Centre for Undergraduate Medicine, Medical Education Institute, School of Medicine, University of Dundee, Ninewells Hospital, Dundee, Scotland, UK.
Med Teach. 2013;35(2):163-5. doi: 10.3109/0142159X.2013.759199. Epub 2013 Jan 18.
The practical aspects and potential benefits of team-based learning (TBL) are outlined on the recent guide published by Parmelee et al. (2012). TBL provides a strategy for active student-centred collaborative learning which involves multiple small groups in a single classroom setting, incorporating many of the adult approaches to learning, more frequently seen in problem-based learning (PBL). A single teacher who is a content-expert, who need not have any experience in the group processes to deliver a successful session, instructs the student groups. Unlike PBL and traditional small group learning, TBL provides opportunities to hold each student accountable for their own performance and their individual contributions to the team (Parmelee et al. 2012). A limited search of 'PubMed' revealed that TBL is being used and evaluated internationally as an educational strategy, with virtually no published papers on TBL from the UK. This may suggest either little current interest on the use of TBL by UK medical educators or that the UK is currently not contributing a great deal to the literature on TBL. There may be a need to research the effectiveness and outcomes of TBL in a UK context of medical education.
Parmelee 等人（2012 年）最近发布的指南概述了基于团队的学习（TBL）的实际方面和潜在益处。TBL 提供了一种积极的以学生为中心的协作学习策略，它将多个小团体纳入单个课堂环境中，融合了许多成人学习方法，这些方法在基于问题的学习（PBL）中更为常见。一位内容专家的单一教师，无需在小组过程中有任何经验即可成功授课，指导学生小组。与 PBL 和传统的小组学习不同，TBL 为每个学生对自己的表现和对团队的个人贡献负责提供了机会（Parmelee 等人，2012 年）。对“PubMed”的有限搜索显示，TBL 作为一种教育策略在国际上得到了应用和评估，而来自英国的关于 TBL 的论文几乎没有。这可能表明英国医学教育者目前对 TBL 的使用兴趣不大，或者英国目前对 TBL 文献的贡献不大。也许需要在英国医学教育的背景下研究 TBL 的效果和结果。
