影响健康科学教育中基于团队学习实施的因素。
Factors influencing implementation of team-based learning in health sciences education.
作者信息
Thompson Britta M, Schneider Virginia F, Haidet Paul, Perkowski Linda C, Richards Boyd F
机构信息
Office of Curriculum, M301, Baylor College of Medicine, Houston, TX 77030, USA.
出版信息
Acad Med. 2007 Oct;82(10 Suppl):S53-6. doi: 10.1097/ACM.0b013e3181405f15.
BACKGROUND
Limited studies have looked at factors that lead to successful implementation of team-based learning (TBL). The purpose of this study was to identify contextual factors associated with implementation of TBL with a larger pool of individuals.
METHOD
The authors administered a questionnaire who had implemented TBL via the Web to participants who attended TBL workshops; 297 of 594 responded. We used the constant comparative method to analyze responses.
RESULTS
Analysis revealed five factors important to successful implementation of TBL: buy-in, expertise, resources, time, and course characteristics, with 60%, 38%, 37%, 36%, and 16% of respondents identifying each factor, respectively.
CONCLUSIONS
When health science faculty and administrators implement TBL or other educational innovations, they must have buy-in, ensure adequate time and resources, develop needed expertise, and determine best fit within a course. Although these results are specific to TBL, they are consistent with models of dissemination and have implications for other educational innovations.
背景
针对促成基于团队的学习（TBL）成功实施的因素开展的研究有限。本研究的目的是在更大规模的人群中确定与TBL实施相关的背景因素。
方法
作者通过网络向参加TBL工作坊的参与者发放了一份针对已实施TBL者的调查问卷；594名参与者中有297人作出回应。我们采用持续比较法对回复进行分析。
结果
分析揭示了对TBL成功实施至关重要的五个因素：认同、专业知识、资源、时间和课程特点，分别有60%、38%、37%、36%和16%的受访者指出了各因素。
结论
当健康科学教员和管理人员实施TBL或其他教育创新时，他们必须获得认同，确保有足够的时间和资源，培养所需的专业知识，并确定在一门课程中的最佳契合度。尽管这些结果是TBL所特有的，但它们与传播模型一致，并对其他教育创新有启示意义。
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