The health sciences present unique challenges for educators in terms of the structure, timing, and context of educational efforts. This creates a particularly vibrant and complex environment, and also creates opportunities for research. Amid this environment, the growing popularity of Team-Based Learning leads to a need for ongoing scholarship about the effects of the method, its implementation, and its dissemination. In today’s web seminar, Paul Haidet, one of the original proponents of TBL in medical education, provides a sampling of some of the representative work to date, and discusses issues in performing research in the setting of TBL classrooms. He will also sample some of the research tools that have been used to evaluate TBL, and present a conceptual model to drive future scholarly efforts. A bibliography of current peer-reviewed articles will be provided.
Paul Haidet, M.D., M.P.H.
Department of Medicine
Baylor College of Medicine
Dr. Haidet is a general internist in the Department of Medicine. He is a member of the class of 1999-2000 of the Master Teacher Fellowship. An active member of the American Academy on Physician and Patient. Dr. Haidet has advanced training in small group teaching and communication skills. He has facilitated small group learning sessions (including Problem-Based Learning and Bedside Teaching) at the Pennsylvania State University College of Medicine, Harvard Medical School, and Baylor College of Medicine. Dr Haidet is available for direct observation and input on clinical teaching, team learning, including both one-to-one (as in the outpatient setting) and small group formats (as in bedside rounds).