Flipping with TBL

MedEdPearls May 2018: How might you use team-based learning (TBL) to enhance learner preparation, application of knowledge, and the development of key healthcare competencies in medical education?

Flipping the classroom with team-based learning (TBL) is becoming common practice in medical education. Key to its success as a learner-centered teaching strategy is its scalability to large classrooms through the employment of high-performing learner teams, requiring less faculty time/numbers compared to other learner-centered strategies such as problem-based or case-based learning.  Individual learners are motivated to come to class prepared by both a readiness assurance process (i.e., quiz) and team accountability. Class time is then focused on application of knowledge through problem solving and clinical reasoning. 

Compared to traditional teaching strategies such as lecture, TBL not only significantly increases knowledge scores1, but also offers opportunities for developing and measuring competencies of contemporary healthcare such as professionalism, communication, team work, and even team reflexivity2. As a pedagogical framework, TBL further facilitates integration of additional teaching strategies3 to optimize learning, retention, and teaching satisfaction.  As an opportunity for scholarship, there is a dearth of flipped classroom literature reporting measurement of outcomes other than knowledge gains. So why not flip for TBL?

Check out the TBL Collaborative, MedEdPortal, or the following resources to get started!

  1. Fatmi M, Hartling L, Hillier T, Campbell S, Oswald AE. The effectiveness of team-based learning on learning outcomes in health professions education: BEME Guide No. 30. Med Teach. 2013. Nov;35:1608-1624. Doi: 10.3109/0142159X.2013.849802. https://www.ncbi.nlm.nih.gov/pubmed/24245519
  2. Schmutz JB, Kolbe M, Eppich WJ. Twelve tips for integrating team reflexivity into your simulation-based team training. Med Teach. 2018. Apr:1-7. doi: 10.1080/0142159X.2018.1464135.https://www.ncbi.nlm.nih.gov/pubmed/29703126
  3. Domans D, Michaelsen L, van Merrienboer J, van der Vleuten C. Should we choose between problem-based learning and team-based learning? No, combine the best of both worlds! Med Teach. 2015. Apr;39(4):354-359. doi: 10.3109/0142159X.2014.948828. https://www.ncbi.nlm.nih.gov/pubmed/25154342 

About the MedEdPearls Author

The MedEdPearls are a collaborative, peer-reviewed, monthly brief intended to provide practical tips and strategies for medical and health professions educators to enhance teaching and learning.

Leah Sheridan

Leah Sheridan

PhD

  • Professor, Northeast Ohio Medical University
  • Associate Dean for Medical Education, Northeast Ohio Medical University
  • Jean Bailey, PhD – Virginia Commonwealth University School of Medicine
  • Carrie Bowler, EdD, MS, MLSCM (ASCP) – Mayo Clinic School of Continuous Professional Development
  • Kristina Dzara, PhD, MMSc (Educators ’16; Assessment ’16; HCE 2.0 ’17) – Saint Louis University School of Medicine
  • Shanu Gupta, MD, SFHM – University of South Florida Morsani College of Medicine and Tampa General Hospital
  • Jennifer Hillyer, PhD – Northeast Ohio Medical University
  • Larry Hurtubise, PhD, MA (HCE 2.0 '16) – The Ohio State University
  • Anna Lama, EdD, MA – West Virginia University School of Medicine
  • Machelle Linsenmeyer, EdD, NAOME (Assessment ’07) – West Virginia School of Osteopathic Medicine
  • Skye McKennon, PharmD, BCPS, ACSM-GEI – Washington State University Elson S. Floyd College of Medicine
  • Rachel Moquin, EdD, MA – Washington University School of Medicine
  • Stacey Pylman, PhD – Michigan State University College of Human Medicine
  • Leah Sheridan, PhD – Northeast Ohio Medical University
  • Lonika Sood, MBBS, MHPE – Washington State University Elson S. Floyd College of Medicine
  • Mark Terrell, EdD – Lake Erie College of Osteopathic Medicine
  • Stacey Wahl, PhD – Virginia Commonwealth University School of Medicine

Harvard Macy Institute

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