The University of Sydney, Faculty of Medicine and Health, Sydney Medical School, Education Office, The University of Sydney, Edward Ford Building A27, Sydney, NSW, 2006, Australia.
The University of Sydney, Faculty of Medicine and Health, Sydney Health Professional Education Research Network, The University of Sydney, Sydney, Australia.
BMC Med Educ. 2020 Dec 3;20(Suppl 2):461. doi: 10.1186/s12909-020-02287-y.
Team-based learning (TBL) provides an active, structured form of small group learning, that can be applied to large classes. Student accountability is achieved through the specific steps of TBL, including pre-class preparation, readiness assurance testing, problem-solving activities, and immediate feedback. Globally, a growing number of healthcare faculties have adopted TBL in a variety of combinations, across diverse settings and content areas. This paper provides a succinct overview of TBL and guidance for teachers towards successful design and implementation of TBL within health professional education. It also offers guidance for students participating in TBL. The paper is informed by both educational theory, and the extensive, seven year experience of the first and last authors in designing, implementing, facilitating and evaluating TBL at a large medical school.
团队学习（TBL）提供了一种积极的、结构化的小组学习形式，可以应用于大班教学。学生的责任心通过 TBL 的具体步骤来实现，包括课前准备、准备情况保证测试、解决问题的活动以及即时反馈。在全球范围内，越来越多的医疗保健教师在各种组合、不同的环境和内容领域中采用了 TBL。本文提供了 TBL 的简洁概述以及成功设计和实施健康专业教育中 TBL 的指南，同时也为学生参与 TBL 提供了指导。本文的依据是教育理论，以及第一和最后一位作者在一所大型医学院设计、实施、促进和评估 TBL 的七年丰富经验。
