gms | German Medical Science

12th Graz Conference – Quality of Teaching

18.09. - 20.09.2008 in Graz, Österreich

Team-Based Learning

Workshop/Arbeitstreffen

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  • corresponding author Hubert Wiener - Medizinische Universität Wien, Besondere Einrichtung für medizinische Aus- und Weiterbildung, Wien, Österreich
  • author Herbert Plass - Medizinische Universität Wien, Besondere Einrichtung für medizinische Aus- und Weiterbildung, Wien, Österreich

12. Grazer Konferenz - Qualität der Lehre: Skills and Attitudes. Graz, Österreich, 18.-20.09.2008. Düsseldorf: German Medical Science GMS Publishing House; 2009. Doc08grako08

DOI: 10.3205/08grako08, URN: urn:nbn:de:0183-08grako080

Received: January 15, 2009
Revised: February 5, 2009
Accepted: February 18, 2009
Published: April 6, 2009

© 2009 Wiener et al.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en). You are free: to Share – to copy, distribute and transmit the work, provided the original author and source are credited.


Workshop/Arbeitstreffen

Team-Based Learning is a well-defined instructional strategy that is beeing employed increasingly in medical education. This approach allows a single instructor to manage multiple small groups simultaneously in one classroom and has the potential to promote active, small group, interactive learning without requiring large numbers of faculty facilitators. The structure of the team-based learning sequence fosters a very high level of content learning by giving students several passes at increasing their understanding of the course material. The first pass occurs at the level of individual study of the material before class activities, a task for which they are held accountable on the first individual test. Then, during the four steps of the Readiness Assurance Process, students increase their understanding by trying to answer questions individually and through group discussion, reviewing the assigned readings to make appeals, and receiving additional focused input from the instructor being an expert in his field.