001435381 000__ 05478cam\a2200625\i\4500
001435381 001__ 1435381
001435381 003__ OCoLC
001435381 005__ 20230309003851.0
001435381 006__ m\\\\\o\\d\\\\\\\\
001435381 007__ cr\un\nnnunnun
001435381 008__ 210402s2021\\\\sz\a\\\\ob\\\\001\0\eng\d
001435381 019__ $$a1244628370
001435381 020__ $$a9783030629236$$q(electronic book)
001435381 020__ $$a3030629236$$q(electronic book)
001435381 020__ $$z9783030629229$$q(paperback)
001435381 020__ $$z3030629228$$q(paperback)
001435381 0247_ $$a10.1007/978-3-030-62923-6$$2doi
001435381 035__ $$aSP(OCoLC)1244535405
001435381 040__ $$aYDX$$beng$$erda$$epn$$cYDX$$dYDXIT$$dOCLCO$$dEBLCP$$dGW5XE$$dOCLCF$$dN$T$$dUKAHL$$dSFB$$dOCLCO$$dIBI$$dOCLCO$$dOCLCQ$$dCOM$$dOCLCQ
001435381 049__ $$aISEA
001435381 050_4 $$aR834$$b.L48 2021eb
001435381 08204 $$a610.71/1$$223
001435381 1001_ $$aLevine, Ruth Ellen,$$eauthor.
001435381 24510 $$aHow-to guide for team-based learning /$$cRuth E. Levine, Patricia D. Hudes.
001435381 264_1 $$aCham, Switzerland :$$bSpringer,$$c[2021]
001435381 300__ $$a1 online resource (xi, 49 pages) :$$bcolor illustrations
001435381 336__ $$atext$$btxt$$2rdacontent
001435381 337__ $$acomputer$$bc$$2rdamedia
001435381 338__ $$aonline resource$$bcr$$2rdacarrier
001435381 4901_ $$aIAMSE manuals
001435381 504__ $$aIncludes bibliographical references (pages 41-45) and index.
001435381 5050_ $$aIntro -- Photo Credits -- Purpose -- Contents -- About the Authors -- Chapter 1: What is Team-Based Learning? -- 1.1 Advantages Over Conventional Instructional Methods -- 1.1.1 Focus on Application of Knowledge -- 1.1.2 Positive Learning Outcomes -- 1.2 TBL Steps -- 1.2.1 Step 1: Pre-class Preparations -- 1.2.2 Step 2: Readiness Assurance -- 1.2.2.1 Individual Readiness Assurance Test (IRAT) -- 1.2.2.2 Group or Team Readiness Assurance Test (GRAT) -- 1.2.2.3 Appeals -- 1.2.2.4 Facilitator Feedback or Clarification -- 1.2.3 Step 3: Application of Key Concepts -- References
001435381 5058_ $$aChapter 2: How to Design and Implement TBL -- 2.1 Backward Design -- 2.2 Design Steps -- 2.2.1 Step 1: Situational Factors: Consider the Situational Factors -- 2.2.2 Step 2: Learning Objectives: Create Your Learning Objectives -- 2.2.3 Step 3: Application Activities: Create Your Application Activities -- 2.2.4 Step 4: Readiness Assurance Activities: Design Your Readiness Assurance Process -- 2.2.5 Step 5: Preparation/Learning Materials: Identify and/or Develop the Preparation Materials -- 2.2.6 Step 6: Colleague/Peer Review: Request One or More Colleagues to Review Your TBL Module
001435381 5058_ $$a2.2.7 Step 7: Piloting: Pilot Your TBL Module Before It Goes Live -- 2.3 Implementation Steps -- 2.3.1 Step 1: Team Formation -- 2.3.2 Step 2: Orientation -- 2.3.3 Step 3: Incentive Structure -- 2.3.4 Step 4: Appeals -- 2.3.5 Step 5: Student Peer Assessment/Evaluation -- References -- Chapter 3: What Factors Will Facilitate or Sabotage my Success? -- 3.1 Buy-In -- 3.2 Organization and Coordination -- 3.3 The Right Room -- 3.4 Facilitator vs. Lecturer -- 3.5 Too Much Too Often -- 3.6 Poor Incentive Structure -- 3.7 Poor Exercises -- References
001435381 5058_ $$aChapter 4: How Can I Learn the Knowledge and Skills to get Started? -- 4.1 Reviewing the TBL Collaborative and Other Websites -- 4.1.1 Team-Based Learning Collaborative -- 4.1.2 IF-AT (Immediate Feedback Assessment Technique) -- 4.1.3 MedEdPORTAL -- 4.1.4 National Board of Medical Examiners (NBME) Constructing Written Test Questions for the Basic and Clinical Sciences -- 4.2 Reading Books or Guides -- 4.2.1 Books -- 4.2.2 Guides -- 4.3 Participating in Regional and National Workshops -- 4.4 Joining the TBL Listserv -- 4.5 Becoming a TBL Collaborative Member -- 4.6 Visiting a School
001435381 5058_ $$a4.7 Inviting a TBL Consultant -- References -- Bibliography -- Index
001435381 506__ $$aAccess limited to authorized users.
001435381 520__ $$aThis volume provides step-by-step instruction in creating a Team-Based Learning (TBL) module or course. In clear and concise language, the authors describe the content and purpose of each component of a TBL instructional unit. Using the principle of backward design, they then outline the process for creating a TBL learning activity. Practical issues of implementation are reviewed including team formation, orientation, incentive structures, appeals and peer evaluation. The factors that might facilitate or sabotage success are provided as well with discussion of the importance of buy-in Band organization, getting the right room, the challenge of moving from lecturer to facilitator, and the dangers of over-testing or providing an inadequate incentive structure. In the final chapter the authors provide resources and tips for developing the knowledge and skills to launch a TBL course or curriculum.
001435381 588__ $$aOnline resource; title from digital title page (viewed on April 12, 2021).
001435381 650_0 $$aMedical education.
001435381 650_0 $$aTeam learning approach in education.
001435381 650_0 $$aCurriculum planning.
001435381 650_6 $$aEnseignement médical.
001435381 650_6 $$aApprentissage$$xTravail en équipe.
001435381 655_0 $$aElectronic books.
001435381 7001_ $$aHudes, Patricia D.,$$eauthor.
001435381 7102_ $$aInternational Association of Medical Science Educators,$$esponsoring body.
001435381 77608 $$iPrint version:$$z3030629228$$z9783030629229$$w(OCoLC)1198976413
001435381 830_0 $$aIAMSE manuals.
001435381 852__ $$bebk
001435381 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-030-62923-6$$zOnline Access$$91397441.1
001435381 909CO $$ooai:library.usi.edu:1435381$$pGLOBAL_SET
001435381 980__ $$aBIB
001435381 980__ $$aEBOOK
001435381 982__ $$aEbook
001435381 983__ $$aOnline
001435381 994__ $$a92$$bISE