Andersen Elizabeth Ann, Strumpel Charlene, Fensom Irene, Andrews Wendy
University of British Columbia - Okanagan, Canada.
Int J Nurs Educ Scholarsh. 2011 Dec 21;8:/j/ijnes.2011.8.issue-1/1548-923X.2197/1548-923X.2197.xml. doi: 10.2202/1548-923X.2197.
Team-based learning (TBL) is an interactive teaching method promoted as an alternative to traditional lectures. TBL was implemented in four large second year classes in a baccalaureate nursing program but the implementation process was found to require much more effort than indicated in the literature. A predominant theme during the implementation phase was the importance of collegial support. Faculty workload increased significantly and they were challenged by occasional student confrontations and technological difficulties. The benefits for students included reduced attrition, reading workloads, and enhanced preparedness for classes, which allowed for more time to be spent in class discussing complex realistic nursing problems. Although TBL was not enthusiastically embraced by all of the students, the majority indicated that they liked and valued TBL, hence commitment to continuing to teach using the TBL method remains.
基于团队的学习（TBL）是一种作为传统讲座替代方式而推广的互动教学方法。在一个本科护理项目的四个大二大班中实施了TBL，但发现实施过程所需的努力比文献中指出的要多得多。实施阶段的一个主要主题是同事支持的重要性。教师工作量显著增加，他们面临着学生偶尔的对抗和技术难题的挑战。对学生的好处包括减少退学率、阅读工作量，并增强了课堂准备，这使得有更多时间在课堂上讨论复杂的现实护理问题。尽管并非所有学生都热情接受TBL，但大多数学生表示他们喜欢并重视TBL，因此继续使用TBL方法教学的决心依然存在。
