to our Class'. We have been working together for 9 months. In this time we have had 15 research training meetings. We have learned What research is How to work out a research question, that is what we want to find out about How to get information on what we want to find out. Here we thought of interview questions we could ask older women with intellectual disabilities. We are now meeting once a month, and have just begun our research on finding out how older women with intellectual disabilities live. We are now starting to use what we have learned. © 2013 John Wiley & Sons Ltd.

Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study.

PubMed

Burgess, Annette; Roberts, Chris; Ayton, Tom; Mellis, Craig

2018-04-10

While Problem Based Learning (PBL) has long been established internationally, Team-based learning (TBL) is a relatively new pedagogy in medical curricula. Both PBL and TBL are designed to facilitate a learner-centred approach, where students, in interactive small groups, use peer-assisted learning to solve authentic, professionally relevant problems. Differences, however, exist between PBL and TBL in terms of preparation requirements, group numbers, learning strategies, and class structure. Although there are many similarities and some differences between PBL and TBL, both rely on constructivist learning theory to engage and motivate students in their learning. The aim of our study was to qualitatively explore students' perceptions of having their usual PBL classes run in TBL format. In 2014, two iterations in a hybrid PBL curriculum were converted to TBL format, with two PBL groups of 10 students each, being combined to form one TBL class of 20, split into four groups of five students. At the completion of two TBL sessions, all students were invited to attend one of two focus groups, with 14 attending. Thematic analysis was used to code and categorise the data into themes, with constructivist theory used as a conceptual framework to identify recurrent themes. Four key themes emerged; guided learning, problem solving, collaborative learning, and critical reflection. Although structured, students were attracted to the active and collaborative approach of TBL. They perceived the key advantages of TBL to include the smaller group size, the preparatory Readiness Assurance Testing process, facilitation by a clinician, an emphasis on basic science concepts, and immediate feedback. The competitiveness of TBL was seen as a spur to learning. These elements motivated students to prepare, promoted peer assisted teaching and learning, and focussed team discussion. An important advantage of PBL over TBL, was the opportunity for adequate clinical reasoning within the problem

Assessment of Peer-Led Team Learning in Calculus I: A Five-Year Study

ERIC Educational Resources Information Center

Merkel, John Conrad; Brania, Abdelkrim

2015-01-01

This five-year study of the peer-led team learning (PLTL) paradigm examined its implementation in a Calculus I course at an all-male HBCU institution. For this study we set up a strong control group and measured the effect of PLTL in the teaching and learning of Calculus I through two points of measure: retention and success rates and learning…

Conceptualization and Support of the Role of Teachers Serving as Team Leaders in a Professional Learning Community

ERIC Educational Resources Information Center

Gordin, Lanelle

2010-01-01

This study presents the results of a phenomenological qualitative investigation into the new role of teachers serving as team leaders in a professional learning community, as well as the support team leaders need from members and principals to be effective. Collaborative teacher teams in 6 schools that have been developing as professional learning…

How interdisciplinary teams can create multi-disciplinary education: the interplay between team processes and educational quality.

PubMed

Stalmeijer, Renee E; Gijselaers, Wim H; Wolfhagen, Ineke H A P; Harendza, Sigrid; Scherpbier, Albert J J A

2007-11-01

Many undergraduate medical education programmes offer integrated multi-disciplinary courses, which are generally developed by a team of teachers from different disciplines. Research has shown that multi-disciplinary teams may encounter problems, which can be detrimental to productive co-operation, which in turn may diminish educational quality. Because we expected that charting these problems might yield suggestions for addressing them, we examined the relationships between team diversity, team processes and course quality. We administered a questionnaire to participants from 21 interdisciplinary teams from 1 Dutch and 1 German medical school, both of which were reforming their curriculum. An adapted questionnaire on team learning behaviours, which had been validated in business contexts, was used to collect data on team processes, team learning behaviours and diversity within teams. We examined the relationship between the team factors and educational quality measures of the courses designed by the teams. A total of 84 teachers (60%) completed the questionnaire. Bivariate correlation analysis showed that several aspects of diversity, conflict, working climate and learning behaviour were correlated with course quality. The negative effects of the diversity measures, notably, value diversity, on other team processes and course quality and the positive association between psychological safety and team learning suggest that educational quality might be improved by enhancing the functioning of multi-disciplinary teams responsible for course development. The relationship between team processes and educational quality should be studied among larger study populations. Student ratings should also be considered in measuring educational quality.

Crystal Growth Team in the Spacelab Payload Operations Control Center (SL POCC) During the STS-42

NASA Technical Reports Server (NTRS)

1992-01-01

The primary payload for Space Shuttle Mission STS-42, launched January 22, 1992, was the International Microgravity Laboratory-1 (IML-1), a pressurized manned Spacelab module. The goal of IML-1 was to explore in depth the complex effects of weightlessness of living organisms and materials processing. Around-the-clock research was performed on the human nervous system's adaptation to low gravity and effects of microgravity on other life forms such as shrimp eggs, lentil seedlings, fruit fly eggs, and bacteria. Materials processing experiments were also conducted, including crystal growth from a variety of substances such as enzymes, mercury iodide, and a virus. The Huntsville Operations Support Center (HOSC) Spacelab Payload Operations Control Center (SL POCC) at the Marshall Space Flight Center (MSFC) was the air/ground communication channel used between the astronauts and ground control teams during the Spacelab missions. Featured is the Crystal Growth team in the SL POCC during STS-42, IML-1 mission.

Measuring Responsibility and Cooperation in Learning Teams in the University Setting: Validation of a Questionnaire

PubMed Central

León-del-Barco, Benito; Mendo-Lázaro, Santiago; Felipe-Castaño, Elena; Fajardo-Bullón, Fernando; Iglesias-Gallego, Damián

2018-01-01

Cooperative learning are being used increasingly in the university classroom, in order to promote teamwork among students, improve performance and develop interpersonal competences. Responsibility and cooperation are two fundamental pillars of cooperative learning. Team members’ responsibility is a necessary condition for the team’s success in the assigned tasks. Students must be aware that they depend on each other and should make their maximum effort. On the other hand, in efficient groups, the members cooperate and pool their efforts to achieve the proposed goals. In this research, we propose to create a Questionnaire of Group Responsibility and Cooperation in Learning Teams (CRCG). Participants in this work were 375 students from the Faculty of Teacher Training of the University of Extremadura (Spain). The CRCG has very acceptable psychometric characteristics, good internal consistency, and temporal reliability. Moreover, structural equation analysis allowed us to verify that the latent variables in the two factors found are well defined and, therefore, their assessment is adequate. Besides, we found high significant correlations between the Learning Team Potency Questionnaire (CPEA) and the total score and the factors of the CRCG. This tool will evaluate cooperative skills and offer faculty information in order to prepare students for teamwork and conflict resolution. PMID:29593622

The Effects of Incorporating Web-Assisted Learning with Team Teaching in Seventh-Grade Science Classes

ERIC Educational Resources Information Center

Jang, Syh-Jong

2006-01-01

Due to the implementation of a 9-year integrated curriculum scheme in Taiwan, research on team teaching and web-based technology appears to be urgent. The purpose of this study was incorporated web-assisted learning with team teaching in seventh-grade science classes. The specific research question concerned student performance and attitudes about…

Using Team-based Learning to Teach a Hybrid Pharmacokinetics Course Online and in Class.

PubMed

Franklin, Ann Snyder; Markowsky, Susan; De Leo, Justin; Normann, Sven; Black, Erik

2016-12-25

Objective. To compare the effectiveness of face-to-face and online team-based learning (TBL) to teach phenytoin pharmacokinetics. Design. A TBL format was used to teach an online cohort of 222 pharmacy students and two face-to-face cohorts (Tampa and Las Vegas) of pharmacy students. Students in all cohorts completed individual and team readiness tests (iRATs and tRATs), and a self-assessment survey to determine teamwork and content understanding. Knowledge retention questions also were added to the final examination. Assessment. Mean scores on iRATs were: 54% for the Tampa group; 72% for the Las Vegas group; and 58% for the online. Mean tRAT scores were 78.5% for the Tampa cohort and 82.2% for the Las Vegas cohort, compared to 89.5% for the online cohort. The mean tRAT scores for the online cohorts were significantly higher than those of the face-to-face cohorts. Data from the teamwork survey provided evidence of positive interactions among teams for all cohorts. Conclusion. Team-based learning can be an effective method for teaching applied pharmacokinetics in both face-to-face and online classes.

Professional and pre-professional pharmacy students' perceptions of team based learning (TBL) at a private research-intensive university.

PubMed

Miller, Danielle M; Khalil, Karen; Iskaros, Olivia; Van Amburgh, Jenny A

2017-07-01

Pharmacy students need to develop critical thinking and problem-solving skills as well as be a valuable team member. The use of team based learning (TBL) fosters effective team collaboration, enables continuous active and self-directed learning, and requires both individual and team accountability. The purpose was to evaluate pharmacy students' perceptions and experiences related to TBL in different years of the pharmacy curriculum. Two classes, Introduction to the Profession of Pharmacy (intro), a required course, and Self-Care/Non-Prescription Medications (self-care), an elective course, utilize the TBL approach. Students enrolled in both courses were recruited to complete a validated questionnaire during the last class. There was 100% participation; the majority of students, regardless of course, expressed positive attitudes towards TBL. Variations, relevance of TBL activities and the use of TBL as a learning strategy, between the required intro class and the elective self-care class were observed using a Mann-Whitney U test (p<0.05). Both cohorts of pharmacy students positively rated the TBL sessions in terms of learning effectiveness. It's important to consider the differences in professional development in these students and how this may impact their perceptions of TBL. TBL imparts more responsibility and accountability on the individual student allowing for the development of self-directed learners. Students, regardless of their year, found TBL to be an effective learning strategy. Third professional year (P3) pharmacy students further along in the curriculum are more accepting of TBL and are better able to appreciate the benefits of active and self-directed learning as well as working within a team. Copyright © 2017 Elsevier Inc. All rights reserved.

What and how do students learn in an interprofessional student-run clinic? An educational framework for team-based care

PubMed Central

Lie, Désirée A.; Forest, Christopher P.; Walsh, Anne; Banzali, Yvonne; Lohenry, Kevin

2016-01-01

Background The student-run clinic (SRC) has the potential to address interprofessional learning among health professions students. Purpose To derive a framework for understanding student learning during team-based care provided in an interprofessional SRC serving underserved patients. Methods The authors recruited students for a focus group study by purposive sampling and snowballing. They constructed two sets of semi-structured questions for uniprofessional and multiprofessional groups. Sessions were audiotaped, and transcripts were independently coded and adjudicated. Major themes about learning content and processes were extracted. Grounded theory was followed after data synthesis and interpretation to establish a framework for interprofessional learning. Results Thirty-six students from four professions (medicine, physician assistant, occupational therapy, and pharmacy) participated in eight uniprofessional groups; 14 students participated in three multiprofessional groups (N = 50). Theme saturation was achieved. Six common themes about learning content from uniprofessional groups were role recognition, team-based care appreciation, patient experience, advocacy-/systems-based models, personal skills, and career choices. Occupational therapy students expressed self-advocacy, and medical students expressed humility and self-discovery. Synthesis of themes from all groups suggests a learning continuum that begins with the team huddle and continues with shared patient care and social interactions. Opportunity to observe and interact with other professions in action is key to the learning process. Discussion Interprofessional SRC participation promotes learning ‘with, from, and about’ each other. Participation challenges misconceptions and sensitizes students to patient experiences, health systems, advocacy, and social responsibility. Learning involves interprofessional interactions in the patient encounter, reinforced by formal and informal communications

What and how do students learn in an interprofessional student-run clinic? An educational framework for team-based care.

PubMed

Lie, Désirée A; Forest, Christopher P; Walsh, Anne; Banzali, Yvonne; Lohenry, Kevin

2016-01-01

Background The student-run clinic (SRC) has the potential to address interprofessional learning among health professions students. Purpose To derive a framework for understanding student learning during team-based care provided in an interprofessional SRC serving underserved patients. Methods The authors recruited students for a focus group study by purposive sampling and snowballing. They constructed two sets of semi-structured questions for uniprofessional and multiprofessional groups. Sessions were audiotaped, and transcripts were independently coded and adjudicated. Major themes about learning content and processes were extracted. Grounded theory was followed after data synthesis and interpretation to establish a framework for interprofessional learning. Results Thirty-six students from four professions (medicine, physician assistant, occupational therapy, and pharmacy) participated in eight uniprofessional groups; 14 students participated in three multiprofessional groups (N = 50). Theme saturation was achieved. Six common themes about learning content from uniprofessional groups were role recognition, team-based care appreciation, patient experience, advocacy-/systems-based models, personal skills, and career choices. Occupational therapy students expressed self-advocacy, and medical students expressed humility and self-discovery. Synthesis of themes from all groups suggests a learning continuum that begins with the team huddle and continues with shared patient care and social interactions. Opportunity to observe and interact with other professions in action is key to the learning process. Discussion Interprofessional SRC participation promotes learning 'with, from, and about' each other. Participation challenges misconceptions and sensitizes students to patient experiences, health systems, advocacy, and social responsibility. Learning involves interprofessional interactions in the patient encounter, reinforced by formal and informal communications

Effects of implementation of a team model on physician and staff perceptions of a clinic's organizational and learning environments.

PubMed

Roth, Linda M; Markova, Tsveti; Monsur, Joseph C; Severson, Richard K

2009-06-01

Although teamwork is widely promoted by the Institute of Medicine, the American Academy of Family Physicians, and the Future of Family Medicine project, the health care literature does not provide clear direction on how to create or maintain high-functioning teams in ambulatory residency education. In 2004, we reorganized the clinical operation of our family medicine residency clinic into teams, each consisting of faculty, residents, and nursing and administrative staff. We hypothesized that operating within teams would have a positive effect on employees' job satisfaction and perceptions of our clinic's organizational and learning environments. We administered a confidential survey to faculty, residents, and staff annually over 5 years (2002-2006). Using questionnaire data from 2002-2003 as a baseline and data from 2004-2006 as a post-intervention measurement, we performed Mann-Whitney tests to assess the effect of the implementation of teams on employees' ratings of job satisfaction, individual autonomy, organizational commitment, goal attainment, physical characteristics and personnel arrangements within the clinic, learning opportunities for residents, teaching behaviors of faculty, roles of staff, and learning organization characteristics. After the implementation of teams, there was an improvement in ratings of learning opportunities and quality of teaching, job satisfaction, employee autonomy, staff roles, and staff attitudes toward residents. Implementing a team approach in a residency clinic can improve measures of physician and staff satisfaction and organizational function.

Heart transplant centers with multidisciplinary team show a higher level of chronic illness management - Findings from the International BRIGHT Study.

PubMed

Cajita, Maan Isabella; Baumgartner, Eva; Berben, Lut; Denhaerynck, Kris; Helmy, Remon; Schönfeld, Sandra; Berger, Gabriele; Vetter, Christine; Dobbels, Fabienne; Russell, Cynthia L; De Geest, Sabina

The objectives of this study were to: (1) explore the proportion of HTx centers that have a multidisciplinary team and (2) assess the relationship between multidisciplinarity and the level of chronic illness management (CIM). The International Society for Heart and Lung Transplantation (ISHLT) recommends a multidisciplinary approach in heart transplant (HTx) follow-up care but little is known regarding the proportion of HTx centers that meet this recommendation and the impact on patient care. HTx centers with a multidisciplinary team may offer higher levels of CIM, a care model that has the potential to improve outcomes after HTx. We conducted a secondary analysis of the BRIGHT study, a cross-sectional study in 11 countries. Multidisciplinarity in the 36 HTx centers was assessed through HTx director reports and was defined as having a team that was composed of physician(s), nurse(s), and another healthcare professional (either a social worker, psychiatrist, psychologist, pharmacist, dietician, physical therapist, or occupational therapist). CIM was assessed with the Patient Assessment of Chronic Illness Care (PACIC). Multiple linear regression assessed the relationship between multidisciplinarity and the level of CIM. Twenty-nine (80.6%) of the HTx centers had a multidisciplinary team. Furthermore, multidisciplinarity was significantly associated with higher levels of CIM (β = 5.2, P = 0.042). Majority of the HTx centers follows the ISHLT recommendation for a multidisciplinary approach. Multidisciplinarity was associated with CIM and point toward a structural factor that needs to be in place for moving toward CIM. Copyright © 2017 Elsevier Inc. All rights reserved.

Peer-Led Team Learning in Mathematics Courses for Freshmen Engineering and Computer Science Students

ERIC Educational Resources Information Center

Reisel, John R.; Jablonski, Marissa R.; Munson, Ethan; Hosseini, Hossein

2014-01-01

Peer-led Team Learning (PLTL) is an instructional method reported to increase student learning in STEM courses. As mathematics is a significant hurdle for many freshmen engineering students, a PLTL program was implemented for students to attempt to improve their course performance. Here, an analysis of PLTL for freshmen engineering students in…

Replicating Peer-Led Team Learning in Cyberspace: Research, Opportunities, and Challenges

ERIC Educational Resources Information Center

Smith, Joshua; Wilson, Sarah Beth; Banks, Julianna; Zhu, Lin; Varma-Nelson, Pratibha

2014-01-01

This quasi-experimental, mixed methods study examined the transfer of a well-established pedagogical strategy, Peer-Led Team Learning (PLTL), to an online workshop environment (cPLTL) in a general chemistry course at a research university in the Midwest. The null hypothesis guiding the study was that no substantive differences would emerge between…

A systematic review examining the effectiveness of blending technology with team-based learning.

PubMed

River, Jo; Currie, Jane; Crawford, Tonia; Betihavas, Vasiliki; Randall, Sue

2016-10-01

Technological advancements are rapidly changing nursing education in higher education settings. Nursing academics are enthusiastically blending technology with active learning approaches such as Team Based Learning (TBL). While the educational outcomes of TBL are well documented, the value of blending technology with TBL (blended-TBL) remains unclear. This paper presents a systematic review examining the effectiveness of blended-TBL in higher education health disciplines. This paper aimed to identify how technology has been incorporated into TBL in higher education health disciplines. It also sought to evaluate the educational outcomes of blended-TBL in terms of student learning and preference. A review of TBL research in Medline, CINAHL, ERIC and Embase databases was undertaken including the search terms, team based learning, nursing, health science, medical, pharmaceutical, allied health education and allied health education. Papers were appraised using the Critical Appraisal Skills Program (CASP). The final review included 9 papers involving 2094 student participants. A variety of technologies were blended with TBL including interactive eLearning and social media. There is limited evidence that blended-TBL improved student learning outcomes or student preference. Enthusiasm to blend technology with TBL may not be as well founded as initially thought. However, few studies explicitly examined the value of incorporating technology into TBL. There is a clear need for research that can discern the impact of technology into TBL on student preference and learning outcomes, with a particular focus on barriers to student participation with online learning components. Copyright © 2016 Elsevier Ltd. All rights reserved.

Using concept maps in a modified team-based learning exercise.

PubMed

Knollmann-Ritschel, Barbara E C; Durning, Steven J

2015-04-01

Medical school education has traditionally been driven by single discipline teaching and assessment. Newer medical school curricula often implement an organ-based approach that fosters integration of basic science and clinical disciplines. Concept maps are widely used in education. Through diagrammatic depiction of a variety of concepts and their specific connections with other ideas, concept maps provide a unique perspective into learning and performance that can complement other assessment methods commonly used in medical schools. In this innovation, we describe using concepts maps as a vehicle for a modified a classic Team-Based Learning (TBL) exercise. Modifications to traditional TBL in our innovation included replacing an individual assessment using multiple-choice questions with concept maps as well as combining the group assessment and application exercise whereby teams created concept maps. These modifications were made to further assess understanding of content across the Fundamentals module (the introductory module of the preclerkship curriculum). While preliminary, student performance and feedback from faculty and students support the use of concept maps in TBL. Our findings suggest concept maps can provide a unique means of determining assessment of learning and generating feedback to students. Concept maps can also demonstrate knowledge acquisition, organization of prior and new knowledge, and synthesis of that knowledge across disciplines in a unique way providing an additional means of assessment in addition to traditional multiple-choice questions. Reprint & Copyright © 2015 Association of Military Surgeons of the U.S.

Enhancing Student Learning in Knowledge-Based Courses: Integrating Team-Based Learning in Mass Communication Theory Classes

ERIC Educational Resources Information Center

Han, Gang; Newell, Jay

2014-01-01

This study explores the adoption of the team-based learning (TBL) method in knowledge-based and theory-oriented journalism and mass communication (J&MC) courses. It first reviews the origin and concept of TBL, the relevant theories, and then introduces the TBL method and implementation, including procedures and assessments, employed in an…

The Planned and the Emergent: An Alternative Model of Learning and Literacy

ERIC Educational Resources Information Center

Rogers, Lori S.

2013-01-01

Within academic institutions, writing centers are uniquely situated, socially rich sites for exploring learning and literacy. I examine the work of the Michigan Tech Writing Center's UN 1002 World Cultures study teams primarily because student participants and Writing Center coaches are actively engaged in structuring their own learning and…

Effectiveness of simulation with team-based learning in newborn nursing care.

PubMed

Kang, Kyung-Ah; Kim, Shin-Jeong; Oh, Jina; Kim, Sunghee; Lee, Myung-Nam

2016-06-01

This study determines the effect of simulation with team-based learning (TBL) on newborn nursing care. This randomized controlled trial included 74 nursing students from one university located in Seoul, South Korea. Participants were categorized into two groups according to educational modality: one group involved both simulation and TBL, and the other involved simulation alone. Learning attitudes, academic achievement, and simulation performance were examined to assess effectiveness. The mean difference in learning attitudes between the two groups was non-significant. Low academic achievement differed significantly between the two groups (t = 3.445, P = 0.002). There was no significant difference in mean scores for simulation performance between the two groups. In this study, simulation with TBL was effective in improving learning outcomes. In current nursing education, various learning methods are employed within complex nursing situations and require flexibility and problem-solving approaches. © 2015 Wiley Publishing Asia Pty Ltd.

Is Information Technology Education Betters Learned in Teams? An Exploratory Study of Teamwork Effectiveness at a Higher Education Institution

ERIC Educational Resources Information Center

Lauridsen, Barbara L.

2013-01-01

The purpose of this research was to determine if the effectiveness of technology education can be significantly increased through use of team-based activities including both real-time team encounters and results-driven team assignments. The research addresses this purpose by examining perceptions regarding effectiveness of team-based learning in…

Physical therapy students’ perceptions of team-based learning in gross anatomy using the Team-Based Learning Student Assessment Instrument

PubMed Central

2014-01-01

Purpose: The objective of this study was to assess physical therapy student perceptions of team-based learning (TBL) in a graduate level gross anatomy course using the TBL Student Assessment Instrument (TBL-SAI). Methods: The TBL-SAI was administered to 85 doctor of physical therapy (DPT) students, comprising three cohorts (classes of 2013, 2014, and 2015), who successfully completed a gross anatomy course where TBL was implemented. The TBL-SAI surveys 33 items, each rated from one (strongly disagree) to five (strongly agree) and measures three subscales: students’ perceptions of accountability, preference for lecture or TBL, and student satisfaction. Results: The means for each subscale and the total TBL-SAI score for each cohort fell above the neutral score. The 2015 group (mean, 37.97; 95% confidence interval [CI], 35.67 to 40.26) reported significantly higher satisfaction than that of the 2013 group (mean, 32.71; 95% CI, 30.31 to 35.05) and the 2014 group (mean, 33.11; 95% CI, 30.69 to 35.53). The 2015 group (mean, 125.3; 95% CI, 120.6 to 130.3) also had a significantly higher total score than that of the 2013 group (mean, 115.6; 95% CI, 110.5 to 120.5). Conclusion: The physical therapy students reported an overall positive experience in using TBL to learn gross anatomy in terms of accountability, preference for learning mode, and satisfaction. This positive experience with TBL was accompanied by their successful academic performance. Given the traits and learning preferences in this generation of graduate students, TBL could be a teaching method that is received positively elsewhere and results in successful academic performance and learning. PMID:24699446

Using Team-Based Learning to Teach Grade 7 Biology: Student Satisfaction and Improved Performance

ERIC Educational Resources Information Center

Jarjoura, Christiane; Tayeh, Paula Abou; Zgheib, Nathalie K.

2015-01-01

Team-based learning (TBL) is an innovative form of collaborative learning. The purpose of this study was to evaluate TBL's effect on the performance and satisfaction of grade 7 students in biology in a private school in Lebanon, as well as teachers' willingness to implement this new methodology. An exploratory study was performed whereby two…

Active Learning outside the Classroom: Implementation and Outcomes of Peer-Led Team-Learning Workshops in Introductory Biology

ERIC Educational Resources Information Center

Kudish, Philip; Shores, Robin; McClung, Alex; Smulyan, Lisa; Vallen, Elizabeth A.; Siwicki, Kathleen K.

2016-01-01

Study group meetings (SGMs) are voluntary-attendance peer-led team-learning workshops that supplement introductory biology lectures at a selective liberal arts college. While supporting all students' engagement with lecture material, specific aims are to improve the success of underrepresented minority (URM) students and those with weaker…

Team-Based Learning in a Capstone Course in Speech-Language Pathology: Learning Outcomes and Student Perceptions

ERIC Educational Resources Information Center

Wallace, Sarah E.

2015-01-01

Team-based learning (TBL), although found to increase student engagement and higher-level thinking, has not been examined in the field of speech-language pathology. The purpose of this study was to examine the effect of integrating TBL into a capstone course in evidence-based practice (EBP). The researcher evaluated 27 students' understanding of…

Anytime, Anywhere: Student-Centered Learning for Schools and Teachers

ERIC Educational Resources Information Center

Wolfe, Rebecca E., Ed.; Steinberg, Adria, Ed.; Hoffman, Nancy, Ed.

2013-01-01

"Anytime, Anywhere" synthesizes existing research and practices in the emerging field of student-centered learning, and includes profiles of schools that have embraced this approach. Educators have argued that students should be at the center of learning, constructing new knowledge based on what is interesting to them, and receiving…

Social Capital, Team Efficacy and Team Potency: The Mediating Role of Team Learning Behaviors

ERIC Educational Resources Information Center

van Emmerik, Hetty; Jawahar, I. M.; Schreurs, Bert; de Cuyper, Nele

2011-01-01

Purpose: Drawing on social capital theory and self-identification theory, this study aims to examine the associations of two indicators of social capital, personal networks and deep-level similarity, with team capability measures of team efficacy and team potency. The central focus of the study is to be the hypothesized mediating role of team…

Team Members' Perceptions of Online Teamwork Learning Experiences and Building Teamwork Trust: A Qualitative Study

ERIC Educational Resources Information Center

Tseng, Hung Wei; Yeh, Hsin-Te

2013-01-01

Teamwork factors can facilitate team members, committing themselves to the purposes of maximizing their own and others' contributions and successes. It is important for online instructors to comprehend students' expectations on learning collaboratively. The aims of this study were to investigate online collaborative learning experiences and to…

Conversion of Provider EMR Training from Instructor-Led Training to eLearning at an Academic Medical Center.

PubMed

Sharp, Karen; Williams, Michele; Aldrich, Alison; Bogacz, Adrienne; Denier, Sighle; McAlearney, Ann S

2017-07-26

This case study overviews the conversion of provider training of the electronic medical record (EMR) from an instructor-led training (ILT) program to eLearning at an Academic Medical Center (AMC). This conversion provided us with both a useful training tool and the opportunity to maximize efficiency within both our training and optimization team and organization. eLearning Development Principles were created and served as a guide to assist us with designing an eLearning curriculum using a five step process. The result was a new training approach that allowed learners to complete training at their own pace, and even test out of sections based on demonstrated competency. The information we have leads us to believe that a substantial return on our investment can be obtained from the conversion with positive impacts that have served as the foundation for the future of end user EMR training at our AMC.

Are the resources adoptive for conducting team-based diabetes management clinics? An explorative study at primary health care centers in Muscat, Oman.

PubMed

Al-Alawi, Kamila; Johansson, Helene; Al Mandhari, Ahmed; Norberg, Margareta

2018-05-08

AimThe aim of this study is to explore the perceptions among primary health center staff concerning competencies, values, skills and resources related to team-based diabetes management and to describe the availability of needed resources for team-based approaches. The diabetes epidemic challenges services available at primary health care centers in the Middle East. Therefore, there is a demand for evaluation of the available resources and team-based diabetes management in relation to the National Diabetes Management Guidelines. A cross-sectional study was conducted with 26 public primary health care centers in Muscat, the capital of Oman. Data were collected from manual and electronic resources as well as a questionnaire that was distributed to the physician-in-charge and diabetes management team members.FindingsThe study revealed significant differences between professional groups regarding how they perceived their own competencies, values and skills as well as available resources related to team-based diabetes management. The perceived competencies were high among all professions. The perceived team-related values and skills were also generally high but with overall lower recordings among the nurses. This pattern, along with the fact that very few nurses have specialized qualifications, is a barrier to providing team-based diabetes management. Participants indicated that there were sufficient laboratory resources; however, reported that pharmacological, technical and human resources were lacking. Further work should be done at public primary diabetes management clinics in order to fully implement team-based diabetes management.

Development of emotional intelligence in a team-based learning internal medicine clerkship.

PubMed

Borges, Nicole J; Kirkham, Karen; Deardorff, Adam S; Moore, Jeremy A

2012-01-01

Although increasing number of articles have been published on team-based learning (TBL), none has explored team emotional intelligence. We extend the literature by examining changes in team emotional intelligence during a third year clerkship where TBL is a primary instructional strategy. We hypothesized that team emotional intelligence will change in a positive direction (i.e., increase) during the clerkship. With IRB approval, during the 2009-2010 academic year third-year students in their internal medicine clerkship (N = 105, 100% response rate) completed the Workgroup Emotional Intelligence Profile - Short Version (WEIP-S) at the beginning and at the end of their 12-week clerkship. TBL is an instructional strategy utilized during the internal medicine clerkship. Paired t-tests showed that team emotional intelligence increased significantly pre to post clerkship for three of the four areas: awareness of own emotions (p = 0.018), recognizing emotions in others (p = 0.031), and ability to manage other's emotions (p = 0.013). There was no change for ability to control own emotions (p = 0.570). In an internal medicine clerkship, where TBL is utilized as an instructional strategy, team emotional intelligence increases. This supports TBL as an adjunctive tool to traditional medical education pedagogy.

FaculTea: Professional Development for Learning Centered Academic Advising

ERIC Educational Resources Information Center

Voller, Julie Givans

2013-01-01

The theory of learning centered academic advising states that the purpose of advising is to teach undergraduate students about the logic and purpose of their education. Previous scholarship on learning centered advising has focused on the theoretical or on implementation by faculty at small colleges and universities. Methods for supporting…

Towards a Competence Profile for Inter-Organizational Learning in Open Innovation Teams

ERIC Educational Resources Information Center

du Chatenier, Elise; Verstegen, Jos; Biemans, Harm; Mulder, Martin

2008-01-01

While inter-organizational learning in open innovation teams has received much attention lately, research into its human dimension is lacking. This paper, therefore, explores the competencies professionals need for this process. Three studies were executed: a theoretical study, explorative interviews and focus groups. A competence profile was…

How Multi-Levels of Individual and Team Learning Interact in a Public Healthcare Organisation: A Conceptual Framework

ERIC Educational Resources Information Center

Doyle, Louise; Kelliher, Felicity; Harrington, Denis

2016-01-01

The aim of this paper is to review the relevant literature on organisational learning and offer a preliminary conceptual framework as a basis to explore how the multi-levels of individual learning and team learning interact in a public healthcare organisation. The organisational learning literature highlights a need for further understanding of…

Federally sponsored multidisciplinary research centers: Learning, evaluation, and vicious circles.

PubMed

Youtie, Jan; Corley, Elizabeth A

2011-02-01

Despite the increasing investment in multi-year federally funded science and technology centers in universities, there are few studies of how these centers engage in learning and change based on information submitted from various agents in the oversight and evaluation process. One challenge is how to manage and respond to this evaluative information, especially when it is conflicting. Although the center can learn and adapt in response to this information, it can also become subject to a vicious circle of continuous restructuring and production of documentation to address various and potentially inconsistent recommendations. In this paper we illustrate the effects of such a dynamic based on our experiences as external evaluators of the $25 million NSF-funded Learning in Informal and Formal Environments (LIFE) Center. The case study presents an analysis of annual reports and strategic planning documents along with other sources of evidence to illustrate the evolution of center organizational approaches in response to evaluations by external review panels, center evaluators, program managers, and other external stakeholders. We conclude with suggestions for how evaluators may help centers ease the cost of learning and reduce the likelihood of a vicious circle. 2010 Elsevier Ltd. All rights reserved.

Team Based Work. Symposium.

ERIC Educational Resources Information Center

2002

This document contains three papers from a symposium on team-based work in human resource development (HRD). "Toward Transformational Learning in Organizations: Effects of Model-II Governing Variables on Perceived Learning in Teams" (Blair K. Carruth) summarizes a study that indicated that, regardless of which Model-II variable (valid…

Peer-led team learning in an online course on controversial medication issues and the US healthcare system.

PubMed

Pittenger, Amy L; LimBybliw, Amy L

2013-09-12

To implement peer-led team learning in an online course on controversial issues surrounding medications and the US healthcare system. The course was delivered completely online using a learning management system. Students participated in weekly small-group discussions in online forums, completed 3 reflective writing assignments, and collaborated on a peer-reviewed grant proposal project. In a post-course survey, students reported that the course was challenging but meaningful. Final projects and peer-reviewed assignments demonstrated that primary learning goals for the course were achieved and students were empowered to engage in the healthcare debate. A peer-led team-learning is an effective strategy for an online course offered to a wide variety of student learners. By shifting some of the learning and grading responsibility to students, the instructor workload for the course was rendered more manageable.

The effects of team-based learning techniques on nursing students' perception of the psycho-social climate of the classroom.

PubMed

Koohestani, Hamid Reza; Baghcheghi, Nayereh

2016-01-01

Background: Team-based learning is a structured type of cooperative learning that is becoming increasingly more popular in nursing education. This study compares levels of nursing students' perception of the psychosocial climate of the classroom between conventional lecture group and team-based learning group. Methods: In a quasi-experimental study with pretest-posttest design 38 nursing students of second year participated. One half of the 16 sessions of cardiovascular disease nursing course sessions was taught by lectures and the second half with team-based learning. The modified college and university classroom environment inventory (CUCEI) was used to measure the perception of classroom environment. This was completed after the final lecture and TBL sessions. Results: Results revealed a significant difference in the mean scores of psycho-social climate for the TBL method (Mean (SD): 179.8(8.27)) versus the mean score for the lecture method (Mean (SD): 154.213.44)). Also, the results showed significant differences between the two groups in the innovation (p<0.001), student cohesiveness (p=0.01), cooperation (p<0.001) and equity (p= 0.03) sub-scales scores (p<0.05). Conclusion: This study provides evidence that team-based learning does have a positive effect on nursing students' perceptions of their psycho-social climate of the classroom.

The effects of team-based learning techniques on nursing students’ perception of the psycho-social climate of the classroom

PubMed Central

Koohestani, Hamid Reza; Baghcheghi, Nayereh

2016-01-01

Background: Team-based learning is a structured type of cooperative learning that is becoming increasingly more popular in nursing education. This study compares levels of nursing students’ perception of the psychosocial climate of the classroom between conventional lecture group and team-based learning group. Methods: In a quasi-experimental study with pretest-posttest design 38 nursing students of second year participated. One half of the 16 sessions of cardiovascular disease nursing course sessions was taught by lectures and the second half with team-based learning. The modified college and university classroom environment inventory (CUCEI) was used to measure the perception of classroom environment. This was completed after the final lecture and TBL sessions. Results: Results revealed a significant difference in the mean scores of psycho-social climate for the TBL method (Mean (SD): 179.8(8.27)) versus the mean score for the lecture method (Mean (SD): 154.213.44)). Also, the results showed significant differences between the two groups in the innovation (p<0.001), student cohesiveness (p=0.01), cooperation (p<0.001) and equity (p= 0.03) sub-scales scores (p<0.05). Conclusion: This study provides evidence that team-based learning does have a positive effect on nursing students’ perceptions of their psycho-social climate of the classroom. PMID:28210602

Environments for Lifelong Learning in Senior Centers

ERIC Educational Resources Information Center

Eaton, Jacqueline; Salari, Sonia

2005-01-01

Senior-center learning opportunities must adapt, as new retirees are better educated than their predecessors. We examined 3 multipurpose senior centers using 120 hours of observations and 30 participant interviews. Variation existed in the ability to maximize synomorphic relationships, where the physical environment supported educational…

Evaluating Peer-Led Team Learning: A Study of Long-Term Effects on Former Workshop Peer Leaders

NASA Astrophysics Data System (ADS)

Gafney, Leo; Varma-Nelson, Pratibha

2007-03-01

Peer-led team learning (PLTL) is a program of small-group workshops, attached to a course, under the direction of trained peer leaders who have completed the course. Peer leaders ensure that team members engage with the materials and with each other, they help build commitment and confidence, and they encourage discussion. Studies of PLTL have found that grades and retention improve, and students value the workshops as important in their learning. With a ten-year history, it was possible to study the impact of PLTL on former leaders as they took subsequent steps into graduate work and careers. A survey was developed, piloted, revised, and placed online. Nearly 600 former leaders from nine institutions were contacted; 119 completed surveys were received. Respondents reported that leading the workshops reinforced the breadth and depth of their own learning, helped them develop personal qualities such as confidence and perseverance, and fostered a variety of presentation and team-related skills. The respondents offered rich insights into issues in implementing workshops. This study contributes to the literature on involvement theory in the academic development of college students.

Teachers' Evaluation of Student-Centered Learning Environments

ERIC Educational Resources Information Center

Cubukcu, Zuhal

2012-01-01

Problem Statement: The student-centered teaching is the arrangement of the teaching experience focusing on the students' responsibilities and activities in the learning process which takes into consideration the students' interests, demands and needs. According to this approach, while teaching experiences are planned, different learning strategies…

Learning cell biology as a team: a project-based approach to upper-division cell biology.

PubMed

Wright, Robin; Boggs, James

2002-01-01

To help students develop successful strategies for learning how to learn and communicate complex information in cell biology, we developed a quarter-long cell biology class based on team projects. Each team researches a particular human disease and presents information about the cellular structure or process affected by the disease, the cellular and molecular biology of the disease, and recent research focused on understanding the cellular mechanisms of the disease process. To support effective teamwork and to help students develop collaboration skills useful for their future careers, we provide training in working in small groups. A final poster presentation, held in a public forum, summarizes what students have learned throughout the quarter. Although student satisfaction with the course is similar to that of standard lecture-based classes, a project-based class offers unique benefits to both the student and the instructor.

Lessons Learned for Improving Spacecraft Ground Operations

NASA Technical Reports Server (NTRS)

Bell, Michael; Henderson, Gena; Stambolian, Damon

2013-01-01

NASA policy requires each Program or Project to develop a plan for how they will address Lessons Learned. Projects have the flexibility to determine how best to promote and implement lessons learned. A large project might budget for a lessons learned position to coordinate elicitation, documentation and archival of the project lessons. The lessons learned process crosses all NASA Centers and includes the contactor community. o The Office of The Chief Engineer at NASA Headquarters in Washington D.C., is the overall process owner, and field locations manage the local implementation. One tool used to transfer knowledge between program and projects is the Lessons Learned Information System (LLIS). Most lessons come from NASA in partnership with support contractors. A search for lessons that might impact a new design is often performed by a contractor team member. Knowledge is not found with only one person, one project team, or one organization. Sometimes, another project team, or person, knows something that can help your project or your task. Knowledge sharing is an everyday activity at the Kennedy Space Center through storytelling, Kennedy Engineering Academy presentations and through searching the Lessons Learned Information system. o Project teams search the lessons repository to ensure the best possible results are delivered. o The ideas from the past are not always directly applicable but usually spark new ideas and innovations. Teams have a great responsibility to collect and disseminate these lessons so that they are shared with future generations of space systems designers. o Leaders should set a goal for themselves to host a set numbers of lesson learned events each year and do more to promote multiple methods of lessons learned activities. o High performing employees are expected to share their lessons, however formal knowledge sharing presentation are not the norm for many employees.

Maximize a Team-Based Learning Gallery Walk Experience: Herding Cats Is Easier than You Think

ERIC Educational Resources Information Center

Rodenbaugh, David W.

2015-01-01

Team-based learning (TBL) is an instructional strategy that promotes small group learning and peer instruction in a large class environment. TBL is structured to include the following steps: 1) student preparation, e.g., reading/reviewing course lectures, and 2) readiness assurance testing. Preparation and foundational knowledge is assessed on an…

Leadership Identity Development Through Reflection and Feedback in Team-Based Learning Medical Student Teams.

PubMed

Alizadeh, Maryam; Mirzazadeh, Azim; Parmelee, Dean X; Peyton, Elizabeth; Mehrdad, Neda; Janani, Leila; Shahsavari, Hooman

2018-01-01

Studies on leadership identity development through reflection with Team-Based Learning (TBL) in medical student education are rare. We assumed that reflection and feedback on the team leadership process would advance the progression through leadership identity development stages in medical students within the context of classes using TBL. This study is a quasi-experimental design with pretest-posttest control group. The pretest and posttest were reflection papers of medical students about their experience of leadership during their TBL sessions. In the intervention group, TBL and a team-based, guided reflection and feedback on the team leadership process were performed at the end of all TBL sessions. In the other group, only TBL was used. The Stata 12 software was used. Leadership Identity was treated both as a categorical and quantitative variable to control for differences in baseline and gender variables. Chi-square, t tests, and linear regression analysis were performed. The population was a cohort of 2015-2016 medical students in a TBL setting at Tehran University of Medical Sciences, School of Medicine. Teams of four to seven students were formed by random sorting at the beginning of the academic year (intervention group n = 20 teams, control group n = 19 teams). At baseline, most students in both groups were categorized in the Awareness and Exploration stage of leadership identity: 51 (52%) in the intervention group and 59 (55%) in the control group: uncorrected χ 2 (3) = 15.6, design-based F(2.83, 108) = 4.87, p = .003. In the posttest intervention group, 36 (36%) were in exploration, 33 (33%) were in L-identified, 20 (20%) were in Leadership Differentiated, and 10 (10%) were in the Generativity. None were in the Awareness or Integration stages. In the control group, 3 (20%) were in Awareness, 56 (53%) were in Exploration, 35 (33%) were in Leader Identified, 13 (12%) were in Leadership Differentiated. None were in the Generativity and Integration stages

Overview of Mediated Courseware in Learning Centers.

ERIC Educational Resources Information Center

Spangenberg, Ronald W.

A limited overview of some media related factors, this document should be helpful to the learning center manager who lacks extensive experience with media. It discusses important theoretical factors associated with media selection and summarizes research concerning the use of color and of motion in learning. Descriptive information concerning…

Are High Achievers Successful in Collaborative Learning? An Explorative Study of College Students' Learning Approaches in Team Project-Based Learning

ERIC Educational Resources Information Center

Lee, Hye-Jung; Kim, Hyekyung; Byun, Hyunjung

2017-01-01

This study analyses how high-achieving students approach team project-based learning (TPBL) and aims to identify the implications and challenges of TPBL practice in higher education. After interviewing 32 high-achieving students and surveying 1022 additional students at a South Korean university, we found that four factors were particularly…

Center for the Study of Traumatic Stress

DTIC Science & Technology

2016-06-15

skills for both deployed and garrison experiences.” — Quote from a participant Soldier “The communication skills I learned from TEAM can be applied...problem solving, communication , and goal-setting skills . Data were collected from military families from Washing- ton, DC, San Antonio, TX and...to war, disasters, terrorism, community violence and public health threats. Dear Center Colleagues and Friends, The Center for the Study of Traumatic

Environmental Learning Centers: A Template.

ERIC Educational Resources Information Center

Vozick, Eric

1999-01-01

Provides a working model, or template, for community-based environmental learning centers (ELCs). The template presents a philosophy as well as a plan for staff and administration operations, educational programming, and financial support. The template also addresses "green" construction and maintenance of buildings and grounds and…

Efficiency at the Center of Learning and Teaching

ERIC Educational Resources Information Center

Goff-Kfouri, Carol Ann

2004-01-01

The purpose of this article was to clarify the seemingly contrary philosophies of learner centered and teacher centered teaching approaches. First, the benefits of both approaches are described. Examples of ways in which teacher centered classes using thoughtful questioning techniques or focused lectures enhance learning are presented. The…

A learning curve-based method to implement multifunctional work teams in the Brazilian footwear sector.

PubMed

Guimarães, L B de M; Anzanello, M J; Renner, J S

2012-05-01

This paper presents a method for implementing multifunctional work teams in a footwear company that followed the Taylor/Ford system for decades. The suggested framework first applies a Learning Curve (LC) modeling to assess whether rotation between tasks of different complexities affects workers' learning rate and performance. Next, the Macroergonomic Work Analysis (MA) method (Guimarães, 1999, 2009) introduces multifunctional principles in work teams towards workers' training and resources improvement. When applied to a pilot line consisting of 100 workers, the intervention-reduced work related accidents in 80%, absenteeism in 45.65%, and eliminated work related musculoskeletal disorders (WMSD), medical consultations, and turnover. Further, the output rate of the multifunctional team increased average 3% compared to the production rate of the regular lines following the Taylor/Ford system (with the same shoe model being manufactured), while the rework and spoilage rates were reduced 85% and 69%, respectively. Copyright © 2011 Elsevier Ltd and The Ergonomics Society. All rights reserved.

Teaching Students to Be Instrumental in Analysis: Peer-Led Team Learning in the Instrumental Laboratory

ERIC Educational Resources Information Center

Williams, Jacob L.; Miller, Martin E.; Avitabile, Brianna C.; Burrow, Dillon L.; Schmittou, Allison N.; Mann, Meagan K.; Hiatt, Leslie A.

2017-01-01

Many instrumental analysis students develop limited skills as the course rushes through different instruments to ensure familiarity with as many methodologies as possible. This broad coverage comes at the expense of superficiality of learning and a lack of student confidence and engagement. To mitigate these issues, a peer-led team learning model…

Modified Use of Team-Based Learning for Effective Delivery of Medical Gross Anatomy and Embryology

ERIC Educational Resources Information Center

Vasan, Nagaswami S.; DeFouw, David O.; Holland, Bart K.

2008-01-01

Team-based learning (TBL) is an instructional strategy that combines independent out-of-class preparation for in-class discussion in small groups. This approach has been successfully adopted by a number of medical educators. This strategy allowed us to eliminate anatomy lectures and incorporate small-group active learning. Although our strategy is…

Identifying collaborative care teams through electronic medical record utilization patterns.

PubMed

Chen, You; Lorenzi, Nancy M; Sandberg, Warren S; Wolgast, Kelly; Malin, Bradley A

2017-04-01

The goal of this investigation was to determine whether automated approaches can learn patient-oriented care teams via utilization of an electronic medical record (EMR) system. To perform this investigation, we designed a data-mining framework that relies on a combination of latent topic modeling and network analysis to infer patterns of collaborative teams. We applied the framework to the EMR utilization records of over 10 000 employees and 17 000 inpatients at a large academic medical center during a 4-month window in 2010. Next, we conducted an extrinsic evaluation of the patterns to determine the plausibility of the inferred care teams via surveys with knowledgeable experts. Finally, we conducted an intrinsic evaluation to contextualize each team in terms of collaboration strength (via a cluster coefficient) and clinical credibility (via associations between teams and patient comorbidities). The framework discovered 34 collaborative care teams, 27 (79.4%) of which were confirmed as administratively plausible. Of those, 26 teams depicted strong collaborations, with a cluster coefficient > 0.5. There were 119 diagnostic conditions associated with 34 care teams. Additionally, to provide clarity on how the survey respondents arrived at their determinations, we worked with several oncologists to develop an illustrative example of how a certain team functions in cancer care. Inferred collaborative teams are plausible; translating such patterns into optimized collaborative care will require administrative review and integration with management practices. EMR utilization records can be mined for collaborative care patterns in large complex medical centers. © The Author 2016. Published by Oxford University Press on behalf of the American Medical Informatics Association. All rights reserved. For Permissions, please email: journals.permissions@oup.com

Team-Based Learning in US Colleges and Schools of Pharmacy

PubMed Central

Copeland, Jeffrey; Franks, Andrea S.; Karimi, Reza; McCollum, Marianne; Riese, David J.; Lin, Anne Y.F.

2013-01-01

Objective. To characterize the use of team-based learning (TBL) in US colleges and schools of pharmacy, including factors that may affect implementation and perceptions of faculty members regarding the impact of TBL on educational outcomes. Methods. Respondents identified factors that inhibit or enable TBL use and its impact on student learning. Results were stratified by type of institution (public/private), class size, and TBL experience. Results. Sixty-nine of 100 faculty members (69%) representing 43 (86%) institutions responded. Major factors considered to enable TBL implementation included a single campus and student and administration buy-in. Inhibiting factors included distant campuses, faculty resistance, and lack of training. Compared with traditional lectures, TBL is perceived to enhance student engagement, improve students’ preparation for class, and promote achievement of course outcomes. In addition, TBL is perceived to be more effective than lectures at fostering learning in all 6 domains of Bloom’s Taxonomy. Conclusions. Despite potential implementation challenges, faculty members perceive that TBL improves student engagement and learning. PMID:23966718

Incentive structure in team-based learning: graded versus ungraded Group Application exercises.

PubMed

Deardorff, Adam S; Moore, Jeremy A; McCormick, Colleen; Koles, Paul G; Borges, Nicole J

2014-04-21

Previous studies on team-based learning (TBL) in medical education demonstrated improved learner engagement, learner satisfaction, and academic performance; however, a paucity of information exists on modifications of the incentive structure of "traditional" TBL practices. The current study investigates the impact of modification to conventional Group Application exercises by examining student preference and student perceptions of TBL outcomes when Group Application exercises are excluded from TBL grades. During the 2009-2010 and 2010-2011 academic years, 175 students (95.6% response rate) completed a 22-item multiple choice survey followed by 3 open response questions at the end of their second year of medical school. These students had participated in a TBL supplemented preclinical curriculum with graded Group Application exercises during year one and ungraded Group Application exercises during year two of medical school. Chi-square analyses showed significant differences between grading categories for general assessment of TBL, participation and communication, intra-team discussion, inter-team discussion, student perceptions of their own effort and development of teamwork skills. Furthermore, 83.8% of students polled prefer ungraded Group Application exercises with only 7.2% preferring graded and 9.0% indicating no preference. The use of ungraded Group Application exercises appears to be a successful modification of TBL, making it more "student-friendly" while maintaining the goals of active learning and development of teamwork skills.

Health and Social Care Practitioners' Experiences of Assessing Mental Capacity in a Community Learning Disability Team

ERIC Educational Resources Information Center

Ratcliff, Daniel; Chapman, Melanie

2016-01-01

Background: The study explored experiences of health and social care practitioners within a community learning disability team in undertaking mental capacity assessments with people with learning disabilities. Materials and Methods: Eight practitioners were interviewed using a semi-structured interview schedule. Results: The information gained was…

The Hands-On and Far-Out Physics Team: It Starts Out Walking.

ERIC Educational Resources Information Center

Albrecht, Bob; Firedrake, George

1998-01-01

The Hands-On and Far-Out Physics project is part of the Center for Technology, Environment, and Communication (C-TEC), a project-based learning community at Piner High School in Santa Rosa (California). This article introduces the project team, discusses member activities, presents a walking-speed experiment, and describes a Mars Colony course…

Team sponsors in community-based health leadership programs.

PubMed

Patterson, Tracy Enright; Dinkin, Donna R; Champion, Heather

2017-05-02

Purpose The purpose of this article is to share the lessons learned about the role of team sponsors in action-learning teams as part of community-based health leadership development programs. Design/methodology/approach This case study uses program survey results from fellow participants, action learning coaches and team sponsors to understand the value of sponsors to the teams, the roles they most often filled and the challenges they faced as team sponsors. Findings The extent to which the sponsors were perceived as having contributed to the work of the action learning teams varied greatly from team to team. Most sponsors agreed that they were well informed about their role. The roles sponsors most frequently played were to provide the teams with input and support, serve as a liaison to the community and serve as a sounding board, motivator and cheerleader. The most common challenges or barriers team sponsors faced in this role were keeping engaged in the process, adjusting to the role and feeling disconnected from the program. Practical implications This work provides insights for program developers and community foundations who are interested in building the capacity for health leadership by linking community sponsors with emerging leaders engaged in an action learning experience. Originality/value This work begins to fill a gap in the literature. The role of team sponsors has been studied for single organization work teams but there is a void of understanding about the role of sponsors with multi-organizational teams working to improve health while also learning about leadership.

Development of Team Action Projects in Surgery (TAPS): a multilevel team-based approach to teaching quality improvement.

PubMed

Waits, Seth A; Reames, Bradley N; Krell, Robert W; Bryner, Benjamin; Shih, Terry; Obi, Andrea T; Henke, Peter K; Minter, Rebecca M; Englesbe, Michael J; Wong, Sandra L

2014-01-01

To meet the Accreditation Council for Graduate Medical Education core competency in Practice-Based Learning and Improvement, educational curricula need to address training in quality improvement (QI). We sought to establish a program to train residents in the principles of QI and to provide practical experiences in developing and implementing improvement projects. We present a novel approach for engaging students, residents, and faculty in QI efforts-Team Action Projects in Surgery (TAPS). Large academic medical center and health system. Multiple teams consisting of undergraduate students, medical students, surgery residents, and surgery faculty were assembled and QI projects developed. Using "managing to learn" Lean principles, these multilevel groups approached each project with robust data collection, development of an A3, and implementation of QI activities. A total of 5 resident led QI projects were developed during the TAPS pilot phase. These included a living kidney donor enhanced recovery protocol, consult improvement process, venous thromboembolism prophylaxis optimization, Clostridium difficile treatment standardization, and understanding variation in operative duration of laparoscopic cholecystectomy. Qualitative and quantitative assessment showed significant value for both the learner and stakeholders of QI related projects. Through the development of TAPS, we demonstrate a novel approach to addressing the increasing focus on QI within graduate medical education. Efforts to expand this multilevel team based approach would have value for teachers and learners alike. Copyright © 2014. Published by Elsevier Inc.

Team-Based Learning in a Subsection of a Veterinary Course as Compared to Standard Lectures

ERIC Educational Resources Information Center

Malone, Erin; Spieth, Amie

2012-01-01

Team-Based Learning (TBL) maximizes class time for student practice in complex problems using peer learning in an instructor-guided format. Generally entire courses are structured using the comprehensive guidelines of TBL. We used TBL in a subsection of a veterinary course to determine if it remained effective in this format. One section of the…

(Re)Positioning Team Teaching: The Visibility and Viability of Learning in Classrooms

ERIC Educational Resources Information Center

Ó Murchú, Finn; Conway, Paul

2017-01-01

Team teaching, where two teachers teach in the same classroom at the same time, while not a new concept, is increasingly being positioned and repositioned in research and policy literatures as central in advancing a range of valued educational goals. These goals include supporting inclusive learning for all students as well as supporting…

High-school Student Teams in a National NASA Microgravity Science Competition

NASA Technical Reports Server (NTRS)

DeLombard, Richard; Hodanbosi, Carol; Stocker, Dennis

2003-01-01

The Dropping In a Microgravity Environment or DIME competition for high-school-aged student teams has completed the first year for nationwide eligibility after two regional pilot years. With the expanded geographic participation and increased complexity of experiments, new lessons were learned by the DIME staff. A team participating in DIME will research the field of microgravity, develop a hypothesis, and prepare a proposal for an experiment to be conducted in a NASA microgravity drop tower. A team of NASA scientists and engineers will select the top proposals and then the selected teams will design and build their experiment apparatus. When completed, team representatives will visit NASA Glenn in Cleveland, Ohio to operate their experiment in the 2.2 Second Drop Tower and participate in workshops and center tours. NASA participates in a wide variety of educational activities including competitive events. There are competitive events sponsored by NASA (e.g. NASA Student Involvement Program) and student teams mentored by NASA centers (e.g. For Inspiration and Recognition of Science and Technology Robotics Competition). This participation by NASA in these public forums serves to bring the excitement of aerospace science to students and educators.Researchers from academic institutions, NASA, and industry utilize the 2.2 Second Drop Tower at NASA Glenn Research Center in Cleveland, Ohio for microgravity research. The researcher may be able to complete the suite of experiments in the drop tower but many experiments are precursor experiments for spaceflight experiments. The short turnaround time for an experiment's operations (45 minutes) and ready access to experiment carriers makes the facility amenable for use in a student program. The pilot year for DIME was conducted during the 2000-2001 school year with invitations sent out to Ohio- based schools and organizations. A second pilot year was conducted during the 2001-2002 school year for teams in the six-state region