A Team-Based Learning Guide for Students in Health Professional Schools

By David Hawkins

The purpose of this book is to provide a concise guide on how health professional students can become actively engaged in team-based learning (TBL) and sharpen their clinical reasoning and critical thinking skills. TBL makes learning passionate, relevant, and fun, and it teaches students the benefits of working in teams.

• Language: English
• Publisher: AuthorHouse
• Release date: Nov 14, 2014
• ISBN: 9781496953766

David Hawkins

With more than 30 years of counseling experience, David Hawkins, PhD, has a special interest in helping individuals and couples strengthen their relationships. Dr. Hawkins’ books, including When Pleasing Others Is Hurting You and Dealing with the CrazyMakers in Your Life, have more than 350,000 copies in print.

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© 2014 David Hawkins. All rights reserved.

No part of this book may be reproduced, stored in a retrieval system, or transmitted by any means without the written permission of the author.

Published by AuthorHouse 11/13/2014

ISBN: 978-1-4969-5377-3 (sc)

ISBN: 978-1-4969-5376-6 (e)

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TABLE OF CONTENTS

About the Author

Chapter 1 Introduction

Chapter 2 Structure of Team-Based Learning

Chapter 3 Assessment of Learning

Chapter 4 Example of a TBL Pre-class Assignment

Chapter 5 Readiness Assurance Testing

Chapter 6 Applying the Concepts to Learn Course Content

Chapter 7 Clinical Reasoning and Critical Thinking Skills

ABOUT THE AUTHOR

Dr. David Hawkins is Vice President for Academic Affairs and Dean of Pharmacy at the California Health Sciences University in Fresno. He received a doctorate degree in pharmacy from the University of Michigan and completed a clinical pharmacy residency at the University Michigan Medical Center in Ann Arbor. He also obtained postgraduate training in clinical epidemiology at McMaster University and health outcomes research at the Harvard School of Public Health.

Dr. Hawkins has nearly forty years of academic experience in both pharmacy and medicine. His research and scholarly activities have led to more than 100 publications in the pharmacy and medical literature and more than 200 scientific and professional presentations at national and international meetings. Dr. Hawkins has led the transformation of pharmacy education into a team-based learning curriculum at two pharmacy schools in California.

CHAPTER 1

Introduction

Why is it, in spite of the fact that teaching by pouring in, learning by passive absorption, are universally condemned, that they are still so entrenched in practice? (John Dewey, Democracy in Education, 1916, page 46.)

We have known for more than a hundred years that lecturing leads to bulimic learning. Students are able to memorize lecture notes, regurgitate what they have memorized on an exam, pass the exam, but then soon forget most of what they memorized. Lecturing impairs critical thinking, impedes the construction of knowledge, and slaughters the mind. Learning from the lecture is passive, shallow, and ineffective. Let’s be honest. During a lecture many students spend their time texting friends, visiting Facebook, checking emails, day dreaming, or even snoozing. They are not engaged, and why should they be? They have copies of their instructor’s power point slides and may even have access to the audio- or video-taped lecture. In fact, they may not even go to class, but rather subscribe to student-generated lecture notes and spend their valuable time sleeping,