Factors Influencing Implementation of Team-Based Learning in Health Sciences Education
Factors Influencing Implementation of Team-Based Learning in Health Sciences Education
复制标题
影响健康科学教育中团队学习实施的因素
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
B. Richards
中科院分区：
文献类型：
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作者：
Britta M. Thompson;V. Schneider;P. Haidet;L. Perkowski;B. Richards
背景有限的研究已经看到的因素，导致成功实施团队为基础的学习（TBL）。本研究的目的是确定与实施任务型教学的背景因素与一个更大的个人池。方法：作者管理的问卷调查谁已经通过网络实施TBL参加TBL研讨会的参与者，297 594回答。我们使用常数比较法来分析响应。结果分析显示，成功实施任务型教学的五个重要因素：买入，专业知识，资源，时间和课程特点，与60%，38%，37%，36%，16%的受访者确定每个因素，分别。结论当卫生科学教师和管理人员实施TBL或其他教育创新，他们必须有买入，确保足够的时间和资源，开发所需的专业知识，并确定最适合在一个过程中。虽然这些结果是特定的TBL，他们是一致的传播模式，并对其他教育创新的影响。
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.