Who,
what, when and where?
-
Dr. Dan Lodge-Rigal, Medical Sciences, Bloomington.
-
Team-Based Learning, authoring and analysis of
exercises.
-
October, November, February, April (or by
arrangement)
-
Indiana University, Bloomington, and possibly by
remote access.
We are told our medical
students must arrive at their clerkships with developed
problem solving skills and be
what I call self-starting learners. Intermixed is the need to work and participate effectively in a team
environment. How can these objectives be met and still
keep from running our students, and ourselves, into the
ground?
There
probably is no single pedagogical silver bullet, but one approach that
meets many medical education requirements is team-based
learning. Originally developed for schools of business
and management, the principles apply to the teaching,
learning and practice of medicine.
In
this elective, you will learn about team-based learning
and its cousin, problem-based learning. The two are
different as will become evident as you move to
the planning and authoring phase of the course. We are
going to start, however, by doing some basic groundwork
with respect to teaching and learning. We'll consider
learning styles and preferences, as well as the much
venerated, and still very applicable, Bloom's Taxonomy
of Educational Objectives. Then we will consider the
specific learning modality of team-based learning and
the fun and frustrations of authoring these clinical
exercises. Special emphasis will be placed on authoring
TBL cases that are multi-disciplinary and integrate the
clinical and basic sciences.
This
website contains the basic material and links to
references that we will use in this senior elective. There is much more to
team-based learning than I can list here, so I see this
as only the beginning.
You
will need to do a couple of things before our
first meeting.
As we
embark on this elective, I put one question to you:
Is teaching and
learning the same thing?
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