Medical education literature suggests that ethics education should be learner-centered and problem-based rather than theory-based. Team-based learning is an appropriate method for this suggestion. However, its effectiveness was not investigated enough in medical ethics education.
Is team-based learning effective in medical ethics education in terms of knowledge retention, in-class learner
BALTIMORE, MD—May 22, 2017—The National Committee for Quality Assurance (NCQA) and its collaborating partners, Med-IQ and ArcheMedX, are pleased to announce a more dynamic, engaging, and flexible initiative being developed in response to the successes and lessons learned from the 2015-2017 Strategies for Success as a Patient-Centered Medical Home (Strategies
Team-based learning (TBL) promotes problem solving and teamwork, and has been applied as an instructional method in undergraduate medical education with purported benefits. Although TBL curricula have been implemented for residents, no published systematic reviews or guidelines exist for the development and use of TBL in graduate medical education (GME).
Technological advancements are rapidly changing nursing education in higher education settings. Nursing academics are enthusiastically blending technology with active learning approaches such as Team Based Learning (TBL). While the educational outcomes of TBL are well documented, the value of blending technology with TBL (blended-TBL) remains unclear. This paper presents a
BACKGROUND:Team-based learning (TBL) is used in undergraduate medical education to facilitate higher-order content learning, promote learner engagement and collaboration, and foster positive learner attitudes. There is a paucity of data on the use of TBL in graduate medical education. Our aim was to assess resident engagement, learning, and faculty/resident satisfaction
The Alliance Industry Summit (AIS) Educational Planning Committee of the Alliance for Continuing Education in the Health Professions (ACEhp) recognized the Strategies for Success as a PCMH program as 2016 Best in Class for Educational Outcomes. The award was accepted Monday, May 9th in Philadelphia along with our Partners from
There are two primary trends driving the collaborative needs of the healthcare workforce. The first is the immutable law of demographics. Our nation's healthcare workforce is in the midst of a generational shift as more and more Baby Boomers retire and millions of Millennials come of age.
In 2007 nearly one-quarter
New initiative supports primary care clinicians in seeking and renewing PCMH Recognition
WASHINGTON, DC (September 3) — To support clinicians in their efforts to regularly improve and renew their Patient-Centered Medical Home (PCMH) recognition status, The National Committee for Quality Assurance (NCQA) and its collaborating partners, Med-IQ and ArcheMedX, announce the
Traditionally, neurosciences is perceived as a difficult course in undergraduate medical education with literature suggesting use of the term "Neurophobia" (fear of neurology among medical students). Instructional strategies employed for the teaching of neurosciences in undergraduate curricula traditionally include a combination of lectures, demonstrations, practical classes, problem-based learning and clinico-pathological
Teaching programmes in medical education are now routinely employing active learning strategies to enhance the learning process and engage students in higher levels of learning. Team-based learning (TBL) is one active learning strategy that builds on individuals' strengths by allowing them to collaborate and work as a team to achieve