Team-Based Learning for Health Professions Education
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Table of Contents

Foreword—Diane M. Billings Preface—L. Dee Fink and Dean X. Parmelee; PART ONE. FUNDAMENTALS 1. Team-Based Learning in Health Professions Education. Why Is It a Good Fit?—Dean X. Parmelee 2. Fundamental Principles and Practices of Team-Based Learning—Larry K. Michaelsen and Michael Sweet 3. Creating Effective Team Assignments—Larry K. Michaelsen and Michael Sweet 4. Improving Critical Thinking Skills in the Medical Professional with Team-Based Learning—Herb F. Janssen, N. P. Skeen, John Bell, and William Bradshaw 5. An Educational Rationale for the Use of Team-Based Learning. Didactic vs. Dialectic Teaching—Herb F. Janssen, N. P. Skeen, R. C. Schutt, and Kathryn K. McMahon 6. Team Formation—Kathryn K. McMahon 7. Team Maintenance—John W. Pelley and Kathryn K. McMahon 8. Facilitator Skills—John W. Pelley and Kathryn K. McMahon 9. Peer Evaluation in Team-Based Learning—Ruth Levine 10. Research and Scholarship. Team-Based Learning in Health Professions Education—Paul Haidet, Virginia Schneider, and Gary M. Onady PART TWO. VOICES OF EXPERIENCE 11. Team-Based Learning in the Pre-Medical Curriculum. Genetics—Dorothy B. Engle 12. Team-Based Learning in an Introductory Biochemistry Class. A First-Time User’s Perspective—Teresa A. Garrett 13. Using Team-Based Learning as a Substitute for Lectures in a Required Undergraduate Nursing Course—Michele C. Clark 14. Team-Based Learning in a Physicians Assistant Program—Bob Philpot 15. The Use of Reading Assignments and Learning Issues as an Alternative to Anatomy Lectures in a Team-Based Learning Curriculum—Nagaswami S. Vasan and David O. DeFouw 16. Team-Based Learning in Sport and Exercise Psychology. Case Studies and Concept Maps as Application Exercises—Karla A. Kubitz 17. Team-Based Learning in a Psychiatry Clerkship—Cheryl S. Al-Mateen 18. Reinvigorating a Residency Program Through Team-Based Learning. The Experience of a Physical Medicine and Rehabilitation Program—Michael Petty and Kevin M. Means Tools and Resources

About the Author

Larry K. Michaelsen is Professor of Management at Central Missouri State University and is David Ross Boyd Professor Emeritus at the University of Oklahoma, a Carnegie Scholar, a Fulbright Senior Scholar, and former Editor of the Journal of Management Education. He is active in faculty and staff development activities and has conducted workshops on teaching effectively with small groups in a wide variety of university and, corporate settings. Dr. Michaelsen has also received numerous college, university, and national awards for his outstanding teaching and for his pioneering work in two areas. One is the development of Team-Based Learning, a comprehensive small-group based instructional process that is now being used in over 80 academic disciplines and on over 200 campuses in the US and in eight foreign countries. The other is an Integrative Business Experience (IBE) program that links student learning in three core courses to their experience in creating and operating an actual start-up business whose profits are used to fund a hands-on community service project. Dean X. Parmelee is Associate Dean of Academic Affairs at Wright State University's Boonshoft School of Medicine. He has fostered the use and development of Team-Based Learning throughout his school's curriculum, conducted numerous faculty development programs on TBL around the country, and was appointed 2006-07 Chair of the TBL Collaborative. Ruth E. Levine is the Clarence Ross Miller Professor of Clinical Psychiatry and Internal Medicine at the University of Texas Medical Branch, and the Inaugural Director of UTMB's Academy of Master Teachers. As a national consultant for the Team Based-Learning Collaborative, she has assisted numerous faculty in a variety of disciplines develop and establish team-based learning programs. Kathryn K. McMahon is Associate Professor in the Department of Pharmacology and Neuroscience at Texas Tech University Health Sciences Center in Lubbock Texas. She i

Reviews

"Educators who use this book will transform their classrooms and find renewed satisfaction in their teaching. Students who participate in Team-Based Learning will develop the requisite knowledge, skills, and abilities of “thinking like a professional” and face a smoother transition from student to health care provider. The patient is the ultimate beneficiary when the health practitioner has been well prepared to provide safe and effective health care."From the Foreword by Diane M. Billings, Indiana University School of Nursing

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