Understanding the early effects of team-based learning on student accountability and engagement using a three session TBL pilot

2017 ◽  
Vol 9 (5) ◽  
pp. 802-807 ◽  
Author(s):  
Anita Sharma ◽  
Kristin K. Janke ◽  
Andrea Larson ◽  
Wendy St. Peter
Keyword(s):  
Team Based Learning ◽  
Student Accountability ◽  
Early Effects

Team-based learning within the veterinary curriculum

2021 ◽  
Vol 2021 (April) ◽  
pp. 1-5
Author(s):  
Emma Ormandy
Keyword(s):  
Medical Student ◽  
Student Engagement ◽  
Exam Performance ◽  
Successful Implementation ◽  
Veterinary Science ◽  
Team Based Learning ◽  
Student Accountability ◽  
Lower Performing Students ◽  
Veterinary Curriculum ◽  
Case Based

Team-based learning (TBL) was introduced to the Veterinary Science (BVSc) curriculum in 2013 as a method of aiding students in their integration of knowledge across multiple subjects using case-based scenarios. TBL is learner-centred and requires student accountability for learning within their team using an outcomes-based approach, and has been shown to increase medical student exam performance, particularly for lower performing students. The TBL format includes pre-reading, individual and group readiness assurance tests, instructor review, and team application, all of which are considered essential for the successful implementation of TBL. In this paper, we describe the use of TBL within the BVSc curriculum and discuss potential reasons for successes and failures related to student engagement and assessment, alongside considering enhancements required for future implementation.

Student Accountability in Team-based Learning Classes

2015 ◽  
Vol 44 (1) ◽  
pp. 28-38 ◽  
Author(s):  
Rachel E. Stein ◽  
Corey J. Colyer ◽  
Jason Manning
Keyword(s):  
Team Based Learning ◽  
Student Accountability
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