Team-Based Learning™ Articles

On this page:

• Articles - Application
• Articles - Theory 
• Creating TBL Modules
• Feedback in Peer Evaluation and Academic Testing

Articles - Application

The majority of the links below connect you to articles through OhioLink which means full and free access to most articles for Wright State University faculty and staff. Articles are listed in descendent chronological order of publication:

2010

• 12 Tips for Doing Effective Team-Based Learning (TBL™)
  Parmelee, D.X., and Michaelsen, LK
  Medical Teacher; 32:118-122. 2010.
• Team-Based Learning™: Moving Forward in Curriculum Innovation: A Commentary
  Parmelee, D.X.
  Medical Teacher; 32:105-107. 2010.

2009

• Characterizing the Quality of Learning-Team Processes in Medical Education: Development and Validation of a New Measure
  Thompson BM, Levine RE, Kennedy F, Naik AD, Foldes CA, Coverdale JH, Kelly PA, Parmelee D, Richards BF, and Haidet P. Academic Medicine, Research in Medical Education: Proceedings of the Forthy-Eighth Annual Conference, 8:10, 124-129, October 2009 Supplement.
• Medical Students' Attitudes about Team-Based Learning™ in a Pre-Clinical Curriculum
  Parmelee, D.X., DeStephen, D., and Borges, N.J.
  Med Educ Online [serial online] 14:1; 2009.

2007

• Factors Influencing Implementation of Team-Based Learning™ in Health Sciences Education
  Thompson BM, Schneider VF, Haidet P, Perkowski LC, Richards BF
  Academic Medicine: 2007 Oct; 82(10 Suppl):S53-6
• Team-Based Learning™ at Ten Medical Schools: Two Years Later
  Thompson BM, Schneider VF, Haidet P, Levine RE, McMahon KK, Perkowski LC, Richards BF
  Medical Education: 2007 Mar; 41(3):250-257
• Peer Evaluation in a Clinical Clerkship: Students' Attitudes, Experiences, and Correlations with Traditional Assessments
  Levine RE, Kelly PA, Karakoc T, Haidet P
  Academic Psychiatry: 2007 Jan-Feb; 31(1):19-24

2006

• Team-Based Learning™: A Promising Strategy to Foster Active Learning in Cancer Education
  Haidet P, Fecile ML
  Journal of Cancer Education: 2006 fall; 21(3): 125-128
• Using a Media Centre to Facilitate Team-Based Learning™
  Ortega RA, Stanley G, Snavely A
  Journal of Visual Communication in Medicine: 2006 June; 29(2):61-65
• Team-Based Learning™: A Strategy for Interprofessional Collaboration
  Rider EA, Brashers V
  Medical Education: Volume 40, issue 5 (May 2006), p. 486-487

2005

• Active Learning in a Year 2 Pathology Curriculum
  Koles P, Nelson S, Stolfi A, Parmelee D, DeStephen D
  Medical Education: 2005 Oct; 39(10):1045-1055
• A Pilot Use of Team-Based Learning™ in Psychiatry Resident Psychodynamic Psychotherapy Education
  Touchet BK, Coon KA
  Academic Psychiatry: 2005 Jul-Aug;29(3):293-296
• Team Learning in a Medical Gross Anatomy Course
  Vasan NS, DeFouw D
  Medical Education: 2005 May; 39(5): 524.
• A Comparison of In-Class Learner Engagement across Lecture, Problem-Based Learning, and Team Learning Using the STROBE Classroom Observation Tool
  Kelly PA, Haidet P, Schneider V, Searle N, Seidel CL, Richards BF
  Teaching and Learning in Medicine: 2005 Spring; 17(2):112-8
• Team-Based Learning™ in a Medical Gross Anatomy and Embryology Course
  Nieder GL, Parmelee DX, Stolfi A, Hudes PD
  Clinical Anatomy 2005 Jan; 18(1): 56-63
• Drawing Conclusions from the Team-Learning Literature in Health-Sciences Education: A Commentary
  Michaelsen LK, Richards BF
  Teaching and Learning in Medicine: 2005 Jan; 17(1):85-88
• Adaption of Team Learning to an Introductory Graduate Pharmacology Course
  Dunaway, GA
  Teaching and Learning in Medicine: 2005 Winter; 17(1):56-62

2004

• Transforming a Clinical Clerkship with Team Learning
  Levine RE, O'Boyle M, Haidet P, Lynn D, Stone MM, Wolf DV, Paniagua FA
  Teaching and Learning in Medicine: 2004; 16(3):270-275
• A Controlled Trial of Active versus Passive Learning Strategies in a Large Group Setting
  Haidet P, Richards B, Morgan RO, Wristers K, Moran BJ
  Advances in Health Sciences Education: 2004; 9(1):15-27

2003

• Team Learning Method for Delivering Case-Based Teaching in Rheumatology to Medical Students: A Pilot Trial
  O'Rourke KS, Nowacek G, Gorney B, Lambros A, Ober KP.
  Arthritis and Rheumatism, 2003; 48(9:suppl): S705
  (article not available online)
• The Effect of Using Team Learning in an Evidence-Based Medicine Course for Medical Students
  Hunt DP, Haidet P, Coverdale JH, Richards BF
  Teaching and Learning in Medicine: 2003; 15(2):131-139
• Team Learning in Medical Education: Initial Experiences at Ten Institutions
  Searle NS, Haidet P, Kelly PA, Schneider VF, Seidel CL, Richards BF
  Academic Medicine: 2003 Oct; 78(10 Suppl):S55-8
• Validation of an Observation Instrument for Measuring Student Engagement in Health Professions Settings
  O'Malley KJ, Moran BJ, Haidet P, Seidel CL, Schneider V, Morgan RO, Kelly PA, Richards BF
  Evaluation & Health Professions: 2003; 26(1):86-103
• The Impact on Work-Related Stress of Mental Health Teams Following Team-Based Learning™ on Clinical Risk Management
  Sharkey SB, Sharples A
  Journal of Psychiatric & Mental Health Nursing: 2003 Feb; 10(1):73-81

2002

• Incorporation of Active Learning Strategies into the Classroom: What One Person Can Do
  Janet L. Stringer, MD, PhD
  Perspectives on Physician Assistant Education: 2002; 13(2):98-102*(Search and download a PDF)
  *This journal is now called: Journal of Physician Assistant Education
• An Initial Experience with "Team Learning" in Medical Education
  Haidet P, O'Malley KJ, Richards BF
  Academic Medicine: 2002; 77(1):40-44

2001

• Application of Team Learning in a Medical Physiology Course
  Seidel CL, Richards BF
  Academic Medicine: 2001 May; 76(5):533-534

Articles - Theory 

• Getting Started with Team Learning (PDF)
  Larry K. Michaelsen
  This essay lays out the key principles that govern the effective use of Team-Based Learning™, and then describes how this teaching strategy works by going through the process from beginning to end.
• Beyond Small Groups: Harnessing the Extraordinary Power of Learning Teams (PDF)
  L. Dee Fink
  This essay offers a critical analysis of the benefits and challenges of three different ways of using of small groups: "casual use," cooperative learning, and Team-Based Learning™.
• Three Keys to Using Learning Groups Effectively (PDF)
  Larry K. Michaelsen
  Michaelsen suggests three fundamental principles instructors can use to motivate students in small learning groups.
• Team Learning Defined (PDF)
  Baylor College of Medicine
  This essay describes TBL's repeating sequences of three phases.

Creating TBL Modules

• Creating Application Exercises for Basic Sciences (DOC)
  John Pelley
  This paper describes the steps involved in creating application exercises for Basic Sciences.
• Team-Based Learning™ in an Integrated Medical Sciences Curriculum (PPTX)
  Paul Koles
  This Powerpoint describes the steps involved in creating effective TBL modules.
• Quellmalz Framework of Thinking Skills (PDF)
  John Pelley
  Adapted from Measuring Thinking Skills in the Classroom, Revised Edition, by R. J. Stiggins, E. Rubel, and E. Quellmalz, National Education Assn., 1988.
  This paper describes the Quellmalz framework of thinking skills categories (recall, analysis, comparison, inference, and evaluation.)
• Higher Order Thinking Skills Question Templates (PDF)
  John Pelley
  This paper provides question templates based on the Quellmalz higher order thinking skills framework.

Feedback in Peer Evaluation and Academic Testing

• Making Feedback Helpful (PDF)
  Larry K. Michaelsen and Emily E. Schultheiss
  This article describes characteristics of helpful feedback.
• Two Methods for Calculating Peer Evaluation Scores (PDF)
  Dee Fink
  This paper presents two different methods for conducting peer evaluations: a percentage method and a separate "team maintenance" score method.
• Provision of Feedback During Preparation for Academic Testing: Learning is Enhanced by Immediate But Not Delayed Feedback (PDF)
  Roberta E. Dihoff, Gary M. Brosvic and Michael L. Epstein
  This paper demonstrates the implications for how practice tests, such as publisher-supplied study guides and webbased testing, could be structured in order to maximize learning and retention.
• The Role of Feedback During Academic Testing: The Delay Retention Effect Revisited (PDF)
  Roberta E. Dihoff, Gary M. Brosvic and Michael L. Epstein
  This paper demonstrates that immediate feedback promotes recall, the most accurate identification of initial responses, increases confidence in answers, and reduces perseverative incorrect responding.
• Peer Feedback Form - Score (DOC)
  Wright State University Boonshoft School of Medicine
  TBL Peer Feedback forms used at Wright State University Boonshoft School of Medicine