In healthcare system Team-Based Learning and Benefits are rules and manners of collaborative and vast information. It is interactive and dynamic process as compare to traditional method of teaching only giving knowledge.
Benefits of Team-Based Learning
In part, because of its versatility in dealing with the problems associated with the multiple teaching venues in medical education, TBL produces a wide variety of benefits for students, for medical education administrators, and for individual faculty members who are engaged in the instruction process.
Benefits for Students
In addition to ensuring that students master the basic course content, TBL enables a number of outcomes that are virtually impossible in a lecture-based course format and rarely achieved with any other small-group based instructional approach.
With TBL: 1.
Most students progress well beyond simply acquiring factual knowledge and achieve a depth of understanding that can only come through solving a series of problems that are too complex for even the best students to complete through their individual effort.
2. Virtually every student develops a deep and abiding appreciation of the value of teams for solving difficult, complex and real-world problems.
3. Many students gain profound insights into their strengths and weaknesses as learners and as team members.
4. Compared to a traditional curriculum, introducing TBL enables the at-risk students (probably because of the increased social support and/or peer tutoring) to successfully complete their course work and stay on track in their progress toward graduation.
Benefits From an Administrative Perspective
Many of the benefits for administrators are related to the social impact that results from the fact that the vast majority of groups develop into effective learning teams.
With TBL:
1. Almost without exception, the groups develop into effective self-managed learning teams. As a result, the faculty and/or professional staff time used for training facilitators and involvement in team facilitation is minimal.
2. Since TBL can be successfully employed in even large classes, the faculty cost of mandated increases in the use of active learning approaches becomes much more of a practical reality.
Benefits for Faculty
There is tremendous benefit for the faculty who use TBL. Because of the student apathy that is a natural response to the traditional lecture-based instruction, even the most dedicated faculty tend to burn out. By contrast, TBL prompts most students to engage in the learning process with a level of energy and enthusiasm that transforms classrooms into a place of excitement that is rewarding for them and the instructor.
With TBL:
1. Instructors seldom have to worry about students not being in class or failing to prepare for the work that he or she has planned.
2. When students are truly prepared for class, interacting with them is much more like working with colleagues than with the ‘‘empty vessels’’ that tend to show up in lecture–based courses.
3. Because instructors spend much more time listening and observing than making formal presentations, they develop many more personally rewarding relationships with their students.
4. When the instructor adopts the, ‘‘it’s about learning not about teaching’’ view of the education process that is a normal outcome of the backward design aspect of TBL, instructors and students naturally tend to become true partners in the education process.
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