Factors influencing implementation of team-based learning in health sciences education

Britta M. Thompson, Virginia F. Schneider, Paul Haidet, Linda C. Perkowski, Boyd F. Richards

Research output: Contribution to journalArticlepeer-review

40 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)S53-S56
JournalAcademic Medicine
Volume82
Issue number10 SUPPL.
DOIs
StatePublished - Oct 2007

All Science Journal Classification (ASJC) codes

  • Education

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