Why would I use TBL?

Implementing TBL can rejuvenate your teaching approach and lead to better educational outcomes. While it may require a shift in planning and execution, the benefits to student learning and engagement

Switching from traditional lecturing to Team-Based Learning (TBL) can significantly enhance the educational experience for both you and your students. TBL transforms students into active participants by encouraging collaborative work, fostering a dynamic and interactive learning environment where they engage more deeply with the material.

By involving students in problem-solving tasks that require applying concepts rather than mere memorisation, TBL promotes critical thinking and the development of higher-order cognitive skills. Active learning strategies like TBL improve long-term retention of information, as students are more likely to remember and understand material they discuss and teach to peers.

TBL also provides opportunities for students to develop essential soft skills such as communication, leadership, and collaboration—abilities highly valued in the workforce. Immediate feedback from peers and instructors helps students quickly identify and correct misunderstandings, reinforcing effective learning.

The approach creates a supportive and inclusive environment where diverse perspectives are valued, encouraging participation from all group members. Team-based tasks mimic real-world scenarios, preparing students for professional situations that require teamwork and problem-solving.

While implementing TBL requires initial planning, it can lead to more organised and efficient classroom sessions. The collaborative nature increases motivation by making learning enjoyable and relevant, with students feeling a greater sense of responsibility to their team. Adopting TBL can rejuvenate your teaching approach and lead to better educational outcomes, making it a worthwhile endeavor despite the necessary shift in planning and execution.

Here is the research... don't just take our word for it

These academic papers provide empirical evidence supporting the advantages of TBL over traditional lecturing methods. Implementing TBL can lead to improved educational outcomes, enhanced student skills, and a more dynamic classroom environment. Transitioning to TBL may require initial planning and adjustment, but the substantial benefits to student learning and engagement make it a worthwhile endeavour.

1. Increased Student Engagement and Active Participation

   • Reference: Michaelsen, L. K., & Sweet, M. (2008). The essential elements of team-based learning. New Directions for Teaching and Learning, 2008(116), 7-27. doi:10.1002/tl.330

     This study explains how TBL shifts students from passive listeners to active participants, enhancing engagement through collaborative learning.

2. Enhanced Critical Thinking and Higher-Order Cognitive Skills

   • Reference: Sisk, R. J. (2011). Team-based learning: Systematic research review. Journal of Nursing Education, 50(12), 665-669. doi:10.3928/01484834-20111017-01

     Sisk's systematic review highlights that TBL promotes critical thinking by requiring students to apply knowledge in problem-solving tasks.

3. Improved Knowledge Retention

   • Reference: Koles, P., Stolfi, A., Borges, N. J., Nelson, S., & Parmelee, D. X. (2010). The impact of team-based learning on medical students' academic performance. Academic Medicine, 85(11), 1739-1745. doi:10.1097/ACM.0b013e3181f52bed

     This study demonstrates that medical students engaged in TBL showed improved retention and understanding of material compared to those in traditional lecture settings.

4. Development of Teamwork and Communication Skills

   • Reference: Wiener, H., Plass, H., & Marz, R. (2009). Team-based learning in intensive course format for first-year medical students. Croatian Medical Journal, 50(1), 69-76. doi:10.3325/cmj.2009.50.69

     The authors found that TBL helps develop essential soft skills like communication and teamwork among first-year medical students.

5. Immediate Feedback

   • Reference: Parmelee, D., & Michaelsen, L. K. (2010). Twelve tips for doing effective team-based learning (TBL). Medical Teacher, 32(2), 118-122. doi:10.3109/01421590903548562

     This paper discusses how TBL facilitates immediate feedback through peer and instructor interactions, enhancing learning efficiency.

6. Inclusivity and Peer Support

   • Reference: Haidet, P., Kubitz, K., & McCormack, W. T. (2014). Analysis of the team-based learning literature: TBL comes of age. Journal on Excellence in College Teaching, 25(3/4), 303-333. Link

     The analysis highlights that TBL promotes inclusivity and peer support by encouraging participation from all group members and valuing diverse perspectives.

7. Real-World Application

   • Reference: Thompson, B. M., Schneider, V. F., Haidet, P., Perkowski, L. C., & Richards, B. F. (2007). Team-based learning at ten medical schools: Two years later. Medical Education, 41(3), 250-257. doi:10.1111/j.1365-2929.2006.02684.x

     This study shows that TBL tasks often simulate real-world scenarios, preparing students for professional teamwork and problem-solving situations.

8. Enhanced Motivation

   • Reference: Hunt, D. P., Haidet, P., Coverdale, J. H., & Richards, B. (2003). The effect of using team learning in an evidence-based medicine course for medical students. Teaching and Learning in Medicine, 15(2), 131-139. doi:10.1207/S15328015TLM1502_11

     The study indicates that TBL increases student motivation by making learning more enjoyable and relevant, with students feeling a greater sense of responsibility to their team.

9. Adaptability to Diverse Learning Styles

   • Reference: Clark, M. C., Nguyen, H. T., Bray, C., & Levine, R. E. (2008). Team-based learning in an undergraduate nursing course. Journal of Nursing Education, 47(3), 111-117. doi:10.3928/01484834-20080301-02

     This research suggests that TBL caters to various learning styles, making it effective for a diverse student population by incorporating multiple teaching methods.

10. Facilitated Classroom Management

    • Reference: Seidel, C. L., & Richards, B. F. (2001). Application of team learning in a medical physiology course. Academic Medicine, 76(5), 533-534. doi:10.1097/00001888-200105000-00054

      The authors discuss how TBL leads to more organised classroom sessions and reduces disciplinary issues due to increased student engagement.

---