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AbstractBackground: TBL value in medical education is in promoting individual accountability while developing skills for teamwork. Summary of work: TBL sessions were introduced since 2010 to medical students at UGD. Two TBL sessions were administered for each of the courses ‘Fundamentals in Immunology’ and ‘Clinical Immunology’. Sessions were conducted in collaboration with the E-learning Center. Summary of results: TBL sessions were adjusted to 60 minutes sessions. A total of 544 medical students, 487 in Fundamentals of Immunology and 57 in Clinical Immunology underwent the TBL sessions. Students were divided in groups of 5-6 students and were initially administered a short Readiness Assessment Test followed by case presentations, discussions and teams answers to multiple-choice questions. TBL sessions were not obligatory. Points were awarded for presence and the winning team was awarded extra points. Because of the large number of students, two sets of TBL sessions on the same topic were created and administered. Conclusions: TBL sessions were very well accepted and enjoyed by the students. Students very much preferred this type of interactive, active learning as opposed to classical lecturing. Take-home messages: TBL sessions are a valuable teaching tool that can also be administered in medical schools in developing countries.
TypeConference or Workshop Item
Bojadzieva, Evica and Stefanova, Melsa and Zdravev, Zoran and Stevceva, Liljana (2012) Introducing Team-Based Learning (TBL) at Faculty of Medicine. In: AMEE 2012, 27-29 Aug 2012, Lion, France.