WorldWideScience

Sample records for learning team building

  1. Team learning: building shared mental models

    NARCIS (Netherlands)

    Bossche, van den P.; Gijselaers, W.; Segers, M.; Woltjer, G.B.; Kirschner, P.

    2011-01-01

    To gain insight in the social processes that underlie knowledge sharing in teams, this article questions which team learning behaviors lead to the construction of a shared mental model. Additionally, it explores how the development of shared mental models mediates the relation between team learning

  2. Groups Meet . . . Teams Improve: Building Teams That Learn

    Science.gov (United States)

    Hillier, Janet; Dunn-Jensen, Linda M.

    2013-01-01

    Although most business students participate in team-based projects during undergraduate or graduate course work, the team experience does not always teach team skills or capture the team members' potential: Students complete the task at hand but the explicit process of becoming a team is often not learned. Drawing from organizational learning…

  3. Building Virtual Teams: Experiential Learning Using Emerging Technologies

    Science.gov (United States)

    Hu, Haihong

    2015-01-01

    Currently, virtual teams are being used exponentially in higher education and business because of the development of technologies and globalization. These teams have become an essential approach for collaborative learning as well as task completion. Team learning, especially in an online format, can be challenging due to lack of effective…

  4. GROUPS AND TEAMS AS BUILDING BLOCKS FOR ORGANIZATIONAL LEARNING

    OpenAIRE

    Raluca ZOLTAN; Otilia-Maria BORDEIANU; Romulus VANCEA

    2013-01-01

    The purpose of this paper is to define and analyze the groups and teams within organization as most adequate framework that enable the collective learning. In addition the organizational learning process is presented, whose role is to identify possible changes at the organization level to become learning organization. The need to understand how the organizations learn and how they accelerate their learning process is greater today than ever. It is said that in the future, the only competitive...

  5. The Army Family Team Building Program: Facilitating a Transformative Learning Process--An Intrinsic Case Study

    Science.gov (United States)

    Gall, Joseph A.

    2009-01-01

    This study sought to understand how the Army Family Team Building program influences self-reliance and self-sufficiency in Army spouses as they integrate into the Army community. The purpose of the Army Family Team Building program is to empower Army spouses with knowledge and skills, which foster well-being and improve quality of life. The…

  6. Team Learning Ditinjau dari Team Diversity dan Team Efficacy

    OpenAIRE

    Pohan, Vivi Gusrini Rahmadani; Ancok, Djamaludin

    2010-01-01

    This research attempted to observe team learning from the level of team diversity and team efficacy of work teams. This research used an individual level of analysis rather than the group level. The team members measured the level of team diversity, team efficacy and team learning of the teams through three scales, namely team learning scale, team diversity scale, and team efficacy scale. Respondents in this research were the active team members in a company, PT. Alkindo Mitraraya. The total ...

  7. Team Learning Ditinjau dari Team Diversity dan Team Efficacy

    OpenAIRE

    Vivi Gusrini Rahmadani Pohan; Djamaludin Ancok

    2015-01-01

    This research attempted to observe team learning from the level of team diversity and team efficacy of work teams. This research used an individual level of analysis rather than the group level. The team members measured the level of team diversity, team efficacy and team learning of the teams through three scales, namely team learning scale, team diversity scale, and team efficacy scale. Respondents in this research were the active team members in a company, PT. Alkindo Mitraraya. The total ...

  8. Team Members' Perceptions of Online Teamwork Learning Experiences and Building Teamwork Trust: A Qualitative Study

    Science.gov (United States)

    Tseng, Hung Wei; Yeh, Hsin-Te

    2013-01-01

    Teamwork factors can facilitate team members, committing themselves to the purposes of maximizing their own and others' contributions and successes. It is important for online instructors to comprehend students' expectations on learning collaboratively. The aims of this study were to investigate online collaborative learning experiences and to…

  9. Team Learning and Team Composition in Nursing

    Science.gov (United States)

    Timmermans, Olaf; Van Linge, Roland; Van Petegem, Peter; Elseviers, Monique; Denekens, Joke

    2011-01-01

    Purpose: This study aims to explore team learning activities in nursing teams and to test the effect of team composition on team learning to extend conceptually an initial model of team learning and to examine empirically a new model of ambidextrous team learning in nursing. Design/methodology/approach: Quantitative research utilising exploratory…

  10. Toward Learning Teams

    DEFF Research Database (Denmark)

    Hoda, Rashina; Babb, Jeff; Nørbjerg, Jacob

    2013-01-01

    to sacrifice learning-focused practices. Effective learning under pressure involves conscious efforts to implement original agile practices such as retrospectives and adapted strategies such as learning spikes. Teams, their management, and customers must all recognize the importance of creating learning teams......Today's software development challenges require learning teams that can continuously apply new engineering and management practices, new and complex technical skills, cross-functional skills, and experiential lessons learned. The pressure of delivering working software often forces software teams...

  11. Teaming up for learning

    NARCIS (Netherlands)

    Fransen, Jos

    2012-01-01

    Fransen, J. (2012). Teaming up for learning: Team effectiveness in collaborative learning in higher education (Doctoral dissertation). November, 16, 2012, Open University in the Netherlands (CELSTEC), Heerlen, The Netherlands.

  12. Athletes Off the Field: A Model for Team Building and Leadership Development through Service Learning. Linking Learning with Life.

    Science.gov (United States)

    Haughey, Laurie

    This booklet provides step-by-step guidelines for developing a leadership-through-service-learning component for a school athletic team. It is based on a program called LIFE LINE (Leaders in Football and Education) founded in 1996 as a peer leadership group that would increase team unity and success both on and off the field. The guide summarizes…

  13. Building multidisciplinary business teams

    International Nuclear Information System (INIS)

    Dyson, C.J.; Winte, N.C.

    1991-01-01

    This paper is a description of an approach to managing Exploration and Production assets through the operation of multidisciplinary business teams. The business team approach can assist in improved asset performance in terms of efficiency, motivation and business results, compared with more traditional matrix style hierarchies. Within this paper certain critical success factors for the long term success of multidiscipline teams are outlined, together with some of the risk of business team operation

  14. Speeding Up Team Learning.

    Science.gov (United States)

    Edmondson, Amy; Bohmer, Richard; Pisano, Gary

    2001-01-01

    A study of 16 cardiac surgery teams looked at how the teams adapted to new ways of working. The challenge of team management is to implement new processes as quickly as possible. Steps for creating a learning team include selecting a mix of skills and expertise, framing the challenge, and creating an environment of psychological safety. (JOW)

  15. Fostering teachers' team learning

    NARCIS (Netherlands)

    Bouwmans, Machiel; Runhaar, Piety; Wesselink, Renate; Mulder, Martin

    2017-01-01

    The implementation of educational innovations by teachers seems to benefit from a team approach and team learning. The study's goal is to examine to what extent transformational leadership is associated with team learning, and to investigate the mediating roles of participative decision-making,

  16. Assessing Team Climate by Qualitative and Quantitative Approaches: Building the Learning Organization

    Science.gov (United States)

    Loewen, Pamela; Loo, Robert

    2004-01-01

    This study used the team climate inventory (TCI) to create awareness of the multidimensional nature of team climate, to diagnose the climate of teams, and to present specific actions to improve team climate. Management undergraduates from 81, four-person teams completed the TCI and an open-ended question at week 3 and week 12 of their team…

  17. Building the team for team science

    Science.gov (United States)

    Read, Emily K.; O'Rourke, M.; Hong, G. S.; Hanson, P. C.; Winslow, Luke A.; Crowley, S.; Brewer, C. A.; Weathers, K. C.

    2016-01-01

    The ability to effectively exchange information and develop trusting, collaborative relationships across disciplinary boundaries is essential for 21st century scientists charged with solving complex and large-scale societal and environmental challenges, yet these communication skills are rarely taught. Here, we describe an adaptable training program designed to increase the capacity of scientists to engage in information exchange and relationship development in team science settings. A pilot of the program, developed by a leader in ecological network science, the Global Lake Ecological Observatory Network (GLEON), indicates that the training program resulted in improvement in early career scientists’ confidence in team-based network science collaborations within and outside of the program. Fellows in the program navigated human-network challenges, expanded communication skills, and improved their ability to build professional relationships, all in the context of producing collaborative scientific outcomes. Here, we describe the rationale for key communication training elements and provide evidence that such training is effective in building essential team science skills.

  18. Building multidisciplinary business teams

    International Nuclear Information System (INIS)

    Dyson, C.J.; Winter, N.C.

    1992-01-01

    This paper describes an approach to managing oil and gas industry E and P assets through the operation of multidisciplinary business teams (MBT's). This approach can result in improved asset performance in terms of efficiency, motivation, and business results compared with more traditional matrix-style hierarchies. This paper also outlines certain critical success factors for the long-term success of MBT's and discusses some of the risks of MBT operation

  19. Building an Undergraduate STEM Team Using Team-Based Learning Leading to the Production of a Storyboard Appropriate for Elementary Students

    Science.gov (United States)

    Cutright, Teresa J.; Evans, Edward; Brantner, Justin S.

    2014-01-01

    A unique undergraduate team that spans five different engineering disciplines, chemistry, biology, and mathematics was formed. The team was formed to promote cross-disciplinary learning, to improve retention, and to prepare the students for the kind of problems they will face in their careers. This paper describes the variety of activities used…

  20. Team Building e a enfermagem Team Building e enfermería Team Building and nursing

    Directory of Open Access Journals (Sweden)

    Filipa Homem

    2012-07-01

    Full Text Available Num ambiente de insatisfação crescente e de imprevisibilidade como é o da enfermagem, cada vez mais é fundamental motivar as equipas, conferindo-lhes competências pessoais, relacionais, comunicacionais e, acima de tudo, fomentar o trabalho em equipa e consequentemente a produtividade. O Team Building, surge assim como uma estratégia eficaz para obter resultados positivos. Por ser uma estratégia ainda pouco utilizada em Portugal, decidimos realizar este artigo teórico sobre o assunto e refletir sobre a sua pertinência e potencialidades nas equipas de enfermagem, tendo definido como objetivos: aprofundar conhecimentos sobre Team Building, contextualizar o Team Building no âmbito das teorias organizacionais, descrever diferentes modelos de Team Building e refletir sobre a utilidade do Team Building na qualidade da prestação de cuidados de enfermagem. Deste modo, foram pesquisados artigos na plataforma eletrónica de bases de dados EBSCO, assim como consultada literatura relacionada com a psicologia organizacional. Com a presente pesquisa conclui-se que esta estratégia de dinamização de equipas é útil no âmbito da enfermagem, podendo melhorar a comunicação e relações interpessoais, identificar pontos fortes e fracos das equipas, proporcionar maior satisfação no trabalho e, deste modo, aumentar a qualidade dos cuidados de saúde prestados.En un ambiente de creciente descontento y de imprevisibilidad como el de la enfermería, es cada vez más primordial motivar a los equipos, dándoles competencias personales, relacionales, y, sobre todo, fomentar el trabajo en equipo y consecuentemente la productividad. El Team Building surge así como una estrategia eficaz para lograr resultados positivos. Al ser una estrategia aún poco utilizada en Portugal, se decidió realizar este artículo teórico sobre el asunto y reflexionar sobre la pertinencia y el potencial de los equipos de enfermería, para lo que se definieron los objetivos

  1. Team building and diagnostic training

    International Nuclear Information System (INIS)

    Bulmer, S.

    1987-01-01

    While developing a commercial training program to improve teamwork in control room crews, General Electric's Nuclear Training Services made an important discovery. Traditional training methods for developing teamwork and enhancing diagnostics capabilities are incomplete. Traditional methods generally help, but fail to fulfill the long-term needs of most teams. Teamwork has been treated as a short-term performance problem. Traditional diagnostic training suffers from a similar problem. Too often, it covers only the basic principles of decision-making, ignoring the development of expert diagnostic capabilities. In response to this discovery, they have developed comprehensive training in Team Building and Diagnostics

  2. United We Learn: Team Effort Builds a Path to Equity and Alignment

    Science.gov (United States)

    Kind, Jill

    2014-01-01

    This article presents a plan to create a united approach to improve high quality instruction in Robbinsdale Cooper High School in New Hope, Minnesota, a suburb of Minneapolis. Professional learning communities were in their infancy, conversations around data were about autopsies of annual standardized tests, and there was no description of what…

  3. Team building: conceptual, methodological, and applied considerations.

    Science.gov (United States)

    Beauchamp, Mark R; McEwan, Desmond; Waldhauser, Katrina J

    2017-08-01

    Team building has been identified as an important method of improving the psychological climate in which teams operate, as well as overall team functioning. Within the context of sports, team building interventions have consistently been found to result in improvements in team effectiveness. In this paper we review the extant literature on team building in sport, and address a range of conceptual, methodological, and applied considerations that have the potential to advance theory, research, and applied intervention initiatives within the field. This involves expanding the scope of team building strategies that have, to date, primarily focused on developing group cohesion. Copyright © 2017 Elsevier Ltd. All rights reserved.

  4. Enabling Team Learning in Healthcare

    Science.gov (United States)

    Boak, George

    2016-01-01

    This paper is based on a study of learning processes within 35 healthcare therapy teams that took action to improve their services. The published research on team learning is introduced, and the paper suggests it is an activity that has similarities with action research and with those forms of action learning where teams address collective…

  5. Measuring Team Learning Behaviours through Observing Verbal Team Interaction

    Science.gov (United States)

    Raes, Elisabeth; Boon, Anne; Kyndt, Eva; Dochy, Filip

    2015-01-01

    Purpose: This study aims to explore, as an answer to the observed lack of knowledge about actual team learning behaviours, the characteristics of the actual observed basic team learning behaviours and facilitating team learning behaviours more in-depth of three project teams. Over time, team learning in an organisational context has been…

  6. Team-building in Chamonix

    CERN Multimedia

    2009-01-01

    By the time these words go to press, we’ll be nearing the end of the Chamonix workshop, which has been widely reported as the place where the LHC re-start schedule will be discussed. This is true, but Chamonix is about much more than "just" that. I’ll be reporting the main conclusions of the workshop in an e-mail to CERNois on the evening of Friday 6 February. In the meantime, I’d like to set out my reasons for reviving the Chamonix tradition. The Chamonix workshop is all about team-building. It’s a unique opportunity for people from the experiments and accelerators to come together away from the pressures of daily life at CERN. I may have joked in my talk to the CERN community on 12 January about ski-ing, but be under no illusion: Chamonix is about work. True, there’s time in the afternoons for people to spend as they please, but the working day starts early in the morning and lasts until late into the evening. It’s a week of hard work a...

  7. Group facilitation: building that winning team.

    Science.gov (United States)

    Krumberger, J M

    1992-12-01

    Team building does not occur by chance; it involves using techniques to make it easier for members to contribute their expertise while working with others to achieve quality results. Evaluation of team effectiveness involves assessing both the processes (team interactions and work processes) and accomplishment of goals (out-comes; see box). Productivity and quality that could not be accomplished by individual efforts may be enhanced by effectively working teams.

  8. Team building from a psychodynamic perspective

    Directory of Open Access Journals (Sweden)

    F. v. N. Cilliers

    2000-06-01

    Full Text Available The aim of this research is to measure the impact of a psychodynamic, Tavistock stance, team building event. Its task is to provide opportunities for learning about team behaviour and dynamics. Consultants offer interpretations in the form of working hypotheses about what is happening in the here-and-now. This refers to the basic assumptions (dependency, fight/flight, pairing and its relevant dynamic concepts. Post measured, qualitative research findings, indicate an increase in knowledge about the teams unconscious behaviour, a realisation of own identity, boundaries, potential and a strong sense of empowerment to act collectively in problem solving. Opsomming Die doel van die navorsing is om die impak van'n psigodinamiese, Tavistock beskouing, spanbou gebeurtems, te meet. Die taak is om leergeleenthede beskikbaar te stel oor eie spangedrag en -dinamika. Konsultantc bicd interpretasies aan in die vorm van werkshipoteses oor die gebeure in die hier-en-nou. Dit verwys na die basiese aannames (afhanklikheid, veg/vlug, afparing en die relevante dinamiese konsepte. Post-gemete, kwalitatiewe navorsingsresultate, dui op n toename in kennis oor die span se onbewuste gedrag, n beset van eie identiteit, grense, potensiaal en 'n sterk sin van bemagtiging om op 'n kollektiewe wyse op te tree in probleemoplossing.

  9. Investigating Team Learning in a Military Context

    Science.gov (United States)

    Veestraeten, Marlies; Kyndt, Eva; Dochy, Filip

    2014-01-01

    As teams have become fundamental parts of today's organisations, the need for these teams to function and learn efficiently and effectively is widely emphasised. Also in military contexts team learning is vital. The current article examines team learning behaviour in military teams as it aims to cross-validate a team learning model that was…

  10. Team Learning Beliefs and Behaviours in Response Teams

    Science.gov (United States)

    Boon, Anne; Raes, Elisabeth; Kyndt, Eva; Dochy, Filip

    2013-01-01

    Purpose: Teams, teamwork and team learning have been the subject of many research studies over the last decades. This article aims at investigating and confirming the Team Learning Beliefs and Behaviours (TLB&B) model within a very specific population, i.e. police and firemen teams. Within this context, the paper asks whether the team's…

  11. Building Trust in High-Performing Teams

    Directory of Open Access Journals (Sweden)

    Aki Soudunsaari

    2012-06-01

    Full Text Available Facilitation of growth is more about good, trustworthy contacts than capital. Trust is a driving force for business creation, and to create a global business you need to build a team that is capable of meeting the challenge. Trust is a key factor in team building and a needed enabler for cooperation. In general, trust building is a slow process, but it can be accelerated with open interaction and good communication skills. The fast-growing and ever-changing nature of global business sets demands for cooperation and team building, especially for startup companies. Trust building needs personal knowledge and regular face-to-face interaction, but it also requires empathy, respect, and genuine listening. Trust increases communication, and rich and open communication is essential for the building of high-performing teams. Other building materials are a shared vision, clear roles and responsibilities, willingness for cooperation, and supporting and encouraging leadership. This study focuses on trust in high-performing teams. It asks whether it is possible to manage trust and which tools and operation models should be used to speed up the building of trust. In this article, preliminary results from the authors’ research are presented to highlight the importance of sharing critical information and having a high level of communication through constant interaction.

  12. Building the eye care team

    Directory of Open Access Journals (Sweden)

    Thulasiraj Ravilla

    2014-07-01

    Full Text Available Eye care services are people intensive. They require the right people (competence, in the right numbers (capacity, in the right mix (team with the right resources and processes (enabling conditions to ensure effective and sustainable delivery of patient care.

  13. Does team stability mediate the relationship between leadership and team learning? An empirical study among Dutch project teams

    NARCIS (Netherlands)

    Savelsbergh, Chantal M.J.H.; Poell, Rob F.; van der Heijden, Beatrice

    2014-01-01

    An exploratory field study was conducted among 30 project teams in the sectors of building and utilities, engineering and construction, infrastructure, and area decontamination and development in the Netherlands. It examined the influence of leadership on team learning behaviors and included team

  14. Does team stability mediate the relationship between leadership and team learning? : An empirical study among Dutch project teams

    NARCIS (Netherlands)

    Savelsbergh, C.; Poell, R.F.; van der Heijden, B.

    2015-01-01

    An exploratory field study was conducted among 30 project teams in the sectors of building and utilities, engineering and construction, infrastructure, and area decontamination and development in the Netherlands. It examined the influence of leadership on team learning behaviors and included team

  15. First, build the project team

    Energy Technology Data Exchange (ETDEWEB)

    Snyder, J.C. [Duke/Fluor Daniel, Charlotte, NC (United States)

    1997-03-01

    The EPC consortium of American, Japanese and Indonesian companies has been formed to construct the first phase of the coal-fired Paiton Power Project in Indonesia under a lump sum turnkey contract. A Consortium Agreement defines the respective roles, scope and responsibilities, as well as allocation of risks and rewards for each member. The roles of members have been assigned to match their experience and expertise and a Division of Responsibility document has been drawn up for each stage of the project. The management of the project depends on an effective team aligning the consortium members to a common set of project goals and objectives. Communication and understanding are all important. The project team have overcome some of the challenges of differences in culture, language, contractual practice and experience between the members. Some of the systems which are in place to minimise the effect of these differences and to focus on the execution of the project are outlined. (UK)

  16. Team Leader Structuring for Team Effectiveness and Team Learning in Command-and-Control Teams

    Science.gov (United States)

    van der Haar, Selma; Koeslag-Kreunen, Mieke; Euwe, Eline; Segers, Mien

    2017-01-01

    Due to their crucial and highly consequential task, it is of utmost importance to understand the levers leading to effectiveness of multidisciplinary emergency management command-and-control (EMCC) teams. We argue that the formal EMCC team leader needs to initiate structure in the team meetings to support organizing the work as well as facilitate team learning, especially the team learning process of constructive conflict. In a sample of 17 EMCC teams performing a realistic EMCC exercise, including one or two team meetings (28 in sum), we coded the team leader’s verbal structuring behaviors (1,704 events), rated constructive conflict by external experts, and rated team effectiveness by field experts. Results show that leaders of effective teams use structuring behaviors more often (except asking procedural questions) but decreasingly over time. They support constructive conflict by clarifying and by making summaries that conclude in a command or decision in a decreasing frequency over time. PMID:28490856

  17. Team Leader Structuring for Team Effectiveness and Team Learning in Command-and-Control Teams.

    Science.gov (United States)

    van der Haar, Selma; Koeslag-Kreunen, Mieke; Euwe, Eline; Segers, Mien

    2017-04-01

    Due to their crucial and highly consequential task, it is of utmost importance to understand the levers leading to effectiveness of multidisciplinary emergency management command-and-control (EMCC) teams. We argue that the formal EMCC team leader needs to initiate structure in the team meetings to support organizing the work as well as facilitate team learning, especially the team learning process of constructive conflict. In a sample of 17 EMCC teams performing a realistic EMCC exercise, including one or two team meetings (28 in sum), we coded the team leader's verbal structuring behaviors (1,704 events), rated constructive conflict by external experts, and rated team effectiveness by field experts. Results show that leaders of effective teams use structuring behaviors more often (except asking procedural questions) but decreasingly over time. They support constructive conflict by clarifying and by making summaries that conclude in a command or decision in a decreasing frequency over time.

  18. Creation of Exercises for Team-Based Learning in Business

    Science.gov (United States)

    Timmerman, John E.; Morris, R. Franklin, Jr.

    2015-01-01

    Team-based learning (TBL) is an approach that builds on both the case method and problem-based learning and has been widely adopted in the sciences and healthcare disciplines. In recent years business disciplines have also discovered the value of this approach. One of the key characteristics of the team-based learning approach consists of…

  19. Team Learning in Teacher Teams: Team Entitativity as a Bridge between Teams-in-Theory and Teams-in-Practice

    Science.gov (United States)

    Vangrieken, Katrien; Dochy, Filip; Raes, Elisabeth

    2016-01-01

    This study aimed to investigate team learning in the context of teacher teams in higher vocational education. As teacher teams often do not meet all criteria included in theoretical team definitions, the construct "team entitativity" was introduced. Defined as the degree to which a group of individuals possesses the quality of being a…

  20. Team Psychological Safety and Team Learning: A Cultural Perspective

    Science.gov (United States)

    Cauwelier, Peter; Ribière, Vincent M.; Bennet, Alex

    2016-01-01

    Purpose: The purpose of this paper was to evaluate if the concept of team psychological safety, a key driver of team learning and originally studied in the West, can be applied in teams from different national cultures. The model originally validated for teams in the West is applied to teams in Thailand to evaluate its validity, and the views team…

  1. The Joint Influence of Intra- and Inter-Team Learning Processes on Team Performance : A Constructive or Destructive Combination?

    NARCIS (Netherlands)

    Bron, Rike; Endedijk, Maaike D.; van Veelen, Ruth; Veldkamp, Bernard P.

    2018-01-01

    In order for teams to build a shared conception of their task, team learning is crucial. Benefits of intra-team learning have been demonstrated in numerous studies. However, teams do not operate in a vacuum, and interact with their environment to execute their tasks. Our knowledge of the added value

  2. 8 ways to build collaborative teams.

    Science.gov (United States)

    Gratton, Lynda; Erickson, Tamara J

    2007-11-01

    Executing complex initiatives like acquisitions or an IT overhaul requires a breadth of knowledge that can be provided only by teams that are large, diverse, virtual, and composed of highly educated specialists. The irony is, those same characteristics have an alarming tendency to decrease collaboration on a team. What's a company to do? Gratton, a London Business School professor, and Erickson, president of the Concours Institute, studied 55 large teams and identified those with strong collaboration despite their complexity. Examining the team dynamics and environment at firms ranging from Royal Bank of Scotland to Nokia to Marriott, the authors isolated eight success factors: (1) "Signature" relationship practices that build bonds among the staff, in memorable ways that are particularly suited to a company's business. (2) Role models of collaboration among executives, which help cooperation trickle down to the staff. (3) The establishment of a "gift culture," in which managers support employees by mentoring them daily, instead of a transactional "tit-for-tat culture", (4) Training in relationship skills, such as communication and conflict resolution. (5) A sense of community, which corporate HR can foster by sponsoring group activities. (6) Ambidextrous leadership, or leaders who are both task-oriented and relationship-oriented. (7) Good use of heritage relationships, by populating teams with members who know and trust one another. (8) Role clarity and task ambiguity, achieved by defining individual roles sharply but giving teams latitude on approach. As teams have grown from a standard of 20 members to comprise 100 or more, team practices that once worked well no longer apply. The new complexity of teams requires companies to increase their capacity for collaboration, by making long-term investments that build relationships and trust, and smart near-term decisions about how teams are formed and run.

  3. Team learning center design principles

    Energy Technology Data Exchange (ETDEWEB)

    Daily, B.; Loveland, J.; Whatley, A. [New Mexico State Univ., Las Cruces, NM (United States)] [and others

    1995-06-01

    This is a preliminary report of a multi-year collaboration of the authors addressing the subject: Can a facility be designed for team learning and would it improve the efficiency and effectiveness of team interactions? Team learning in this context is a broad definition that covers all activities where small to large groups of people come together to work, to learn, and to share through team activities. Multimedia, networking, such as World Wide Web and other tools, are greatly enhancing the capability of individual learning. This paper addresses the application of technology and design to facilitate group or team learning. Many organizational meetings need tens of people to come together to do work as a large group and then divide into smaller subgroups of five to ten to work and then to return and report and interact with the larger group. Current facilities were not, in general, designed for this type of meeting. Problems with current facilities are defined and a preliminary design solution to many of the identified problems is presented.

  4. Increasing Student-Learning Team Effectiveness with Team Charters

    Science.gov (United States)

    Hunsaker, Phillip; Pavett, Cynthia; Hunsaker, Johanna

    2011-01-01

    Because teams are a ubiquitous part of most organizations today, it is common for business educators to use team assignments to help students experientially learn about course concepts and team process. Unfortunately, students frequently experience a number of problems during team assignments. The authors describe the results of their research and…

  5. A Team Building Model for Software Engineering Courses Term Projects

    Science.gov (United States)

    Sahin, Yasar Guneri

    2011-01-01

    This paper proposes a new model for team building, which enables teachers to build coherent teams rapidly and fairly for the term projects of software engineering courses. Moreover, the model can also be used to build teams for any type of project, if the team member candidates are students, or if they are inexperienced on a certain subject. The…

  6. The Research of Self-Management Team and Superior-Direction Team in Team Learning Influential Factors

    OpenAIRE

    Zhang Wei

    2013-01-01

    Team learning is a cure for bureaucracy; it facilitates team innovation and team performance. But team learning occurs only when necessary conditions were met. This research focused on differences of team learning influential factors between self-management team and superior-direction team. Four variables were chosen as predictors of team learning though literature review and pilot interview. The 4 variables are team motivation, team trust, team conflict and team leadership. Selected 54 self ...

  7. Team Building: Proven Strategies for Improving Team Performance, 4th Edition”

    Directory of Open Access Journals (Sweden)

    Greg Homan

    2008-12-01

    Full Text Available Team Building is an important issue for Youth Development professionals. We utilize team-focused work to achieve our objectives in educating youth. The team building skills we integrate into programming serve to prepare youth for the dynamic, highly interpersonal work environment of today. “Team Building: Proven Strategies for Improving Team Performance, 4th Edition,” by W. Dyer, W.G. Dyer, and J. Dyer (2007, provides a practical theoretical framework for those interested in team building application, training, and practice in everyday work.

  8. Building Global Learning Communities

    Science.gov (United States)

    Cochrane, Thomas; Buchem, Ilona; Camacho, Mar; Cronin, Catherine; Gordon, Averill; Keegan, Helen

    2013-01-01

    Within the background where education is increasingly driven by the economies of scale and research funding, we propose an alternative online open and connected framework (OOC) for building global learning communities using mobile social media. We critique a three year action research case study involving building collaborative global learning…

  9. Leadership for Team Learning: The Case of University Teacher Teams

    Science.gov (United States)

    Koeslag-Kreunen, Mieke G. M.; Van der Klink, Marcel R.; Van den Bossche, Piet; Gijselaers, Wim H.

    2018-01-01

    Teacher team involvement is considered a key factor in achieving sustainable innovation in higher education. This requires engaging in team learning behaviors that should result in new knowledge and solutions. However, university teachers are not used to discussing their work practices with one another and tend to neglect any innovation in their…

  10. Improvisational Theater Games: Performatory Team-Building Activities

    Science.gov (United States)

    Ingalls, Joan S.

    2018-01-01

    This article describes five improvisational theater games for building "teams" in the classroom and on the sports field. Particular attention is given to understanding how teams must challenge the hyper-individuality of modern culture. Improvisational theater games for team building are designed to help participants find a balance…

  11. Work in Progress: The Seven Rs of Team Building

    Science.gov (United States)

    Brunelli, Jean; Schneider, Elaine Fogel

    2004-01-01

    This article argues that supportive teams--including professionals, paraprofessionals, and parents--can teach staff members how to identify and implement best practices in early intervention settings. The authors describe "the seven Rs of team building" distilled from their many years of team building and maintenance: 1) Reading cues; 2) Regular…

  12. Building global learning communities

    Directory of Open Access Journals (Sweden)

    Averill Gordon

    2013-09-01

    Full Text Available Within the background where education is increasingly driven by the economies of scale and research funding, we propose an alternative online open and connected framework (OOC for building global learning communities using mobile social media. We critique a three year action research case study involving building collaborative global learning communities around a community of practice of learning researchers and practitioners. The results include the development of a framework for utilising mobile social media to support collaborative curriculum development across international boundaries. We conclude that this framework is potentially transferrable to a range of educational contexts where the focus is upon student-generated mobile social media projects.

  13. Team-based learning and ethics education in nursing.

    Science.gov (United States)

    Hickman, Susan E; Wocial, Lucia D

    2013-12-01

    This report describes the use of team-based learning concepts in an undergraduate nursing applied ethics course using established reporting guidelines. Team-based learning relies on actively engaging students in the learning process through small-group activities that facilitate the development of skills, including concept analysis, critical thinking, and problem solving. Students are divided into teams of five to seven members who collaborate throughout the semester to work through activities that build on ethics concepts introduced through reading and lectures. Nurse educators are challenged to develop educational approaches that will engage students and help them to apply what they learn from the study of ethics to the lived experience of clinical practice. The ultimate goal is to help students to develop into morally sensitive and competent professionals. Team-based learning represents a novel way to teach these skills to undergraduate nursing students. Copyright 2013, SLACK Incorporated.

  14. The innovative rehabilitation team: an experiment in team building.

    Science.gov (United States)

    Halstead, L S; Rintala, D H; Kanellos, M; Griffin, B; Higgins, L; Rheinecker, S; Whiteside, W; Healy, J E

    1986-06-01

    This article describes an effort by one rehabilitation team to create innovative approaches to team care in a medical rehabilitation hospital. The major arena for implementing change was the weekly patient rounds. We worked to increase patient involvement, developed a rounds coordinator role, used a structured format, and tried to integrate research findings into team decision making. Other innovations included use of a preadmission questionnaire, a discharge check list, and a rounds evaluation questionnaire. The impact of these changes was evaluated using the Group Environment Scale and by analyzing participation in rounds based on verbatim transcripts obtained prior to and 20 months after formation of the Innovative Rehabilitation Team (IRT). The results showed decreased participation by medical personnel during rounds, and increased participation by patients. The rounds coordinator role increased participation rates of staff from all disciplines and the group environment improved within the IRT. These data are compared with similar evaluations made of two other groups, which served as control teams. The problems inherent in making effective, lasting changes in interdisciplinary rehabilitation teams are reviewed, and a plea is made for other teams to explore additional ways to use the collective creativity and resources latent in the team membership.

  15. Building the Cooperative Teaching Mode of “Team Teaching”

    Directory of Open Access Journals (Sweden)

    Guan Huisheng

    2013-12-01

    Full Text Available Considering the limitation of higher education teaching mode of “only the teacher’s words count”, we build the cooperative teaching mode of “ team teaching” which is humanism-based, student-based and learning-centered. It emphasizes “challenge and cooperation” between teachers and students as well as promotes communication and interaction during the teaching process to ensure open teaching and students’ participation. Compared with the traditional teaching mode, the cooperative teaching mode of “team teaching” highlights its innovative value of teaching and provides a feasible framework during the process of pre-class preparation, teaching guidance, student-teacher debate and conclusion and further study.

  16. Facilitating Team Learning through Transformational Leadership

    Science.gov (United States)

    Raes, Elisabeth; Decuyper, Stefan; Lismont, Bart; Van den Bossche, Piet; Kyndt, Eva; Demeyere, Sybille; Dochy, Filip

    2013-01-01

    This article investigates when and how teams engage in team learning behaviours (TLB). More specifically, it looks into how different leadership styles facilitate TLB by influencing the social conditions that proceed them. 498 healthcare workers from 28 nursery teams filled out a questionnaire measuring the concepts leadership style, TLB, social…

  17. Early Identification of Ineffective Cooperative Learning Teams

    Science.gov (United States)

    Hsiung, C .M.; Luo, L. F.; Chung, H. C.

    2014-01-01

    Cooperative learning has many pedagogical benefits. However, if the cooperative learning teams become ineffective, these benefits are lost. Accordingly, this study developed a computer-aided assessment method for identifying ineffective teams at their early stage of dysfunction by using the Mahalanobis distance metric to examine the difference…

  18. The Destructive Impact of a Positive Team-Building Intervention.

    Science.gov (United States)

    Boss, R. Wayne; McConkie, Mark L.

    1981-01-01

    Examines a confrontation team-building intervention that was highly successful in building the supervisors into a unified group. Evaluation indicated the team became the most important variable with little consideration given to the rest of the organization, resulting in the whole organization being severely crippled and having to be rebuilt.…

  19. New lenses on team learning

    DEFF Research Database (Denmark)

    Musaeus, Peter

    Team læring er sjældent blevet studeret fra et sociokulturelt perspektiv (vygotskiansk). Denne poster er et teoretisk bidrag til team læring, der fokuserer på dialog, tegn-mediering og kulturel historisk praksis for at udvikle en forståelse af team læring som mere end forøgelse i adfærd, viden og...

  20. Exploration of Team Integration in Spanish Multifamily Residential Building Construction

    OpenAIRE

    Pellicer, Eugenio; Sanz Benlloch, María Amalia; Esmaeili, B.; MOLENAAR, KEITH ROBERT

    2016-01-01

    Project delivery team integration generally involves early involvement of general contractors and key specialty contractors in the design process. Team integration has been found to improve an owner’s probability of success. However, during difficult economic times, owners can forego early team involvement and move toward low bid procurement to take advantage of competitive markets. This study explores the performance of integrated teams in the Spanish multifamily building constructi...

  1. Grasping the Dynamic Complexity of Team Learning: An Integrative Model for Effective Team Learning in Organisations

    Science.gov (United States)

    Decuyper, Stefan; Dochy, Filip; Van den Bossche, Piet

    2010-01-01

    In this article we present an integrative model of team learning. Literature shows that effective team learning requires the establishment of a dialogical space amongst team members, in which communicative behaviours such as "sharing", "co-construction" and "constructive conflict" are balanced. However, finding this balance is not enough.…

  2. Team-based learning for midwifery education.

    Science.gov (United States)

    Moore-Davis, Tonia L; Schorn, Mavis N; Collins, Michelle R; Phillippi, Julia; Holley, Sharon

    2015-01-01

    Many US health care and education stakeholder groups, recognizing the need to prepare learners for collaborative practice in complex care environments, have called for innovative approaches in health care education. Team-based learning is an educational method that relies on in-depth student preparation prior to class, individual and team knowledge assessment, and use of small-group learning to apply knowledge to complex scenarios. Although team-based learning has been studied as an approach to health care education, its application to midwifery education is not well described. A master's-level, nurse-midwifery, didactic antepartum course was revised to a team-based learning format. Student grades, course evaluations, and aggregate American Midwifery Certification Board examination pass rates for 3 student cohorts participating in the team-based course were compared with 3 student cohorts receiving traditional, lecture-based instruction. Students had mixed responses to the team-based learning format. Student evaluations improved when faculty added recorded lectures as part of student preclass preparation. Statistical comparisons were limited by variations across cohorts; however, student grades and certification examination pass rates did not change substantially after the course revision. Although initial course revision was time-consuming for faculty, subsequent iterations of the course required less effort. Team-based learning provides students with more opportunity to interact during on-site classes and may spur application of knowledge into practice. However, it is difficult to assess the effect of the team-based learning approach with current measures. Further research is needed to determine the effects of team-based learning on communication and collaboration skills, as well as long-term performance in clinical practice. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional

  3. Building mathematics cellular phone learning communities

    Directory of Open Access Journals (Sweden)

    Wajeeh M. Daher

    2011-04-01

    Full Text Available Researchers emphasize the importance of maintaining learning communities and environments. This article describes the building and nourishment of a learning community, one comprised of middle school students who learned mathematics out-of-class using the cellular phone. The building of the learning community was led by three third year pre-service teachers majoring in mathematics and computers. The pre-service teachers selected thirty 8th grade students to learn mathematics with the cellular phone and be part of a learning community experimenting with this learning. To analyze the building and development stages of the cellular phone learning community, two models of community building stages were used; first the team development model developed by Tuckman (1965, second the life cycle model of a virtual learning community developed by Garber (2004. The research findings indicate that a learning community which is centered on a new technology has five 'life' phases of development: Pre-birth, birth, formation, performing, and maturity. Further, the research finding indicate that the norms that were encouraged by the preservice teachers who initiated the cellular phone learning community resulted in a community which developed, nourished and matured to be similar to a community of experienced applied mathematicians who use mathematical formulae to study everyday phenomena.

  4. Harnessing members' positive mood for team-directed learning behaviour and team innovation : The moderating role of perceived team feedback

    NARCIS (Netherlands)

    Walter, Frank; van der Vegt, Gerben S.

    2013-01-01

    This study examines the role of individual team members' positive mood and perceived team feedback for their team-directed learning behaviour. Results obtained in a sample of 186 members from 27 work teams showed that positive mood was positively associated with team-directed learning behaviour if

  5. Exploring the links Between interdependence, team learning and a shared understanding among team members: The case of teachers facing an educational innovation.

    NARCIS (Netherlands)

    Runhaar, P.R.; Brinke, D.; Kuijpers, M.; Wesselink, R.; Mulder, M.

    2014-01-01

    Teams are increasingly regarded as the building blocks of organizations, for teams of employees are better able to deal with complex problems and ever-changing demands than individual employees. The effectiveness of teams depends, to a large extent, on team members learning together and developing a

  6. Exploring the links between interdependence, team learning and a shared understanding among team members: the case of teachers facing an educational innovation

    NARCIS (Netherlands)

    Runhaar, Piety; Ten Brinke, Diana; Kuijpers, Marinka; Wesselink, Renate; Mulder, Martin

    2018-01-01

    Teams are increasingly regarded as the building blocks of organizations, for teams of employees are better able to deal with complex problems and ever-changing demands than individual employees. The effectiveness of teams depends, to a large extent, on team members learning together and developing a

  7. Strategies to Enhance Online Learning Teams. Team Assessment and Diagnostics Instrument and Agent-based Modeling

    Science.gov (United States)

    2010-08-12

    Strategies to Enhance Online Learning Teams Team Assessment and Diagnostics Instrument and Agent-based Modeling Tristan E. Johnson, Ph.D. Learning ...REPORT DATE AUG 2010 2. REPORT TYPE 3. DATES COVERED 00-00-2010 to 00-00-2010 4. TITLE AND SUBTITLE Strategies to Enhance Online Learning ...TeamsTeam Strategies to Enhance Online Learning Teams: Team Assessment and Diagnostics Instrument and Agent-based Modeling 5a. CONTRACT NUMBER 5b. GRANT

  8. Leadership and team building in gastrointestinal endoscopy.

    Science.gov (United States)

    Valori, Roland M; Johnston, Deborah J

    2016-06-01

    A modern endoscopy service delivers high volume procedures that can be daunting, embarrassing and uncomfortable for patients [1]. Endoscopy is hugely beneficial to patients but only if it is performed to high standards [2]. Some consequences of poor quality endoscopy include worse outcomes for cancer and gastrointestinal bleeding, unnecessary repeat procedures, needless damage to patients and even avoidable death [3]. New endoscopy technology and more rigorous decontamination procedures have made endoscopy more effective and safer, but they have placed additional demands on the service. Ever-scarcer resources require more efficient, higher turnover of patients, which can be at odds with a good patient experience, and with quality and safety. It is clear from the demands put upon it, that to deliver a modern endoscopy service requires effective leadership and team working [4]. This chapter explores what constitutes effective leadership and what makes great clinical teams. It makes the point that endoscopy services are not usually isolated, independent units, and as such are dependent for success on the organisations they sit within. It will explain how endoscopy services are affected by the wider policy and governance context. Finally, within the context of the collection of papers in this edition of Best Practice & Research: Clinical Gastroenterology, it explores the potentially conflicting relationship between training of endoscopists and service delivery. The effectiveness of leadership and teams is rarely the subject of classic experimental designs such as randomized controlled trials. Nevertheless there is a substantial literature on this subject within and particularly outside healthcare [5]. The authors draw on this wider, more diffuse literature and on their experience of delivering a Team Leadership Programme (TLP) to the leaders of 70 endoscopy teams during the period 2008-2012. (Team Leadership Programme Link-http

  9. Team Building OD Interventions and Outcomes in a Public School.

    Science.gov (United States)

    Patterson, Wade N.; DeVille, Anthony P.

    This paper describes a study of an organization development intervention with an eight-person teaching-support-administrative team in a suburban elementary school. Data for the study were gathered through observation by two participant-observers, through interviews with all eight direct participants in the team-building project, and through a…

  10. Building Productivity in Virtual Project Teams

    Directory of Open Access Journals (Sweden)

    Bill Hamersly

    2015-04-01

    Full Text Available The steady increase in project failure rates is leaving businesses searching for better integration techniques to virtualize their project environments. Through virtualization, organizations may have positive impacts on communities across geographical boundaries and resource constraints. The focus of this phenomenological study was to explore, via the experiences of successful project management practitioners, best practice strategies for integrating virtual project teams through data analysis. The conceptual framework included von Bertalanffy’s general systems theory, decomposition model of business process and project management frameworks, and the recomposition approach. Twenty-two senior project managers with more than 5 years of experience managing virtual project environments participated in semistructured telephone interviews. The van Kaam process employing normalization and bracketing approaches in data analysis resulted in the emergence of 34 thematic categories. The 10 most common themes culminated in the identification of strategies relevant for virtual project teams. The major themes pertained to 3 broad areas: (a structure that accommodates skills and technology for virtual team success, (b governance leading to efficient virtual project team management, and (c collaboration practices across diverse environments. This study involved the exploration of the experiences of the participants. Using the van Kaam method for normalization of the data and clustering like experiences into thematic statements, the study provided a plethora of new information concentrated on 10 themes that emerged.

  11. Structured Learning Teams: Reimagining Student Group Work

    Science.gov (United States)

    Lendvay, Gregory C.

    2014-01-01

    Even in a standards-based curriculum, teachers can apply constructivist practices such as structured learning teams. In this environment, students become invested in the learning aims, triggering the desire in students to awaken, get information, interpret, remix, share, and design scenarios.

  12. APPLICATION OF FUZZY ANALYTIC HIERARCHY PROCESS TO BUILDING RESEARCH TEAMS

    Directory of Open Access Journals (Sweden)

    Karol DĄBROWSKI

    2016-01-01

    Full Text Available Building teams has a fundamental impact for execution of research and development projects. The teams appointed for the needs of given projects are based on individuals from both inside and outside of the organization. Knowledge is not only a product available on the market but also an intangible resource affecting their internal and external processes. Thus it is vitally important for businesses and scientific research facilities to effectively manage knowledge within project teams. The article presents a proposal to use Fuzzy AHP (Analytic Hierarchy Process and ANFIS (Adaptive Neuro Fuzzy Inference System methods in working groups building for R&D projects on the basis of employees skills.

  13. Application of Fuzzy Analytic Hierarchy Process to Building Research Teams

    Science.gov (United States)

    Dąbrowski, Karol; Skrzypek, Katarzyna

    2016-03-01

    Building teams has a fundamental impact for execution of research and development projects. The teams appointed for the needs of given projects are based on individuals from both inside and outside of the organization. Knowledge is not only a product available on the market but also an intangible resource affecting their internal and external processes. Thus it is vitally important for businesses and scientific research facilities to effectively manage knowledge within project teams. The article presents a proposal to use Fuzzy AHP (Analytic Hierarchy Process) and ANFIS (Adaptive Neuro Fuzzy Inference System) methods in working groups building for R&D projects on the basis of employees skills.

  14. Building a culture of safety through team training and engagement.

    Science.gov (United States)

    Thomas, Lily; Galla, Catherine

    2013-05-01

    Medical errors continue to occur despite multiple strategies devised for their prevention. Although many safety initiatives lead to improvement, they are often short lived and unsustainable. Our goal was to build a culture of patient safety within a structure that optimised teamwork and ongoing engagement of the healthcare team. Teamwork impacts the effectiveness of care, patient safety and clinical outcomes, and team training has been identified as a strategy for enhancing teamwork, reducing medical errors and building a culture of safety in healthcare. Therefore, we implemented Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS), an evidence-based framework which was used for team training to create transformational and/or incremental changes; facilitating transformation of organisational culture, or solving specific problems. To date, TeamSTEPPS (TS) has been implemented in 14 hospitals, two Long Term Care Facilities, and outpatient areas across the North Shore LIJ Health System. 32 150 members of the healthcare team have been trained. TeamSTEPPS was piloted at a community hospital within the framework of the health system's organisational care delivery model, the Collaborative Care Model to facilitate sustainment. AHRQ's Hospital Survey on Patient Safety Culture, (HSOPSC), was administered before and after implementation of TeamSTEPPS, comparing the perception of patient safety by the heathcare team. Pilot hospital results of HSOPSC show significant improvement from 2007 (pre-TeamSTEPPS) to 2010. System-wide results of HSOPSC show similar trends to those seen in the pilot hospital. Valuable lessons for organisational success from the pilot hospital enabled rapid spread of TeamSTEPPS across the rest of the health system.

  15. LEADERSHIP AS A FACTOR FOR BUILDING A PROJECT TEAM

    Directory of Open Access Journals (Sweden)

    Marina Grynchenko

    2018-03-01

    Full Text Available The subject matter of the article is to determine the role of leadership for building a project team as the team quality and the professionalism of the team participants play a key role in ensuring the proper work performance that is specified by the tasks of the project. The goal of the article is to reveal the significance of the capability of a leader to build a project team and to develop in it a favorable psychological climate, common values and ideals and show the place of this capability in the general system of the leader’s behavioural competences, that is to justify the importance of this skill and its application to increase the effectiveness of the impact of leadership on the project team. The objectives of the study involve  - identifying a project team as a complex social organism where highly qualified people perform a specific set of functions; - emphasizing the fact that different individual features and qualities of participants greatly complicate the process of building a project team as well as  coordinating the goals, aspirations and interests of team participants. Besides, the students who study Project Management should be familiarized with the methods of acquiring the knowledge and developing skills necessary for building a team. The methods of the study involve the analysis of the role of motivation in the process of team building since while building a team the leader has to solve many problems and the issues of motivation are among them. Second, the character of relations among the participants and the rational organization of their efficient teamwork should be analyzed. Third, the analysis of the leader’s capability to foster the professional and personal development of the participants in the teamwork is of great importance. Fourth, the effective method of cultivating in leaders the skills of building a team is increasing the level of teaching behavioural competences using innovative pedagogical techniques

  16. [Verification of Learning Effects by Team-based Learning].

    Science.gov (United States)

    Ono, Shin-Ichi; Ito, Yoshihisa; Ishige, Kumiko; Inokuchi, Norio; Kosuge, Yasuhiro; Asami, Satoru; Izumisawa, Megumi; Kobayashi, Hiroko; Hayashi, Hiroyuki; Suzuki, Takashi; Kishikawa, Yukinaga; Hata, Harumi; Kose, Eiji; Tabata, Kei-Ichi

    2017-11-01

     It has been recommended that active learning methods, such as team-based learning (TBL) and problem-based learning (PBL), be introduced into university classes by the Central Council for Education. As such, for the past 3 years, we have implemented TBL in a medical therapeutics course for 4-year students. Based upon our experience, TBL is characterized as follows: TBL needs fewer teachers than PBL to conduct a TBL module. TBL enables both students and teachers to recognize and confirm the learning results from preparation and reviewing. TBL grows students' responsibility for themselves and their teams, and likely facilitates learning activities through peer assessment.

  17. Paradoxes in virtual team knowledge communication and trust building

    DEFF Research Database (Denmark)

    Petersen, Nils Braad

    2012-01-01

    This thesis proposal presents paradoxes within current trust and knowledge management literatures as a lens for understanding challenges in virtual teams working across organisational and geographic boundaries. By exposing contradictions within current virtual team research, the author proposes...... a need for a different, multi-level, multi-theoretical approach to virtual team research in order to overcome the paradoxes. A moderate constructionist research position building on Critical Realism is proposed. To situate the project within current literatures, trust, knowledge management and virtual...... team literatures are reviewed. These are used to support the paradoxes used as a lens for understanding. A research design is presented building on interviews, documentary analysis and observations analysed using Social Network Analysis and James Gee’s framework for discourse analysis. Finally...

  18. Leading Teams of Leaders: What Helps Team Member Learning?

    Science.gov (United States)

    Higgins, Monica; Young, Lissa; Weiner, Jennie; Wlodarczyk, Steven

    2010-01-01

    School districts are moving toward a new form of management in which superintendents need to form and nurture leadership teams. A study of 25 such teams in Connecticut suggests that a team's effectiveness is maximized when the team members are coached by other team members, not the superintendent, and when they are coached on task-related…

  19. Multigenerational Challenges: Team-Building for Positive Clinical Workforce Outcomes

    Science.gov (United States)

    Moore, Jill M; Everly, Marcee; Bauer, Renee

    2016-05-31

    Patient acuity in hospital settings continues to increase, and there is greater emphasis on patient outcomes. The current nursing workforce is comprised of four distinct generational cohorts that include veterans, baby boomers, millennials, and generation Xers. Each group has unique characteristics that add complexity to the workforce and this can add challenges to providing optimal patient care. Team building is one strategy to increase mutual understanding, communication, and respect, and thus potentially improve patient outcomes. In this article, we first briefly define generational cohorts by characteristics, and discuss differing expectations for work/life balance and potential negative outcomes. Our discussion offers team building strategies for positive outcomes, a case scenario, and concludes with resources for team building and organizational opportunities.

  20. Participative Work Design in Lean Production: A Strategy for Dissolving the Paradox between Standardized Work and Team Proactivity by Stimulating Team Learning?

    Science.gov (United States)

    Lantz, Annika; Hansen, Niklas; Antoni, Conny

    2015-01-01

    Purpose: The purpose of this paper is to explore job design mechanisms that enhance team proactivity within a lean production system where autonomy is uttermost restricted. We propose and test a model where the team learning process of building shared meaning of work mediates the relationship between team participative decision-making, inter team…

  1. Building Team Spirit in Organization Management Through a ...

    African Journals Online (AJOL)

    Building Team Spirit in Organization Management Through a System Approach. ... able to function and attain a dynamic equilibrium for desired level of maximum productivity. It thus helps the manager to pull the various components of the organization together with the awareness, desire and commitment for a common goal.

  2. Building an exceptional imaging management team: from theory to practice.

    Science.gov (United States)

    Hogan, Laurie

    2010-01-01

    Building a strong, cohesive, and talented managerial team is a critical endeavor for imaging administrators, as the job will be enhanced if supported by a group of high-performing, well-developed managers. For the purposes of this article, leadership and management are discussed as two separate, yet equally important, components of an imaging administrator's role. The difference between the two is defined as: leadership relates to people, management relates to process. There are abundant leadership and management theories that can help imaging administrators develop managers and ultimately build a better team. Administrators who apply these theories in practical and meaningful ways will improve their teams' leadership and management aptitude. Imaging administrators will find it rewarding to coach and develop managers and witness transformations that result from improved leadership and management abilities.

  3. Diversity, Effort, and Cooperation in Team-Based Learning

    Science.gov (United States)

    Espey, Molly

    2018-01-01

    Student and team performance in 17 sections of an introductory microeconomic theory course taught using team-based learning are analyzed to determine what measurable characteristics of teams influence team and individual outcomes. Results suggest that team performance is positively influenced by the grade point average of the top individual on the…

  4. Leading team learning: what makes interprofessional teams learn to work well?

    Science.gov (United States)

    Chatalalsingh, Carole; Reeves, Scott

    2014-11-01

    This article describes an ethnographic study focused on exploring leaders of team learning in well-established nephrology teams in an academic healthcare organization in Canada. Employing situational theory of leadership, the article provides details on how well established team members advance as "learning leaders". Data were gathered by ethnographic methods over a 9-month period with the members of two nephrology teams. These learning to care for the sick teams involved over 30 regulated health professionals, such as physicians, nurses, social workers, pharmacists, dietitians and other healthcare practitioners, staff, students and trainees, all of whom were collectively managing obstacles and coordinating efforts. Analysis involved an inductive thematic analysis of observations, reflections, and interview transcripts. The study indicated how well established members progress as team-learning leaders, and how they adapt to an interprofessional culture through the activities they employ to enable day-to-day learning. The article uses situational theory of leadership to generate a detailed illumination of the nature of leaders' interactions within an interprofessional context.

  5. Unobtrusive Observation of Team Learning Attributes in Digital Learning

    Directory of Open Access Journals (Sweden)

    David C. Gibson

    2018-05-01

    Full Text Available This article presents a new framework for unobtrusive observation analytics of knowledge and skills-in-action through continuous collection of data from individuals while they interact with digital assets either as individuals or on problem-solving teams. The framework includes measures of the skill and knowledge areas of collaboration, creativity, personal learning, problem solving, and global sustainability, which are observed during natural production and use of communications, intentional artifacts, and resources in a digital learning space designed for self-directed and team-based learning challenges. The article describes the digital context for data collection and shows some example data and analyses.

  6. Student Accountability in Team-Based Learning Classes

    Science.gov (United States)

    Stein, Rachel E.; Colyer, Corey J.; Manning, Jason

    2016-01-01

    Team-based learning (TBL) is a form of small-group learning that assumes stable teams promote accountability. Teamwork promotes communication among members; application exercises promote active learning. Students must prepare for each class; failure to do so harms their team's performance. Therefore, TBL promotes accountability. As part of the…

  7. Team learning : New insights through a temporal lens

    NARCIS (Netherlands)

    Lehmann-Willenbrock, N.

    2017-01-01

    Team learning is a complex social phenomenon that develops and changes over time. Hence, to promote understanding of the fine-grained dynamics of team learning, research should account for the temporal patterns of team learning behavior. Taking important steps in this direction, this special issue

  8. The Influence of Learning Behaviour on Team Adaptability

    Science.gov (United States)

    Murray, Peter A.; Millett, Bruce

    2011-01-01

    Multiple contexts shape team activities and how they learn, and group learning is a dynamic construct that reflects a repertoire of potential behaviour. The purpose of this developmental paper is to examine how better learning behaviours in semi-autonomous teams improves the level of team adaptability and performance. The discussion suggests that…

  9. Body Percussion and Team Building through the BAPNE Method

    Directory of Open Access Journals (Sweden)

    Romero-Naranjo A.A.

    2016-01-01

    Full Text Available BAPNE Method is a method based on cognitive stimulation integrating music and movement through body percussion. The aim of this research is to explore its whole potential as a tool to build teams. Team building is a philosophy for work design, and since over two decades ago, it defends that obtaining a high performance and organizing efficiency is more useful to perceive employees as interdependent members in a team of work than individuals ones. From this viewpoint, this research advocates that BAPNE Method’s body percussion practice will have an impact on this vision of team work directly. For its own characteristics, body percussion stimulates ways of contact in movement, which ease social ties and, especially, promote group cohesion. Through social, body and, affective dimension; BAPNE Method is capable of developing a shared vision and a single aim, to stimulate team work identity and an atmosphere of trust; and finally, to improve individual communication and satisfaction levels in group tasks.

  10. Student Perceptions of Team-based Learning vs Traditional Lecture-based Learning.

    Science.gov (United States)

    Frame, Tracy R; Cailor, Stephanie M; Gryka, Rebecca J; Chen, Aleda M; Kiersma, Mary E; Sheppard, Lorin

    2015-05-25

    To evaluate pharmacy student perceptions of team-based learning (TBL) vs traditional lecture-based learning formats. First professional year pharmacy students (N=111) at two universities used TBL in different courses during different semesters (fall vs spring). Students completed a 22-item team perceptions instrument before and after the fall semester. A 14-item teaching style preference instrument was completed at the end of the spring semester. Data were analyzed using Wilcoxon signed rank test and Mann-Whitney U test. Students who experienced TBL in the fall and went back to traditional format in the spring reported improved perceptions of teams and preferred TBL format over a traditional format more than students who experienced a traditional format followed by TBL. Students at both universities agreed that the TBL format assists with critical-thinking, problem-solving, and examination preparation. Students also agreed that teams should consist of individuals with different personalities and learning styles. When building teams, faculty members should consider ways to diversify teams by considering different views, perspectives, and strengths. Offering TBL early in the curriculum prior to traditional lecture-based formats is better received by students, as evidenced by anecdotal reports from students possibly because it allows students time to realize the benefits and assist them in building teamwork-related skills.

  11. Building Maintenance. Student Learning Guide.

    Science.gov (United States)

    Palm Beach County Board of Public Instruction, West Palm Beach, FL.

    This student learning guide contains one module for completing a course in building maintenance. It is designed especially for use in secondary schools in Palm Beach County, Florida. The module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student…

  12. Team Creativity: The Effects of Perceived Learning Culture, Developmental Feedback and Team Cohesion

    Science.gov (United States)

    Joo, Baek-Kyoo; Song, Ji Hoon; Lim, Doo Hun; Yoon, Seung Won

    2012-01-01

    This study investigates the influence of perceived learning culture, developmental feedback and team cohesion on team creativity. The results showed that the demographic variables, the three antecedents and their interactions explained 41 per cent of variance in team creativity. Team creativity was positively correlated with a higher level of…

  13. Managing team learning in a Spanish commercial bank

    OpenAIRE

    Døving, Erik; Martin-Rubio, Irene

    2013-01-01

    Purpose – The purpose of this paper is to analyze how team management affects team-learning activities. Design/methodology/approach – The authors empirically study 68 teams as they operate in the natural business context of a major Spanish bank. Quantitative research utilizing multiple regression analyses is used to test hypotheses. Findings – The leadership behaviour (consideration, initiation of structure) displayed by the team leader plays a key role in facilitating team learning. Te...

  14. Enabling team learning when members are prone to contentious communication: The role of team leader coaching

    OpenAIRE

    Schaubroeck, John; Carmeli, Avraham; Bhatia, Sarena; Paz, Etty

    2016-01-01

    Members of teams are often prone to interpersonal communication patterns that can undermine the team’s capacity to engage in self-learning processes that are critical to team adaptation and performance improvement. We argue that team leader coaching behaviors are critical to ensuring that team discussions that may foster learning new teamwork skills and strategies are unfettered by the tendency of two or more members to exhibit contentious interpersonal communications. We accordingly test a m...

  15. Building a team through a strategic planning process.

    Science.gov (United States)

    Albert, Debra; Priganc, Dave

    2014-01-01

    Strategic planning is a process often left to senior hospital leadership, with limited input from unit-level, bedside patient care providers. This frequent approach to strategic planning misses the opportunity to engage a wide range of employees, build a shared sense of commitment, produce a collaborative team environment, and to generate greater acceptance of the plan. The Patient Care Services division at the University of Chicago Medicine used a strategic planning process that incorporated 360-degree input from both within the Patient Care Services division and outside of the division. The result is a strategic vision and plan that, shaped by broad-based input from both internal and external constituencies, is strengthened by the team that emerged from the process. Through the process of identifying a common understanding of the group's future direction, a shared purpose was created that transcended traditional professional boundaries and shaped a cohesive team focused on effective and efficient patient care. Now, with a focused strategic plan and a team centered on a shared purpose, the team is beginning to effectively deliver on the plan.

  16. Team Learning: Through the Relational Dynamics of Co-operation and Rivalry in Team Communities

    OpenAIRE

    Lotz, Maja

    2008-01-01

    In this paper I explore the constructive links between co-operation, rivalry, and learning within the structure of team communities. Drawing upon social learning theory, the main purpose of this paper is to argue that both co-operation and rivalry are important triggers for mobilizing learning processes within and between teams. However, social learning theory tends to disregard the positive aspects of rivalry. Consequently, this paper will argue for the need to extend social learning theory ...

  17. Implementation of a team-based learning course: Work required and perceptions of the teaching team.

    Science.gov (United States)

    Morris, Jenny

    2016-11-01

    Team-based learning was selected as a strategy to help engage pre-registration undergraduate nursing students in a second-year evidence-informed decision making course. To detail the preparatory work required to deliver a team-based learning course; and to explore the perceptions of the teaching team of their first experience using team-based learning. Descriptive evaluation. Information was extracted from a checklist and process document developed by the course leader to document the work required prior to and during implementation. Members of the teaching team were interviewed by a research assistant at the end of the course using a structured interview schedule to explore perceptions of first time implementation. There were nine months between the time the decision was made to use team-based learning and the first day of the course. Approximately 60days were needed to reconfigure the course for team-based learning delivery, develop the knowledge and expertise of the teaching team, and develop and review the resources required for the students and the teaching team. This reduced to around 12days for the subsequent delivery. Interview data indicated that the teaching team were positive about team-based learning, felt prepared for the course delivery and did not identify any major problems during this first implementation. Implementation of team-based learning required time and effort to prepare the course materials and the teaching team. The teaching team felt well prepared, were positive about using team-based learning and did not identify any major difficulties. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

  18. Polyphonic inquiry for team development, learning and knowledge production

    DEFF Research Database (Denmark)

    Hansen, Lone Hersted; Madsen, Charlotte Øland

    2018-01-01

    In this chapter we describe how we, as researchers, interacted with practitioners in the field as we co-constructed a polyphonic inquiry for team development, learning and knowledge production, inspired by action research. We build on social constructionist meta-theoretical ideas and write about...... our experience from a constructionist approach to research and social change. Our practice was developed and refined while working together with a team of advisers in an NGO for organic farming and organic food production located in Denmark. In overall terms, and in line with the values...... of the organization, a basic principle of this practice was to think and work in terms of sustainability, environmental care, and social responsibility. We undertake research as a form of social action as described by Sheila McNamee (2010), Sheila McNamee and Dian Marie Hosking (2013), and Kenneth J. Gergen (2015...

  19. The Influence of Multigenerational Workforce in Effective Informal Team Learning

    Directory of Open Access Journals (Sweden)

    Roza Marsaulina Sibarani

    2015-01-01

    Full Text Available The urgency of this research arises from the convergence of two dynamics that are transforming the workplace and impacting organization performance. The first is multigenerational workforce work side by side in the same organization even in the same team. The second is informal learning, a major mode of learning in an organization. Therefore, this paper aims to explore the influence of generational background of Baby Boomers, Generation X and Generation Y in relation to informal team learning in the Indonesian business environment. Both, qualitative and quantitative studies were conducted with 21 interviewees and 184 survey respondents representing a total of 191 multigenerational teams participating in this research. The findings suggest that generational background influence informal learner and effective informal team learning, but have no direct impact on team climate. Understanding generational differences will enable individuals to learn informally and create a conducive team climate that will lead to effective informal team learning.

  20. Communication that builds teams: assessing a nursing conflict intervention.

    Science.gov (United States)

    Nicotera, Anne Maydan; Mahon, Margaret M; Wright, Kevin B

    2014-01-01

    Quality communication is essential for building strong nursing teams. Structurational divergence (SD) theory explains how institutional factors can result in poor communication and conflict cycles; the theory has been developed in nursing context, although it is applicable to all organizational settings. We describe the design, implementation, and evaluation of an intervention to reduce SD and improve nurses' work life and team-member relationships. An intensive 9-hour course provided training in conflict/SD analysis and dialogic conflict/SD management to 36 working nurses from a variety of settings. Quantitative pre- and posttests were administered, with a comparison sample. The course reduced measures of negative conflict attitudes and behaviors: direct personalization, persecution feelings, negative relational effects, ambiguity intolerance, and triangulation (gossiping and complaining to uninvolved third parties). The course also increased important attitudes necessary for productive dialogue and conflict management: perceptions of positive relational effects, conflict liking, and positive beliefs about arguing. As compared with nonparticipants, participant posttests showed lower conflict persecution; higher recognition of positive relational effects; lower perceptions of negative relational effects; higher conflict liking; lower ambiguity intolerance; and lower tendency to triangulate. Qualitatively, participants perceived better understanding of, and felt more empowered to manage, workplace conflicts and to sustain healthier workplace relationships. This intervention can help nurses develop tools to improve system-level function and build productive team relationships.

  1. INVESTIGATING FACTORS INFLUENCING STUDENTS’ LEARNING IN A TEAM TEACHING SETTING

    OpenAIRE

    Brenda L Killingsworth; Yajiong Xue

    2015-01-01

    Team teaching factors, including mission clarity, affiliation, innovativeness, and fairness, are examined to determine how they influence student learning in a team-taught course. The study involved 184 college students enrolled in an Introduction to Computers course delivered in a team-taught format in a large university located in the United States. The collaborative teaching design followed a traditional team teaching approach with an instructor team teaching the same course collaborativel...

  2. Learning Together and Working Apart: Routines for Organizational Learning in Virtual Teams

    Science.gov (United States)

    Dixon, Nancy

    2017-01-01

    Purpose: Research suggests that teaming routines facilitate learning in teams. This paper identifies and details how specific teaming routines, implemented in a virtual team, support its continual learning. The study's focus was to generate authentic and descriptive accounts of the interviewees' experiences with virtual teaming routines.…

  3. Team Learning: Through the Relational Dynamics of Co-operation and Rivalry in Team Communities

    Science.gov (United States)

    Lotz, Maja

    2010-01-01

    This paper explores the constructive links between cooperation, rivalry, and learning within the structure of team communities. Drawing upon social learning theory and qualitative data from case studies conducted in Danish team-based firms, the main purpose is to argue that both cooperation and rivalry are important triggers for mobilizing…

  4. Software Engineering Team Project - lessons learned

    Directory of Open Access Journals (Sweden)

    Bogumiła Hnatkowska

    2013-06-01

    Full Text Available In the 2010/11 academic year the Institute of Informatics at Wroclaw University of Technology issued ’Software Engineering Team Project’ as a course being a part of the final exam to earn bachelor’s degree. The main assumption about the course was that it should simulate the real environment (a virtual IT company for its participants. The course was aimed to introduce issues regarding programming in the medium scale, project planning and management. It was a real challenge as the course was offered for more than 140 students. The number of staff members involved in its preparation and performance was more than 15. The paper presents the lessons learned from the first course edition as well as more detailed qualitative and quantitative course assessment.

  5. Building a healthy work environment: a nursing resource team perspective.

    Science.gov (United States)

    Vaughan, Leslie; Slinger, Trisha

    2013-01-01

    Leadership and staff from the London Health Sciences Centre (LHSC) Nursing Resource Team (NRT), including members of their Continuous Quality Improvement (CQI) Council, attended the first Southern Ontario Nursing Resource Team Conference (SONRTC), held March 2012 in Toronto. The SONRTC highlighted healthy work environments (HWEs), noting vast differences among the province's various organizations. Conversely, CQI Council members anecdotally acknowledged similar inconsistencies in HWEs across the various inpatient departments at LHSC. In fact, the mobility of the NRT role allows these nurses to make an unbiased observation about the culture, behaviours and practices of specific units as well as cross-reference departments regarding HWEs. Studies have documented that HWEs have a direct impact on the quality of patient care. Furthermore, the literature supports a relationship between HWEs and nurse job satisfaction. Based on this heightened awareness, the NRT CQI Council aimed to investigate HWEs at LHSC. The American Association of Critical Care Nurses (AACN) Standards for Establishing and Sustaining Healthy Work Environments was adapted in developing a survey for measuring HWEs based on the perceptions of NRT staff. Each of the departments was evaluated in terms of the following indicators: skilled communication, true collaboration, effective decision-making, appropriate staffing, meaningful recognition and authentic leadership (AACN 2005). Ultimately, the Building a Healthy Work Environment: A Nursing Resource Team Perspective survey was employed with NRT nurses at LHSC, and data was collected for use by leadership and staff for creating HWE strategies aimed at improving the quality of patient care.

  6. Interprofessional team meetings: Opportunities for informal interprofessional learning.

    Science.gov (United States)

    Nisbet, Gillian; Dunn, Stewart; Lincoln, Michelle

    2015-01-01

    This study explores the potential for workplace interprofessional learning, specifically the learning that occurs between health professionals as part of their attendance at their regular interprofessional team meetings. While most interprofessional learning research to date has focused on formal structured education programs, this study adds to our understanding of the complexities of the learning processes occurring between health professionals as part of everyday practice. Through observations of team meetings and semi-structured interviews, we found that the interprofessional team meeting provided a practical, time-efficient, and relevant means for interprofessional learning, resulting in perceived benefits to individuals, teams, and patients. The learning process, however, was influenced by members' conceptions of learning, participation within the meeting, and medical presence. This study provides a basis for further research to assist health professionals capitalize on informal learning opportunities within the interprofessional meeting.

  7. Managing Team Learning in a Spanish Commercial Bank

    Science.gov (United States)

    Doving, Erik; Martin-Rubio, Irene

    2013-01-01

    Purpose: The purpose of this paper is to analyze how team management affects team-learning activities. Design/methodology/approach: The authors empirically study 68 teams as they operate in the natural business context of a major Spanish bank. Quantitative research utilizing multiple regression analyses is used to test hypotheses. Findings: The…

  8. Integrative Student Learning: An Effective Team Learning Activity in a Learner-Centered Paradigm

    Directory of Open Access Journals (Sweden)

    Reza Karimi

    2011-01-01

    Full Text Available Purpose: An Integrative Student Learning (ISL activity was developed with the intent to enhance the dynamic of student teamwork and enhance student learning by fostering critical-thinking skills, self-directed learning skills, and active learning. Case Study: The ISL activity consists of three portions: teambuilding, teamwork, and a facilitator driven "closing the loop" feedback discussion. For teambuilding, a set of clue sheets or manufacturer's drug containers were distributed among student pairs who applied their pharmaceutical knowledge to identify two more student pairs with similar clues or drugs, thus building a team of six. For teamwork, each team completed online exams, composed of integrated pharmaceutical science questions with clinical correlates, using only selected online library resources. For the feedback discussion, facilitators evaluated student impressions, opened a discussion about the ISL activity, and provided feedback to teams' impressions and questions. This study describes three different ISL activities developed and implemented over three days with first year pharmacy students. Facilitators' interactions with students and three surveys indicated a majority of students preferred ISL over traditional team activities and over 90% agreed ISL activities promoted active learning, critical-thinking, self-directed learning, teamwork, and student confidence in online library searches. Conclusions: The ISL activity has proven to be an effective learning activity that promotes teamwork and integration of didactic pharmaceutical sciences to enhance student learning of didactic materials and confidence in searching online library resources. It was found that all of this can be accomplished in a short amount of class time with a very reasonable amount of preparation.   Type: Case Study

  9. Assessing Performance and Learning in Interprofessional Health Care Teams.

    Science.gov (United States)

    Ekmekci, Ozgur; Sheingold, Brenda; Plack, Margaret; LeLacheur, Susan; Halvaksz, Jennifer; Lewis, Karen; Schlumpf, Karen; Greenberg, Larrie

    2015-01-01

    Teamwork has become an integral part of health care delivery. Such emphasis on teamwork has generated the need to systematically measure and improve the learning and performance of health care teams. The purpose of this study was to develop a comprehensive assessment instrument, the Interprofessional Education and Practice Inventory (IPEPI), to evaluate learning and performance in interprofessional health care teams. The 12-month study commenced in three 4-month phases: (1) a panel of 25 national and international experts participated in the Delphi process to identify factors influencing team learning and team performance; (2) the research team analyzed the findings from the two Delphi rounds to develop the IPEPI; and (3) a cohort of 27 students at the university engaged in clinical simulations to test and refine the IPEPI. Findings suggest key factors that significantly influence team learning and performance include whether the group is able to foster a climate of mutual respect, adopt effective communication strategies, develop a sense of trust, and invite contributions from others. Additionally, in assessing organizational factors, participants indicated those factors that significantly influence team learning and performance include whether the organization is patient-centered, creates a culture of safety (not blame), and supports individual and team learning. These findings highlight the critical role assessment plays in enhancing not just interprofessional education or interprofessional practice, but in essence advancing interprofessional education and practice--which requires an integrated examination of how health care professionals learn and perform in teams.

  10. Individual teacher learning in a context of collaboration in teams

    NARCIS (Netherlands)

    Meirink, Jacobiene Albertina

    2007-01-01

    In this study we aimed to examine teacher learning within a context of collaboration in interdisciplinary teams. Five interdisciplinary teams were studied for a period of one year. Data was collected on what and how the teachers learned, by means of examining changes in beliefs and by asking

  11. Collective (Team) Learning Process Models: A Conceptual Review

    Science.gov (United States)

    Knapp, Randall

    2010-01-01

    Teams have become a key resource for learning and accomplishing work in organizations. The development of collective learning in specific contexts is not well understood, yet has become critical to organizational success. The purpose of this conceptual review is to inform human resource development (HRD) practice about specific team behaviors and…

  12. [Developing team reflexivity as a learning and working tool for medical teams].

    Science.gov (United States)

    Riskin, Arieh; Bamberger, Peter

    2014-01-01

    Team reflexivity is a collective activity in which team members review their previous work, and develop ideas on how to modify their work behavior in order to achieve better future results. It is an important learning tool and a key factor in explaining the varying effectiveness of teams. Team reflexivity encompasses both self-awareness and agency, and includes three main activities: reflection, planning, and adaptation. The model of briefing-debriefing cycles promotes team reflexivity. Its key elements include: Pre-action briefing--setting objectives, roles, and strategies the mission, as well as proposing adaptations based on what was previously learnt from similar procedures; Post-action debriefing--reflecting on the procedure performed and reviewing the extent to which objectives were met, and what can be learnt for future tasks. Given the widespread attention to team-based work systems and organizational learning, efforts should be made toward ntroducing team reflexivity in health administration systems. Implementation could be difficult because most teams in hospitals are short-lived action teams formed for a particular event, with limited time and opportunity to consciously reflect upon their actions. But it is precisely in these contexts that reflexive processes have the most to offer instead of the natural impulsive collective logics. Team reflexivity suggests a potential solution to the major problems of iatorgenesis--avoidable medical errors, as it forces all team members to participate in a reflexive process together. Briefing-debriefing technology was studied mainly in surgical teams and was shown to enhance team-based learning and to improve quality-related outcomes and safety.

  13. MRP (materiel requirements planning) II education: a team-building experience.

    Science.gov (United States)

    Iemmolo, G R

    1994-05-01

    Conestoga Wood Specialties, a leader in the woodworking industry, is constantly striving for continuous improvement in manufacturing and service. Recently, the company embarked on a major MRP II education effort that served as a framework for team building. This team building concept has carried over into other aspects related to the business, such as the formalization of the sales and operations planning meeting. At Conestoga Wood, it is recognized that successful team building is necessary to achieve and maintain world-class performance.

  14. Integrative Student Learning: An Effective Team Learning Activity in a Learner-Centered Paradigm

    Directory of Open Access Journals (Sweden)

    Reza Karimi, RPh, PhD

    2011-01-01

    Full Text Available Purpose: An Integrative Student Learning (ISL activity was developed with the intent to enhance the dynamic of student teamwork and enhance student learning by fostering critical-thinking skills, self-directed learning skills, and active learning. Case Study: The ISL activity consists of three portions: teambuilding, teamwork, and a facilitator driven “closing the loop” feedback discussion. For teambuilding, a set of clue sheets or manufacturer‘s drug containers were distributed among student pairs who applied their pharmaceutical knowledge to identify two more student pairs with similar clues or drugs, thus building a team of six. For teamwork, each team completed online exams, composed of integrated pharmaceutical science questions with clinical correlates, using only selected online library resources. For the feedback discussion, facilitators evaluated student impressions, opened a discussion about the ISL activity, and provided feedback to teams’ impressions and questions. This study describes three different ISL activities developed and implemented over three days with first year pharmacy students. Facilitators’ interactions with students and three surveys indicated a majority of students preferred ISL over traditional team activities and over 90% agreed ISL activities promoted active learning, critical-thinking, self-directed learning, teamwork, and student confidence in online library searches. Conclusions: The ISL activity has proven to be an effective learning activity that promotes teamwork and integration of didactic pharmaceutical sciences to enhance student learning of didactic materials and confidence in searching online library resources. It was found that all of this can be accomplished in a short amount of class time with a very reasonable amount of preparation.

  15. The moderating role of team resources in translating nursing teams' accountability into learning and performance: a cross-sectional study.

    Science.gov (United States)

    Rashkovits, Sarit; Drach-Zahavy, Anat

    2017-05-01

    The aim of this study was to test the moderated-mediation model suggesting that nursing teams' accountability affects team effectiveness by enhancing team learning when relevant resources are available to the team. Disappointing evidence regarding improvement in nurses' safe and quality care elevate the need in broadening our knowledge regarding the factors that enhance constant learning in nursing teams. Accountability is considered as crucial for team learning and quality of care but empirical findings have shown mixed evidence. A cross-sectional design. Forty-four nursing teams participated in the study. Data were collected in 2013-2014: Head nurses completed validated questionnaires, regarding team resources for learning (time availability, team autonomy and team performance feedback), and nursing teams' effectiveness; and nurses answered questionnaires regarding teams' accountability and learning (answers were aggregated to the team level). The model was tested using a moderated-mediation analysis with resources as moderating variables, and team learning as the mediator in the team accountability-team effectiveness link. The results of a mixed linear regression show that, as expected, nursing teams' accountability was positively linked to nursing teams' learning, when time availability, and team autonomy were high rather than low, and team performance feedback was low rather than high. Nurturing team accountability is not enough for achieving team learning and subsequent team effectiveness. Rather there is a need to provide nursing teams with adequate time, autonomy, and be cautious with performance feedback, as the latter may motivate nurses to repeat routine work strategies rather than explore improved ones. © 2016 John Wiley & Sons Ltd.

  16. Improving learning competencies in the context of radical innovation: a team perspective

    DEFF Research Database (Denmark)

    Brix, Jacob; Lauridsen, Ole

    2014-01-01

    ) radical innovation method the ‘Creative Idea Solution (CIS) framework’. As part of the authors’ intervention, Lauridsen’s (2012) updated version of the Building Excellence (BE) learning styles model (Rundle and Dunn, 2007) was implemented in the five innovation teams. The results represent important...

  17. INVESTIGATING FACTORS INFLUENCING STUDENTS’ LEARNING IN A TEAM TEACHING SETTING

    Directory of Open Access Journals (Sweden)

    Brenda

    2015-12-01

    Full Text Available Team teaching factors, including mission clarity, affiliation, innovativeness, and fairness, are examined to determine how they influence student learning in a team-taught course. The study involved 184 college students enrolled in an Introduction to Computers course delivered in a team-taught format in a large university located in the United States. The collaborative teaching design followed a traditional team teaching approach with an instructor team teaching the same course collaboratively. Students enrolled in the team-taught course filled out an online survey targeted at identifying key factors that influence student-based outcomes (satisfaction and competency in the course. Results showed that instructor team mission clarity, affiliation, and fairness are significantly related to students’ satisfaction while instructor team mission clarity and fairness are significantly related to students’ competency.

  18. A systematic review of team-building interventions in non-acute healthcare settings.

    Science.gov (United States)

    Miller, Christopher J; Kim, Bo; Silverman, Allie; Bauer, Mark S

    2018-03-01

    Healthcare is increasingly delivered in a team-based format emphasizing interdisciplinary coordination. While recent reviews have investigated team-building interventions primarily in acute healthcare settings (e.g. emergency or surgery departments), we aimed to systematically review the evidence base for team-building interventions in non-acute settings (e.g. primary care or rehabilitation clinics). We conducted a systematic review in PubMed and Embase to identify team-building interventions, and conducted follow-up literature searches to identify articles describing empirical studies of those interventions. This process identified 14 team-building interventions for non-acute healthcare settings, and 25 manuscripts describing empirical studies of these interventions. We evaluated outcomes in four domains: trainee evaluations, teamwork attitudes/knowledge, team functioning, and patient impact. Trainee evaluations for team-building interventions were generally positive, but only one study associated team-building with statistically significant improvement in teamwork attitudes/knowledge. Similarly mixed results emerged for team functioning and patient impact. The evidence base for healthcare team-building interventions in non-acute healthcare settings is much less developed than the parallel literature for short-term team function in acute care settings. Only one intervention we identified has been tested in multiple non-acute settings by distinct research teams. Positive findings regarding the utility of team-building interventions are tempered by a lack of control conditions, inconsistency in outcome measures, and high probability of bias. Considering these results alongside the well-recognized costs of poor healthcare teamwork suggests that additional research is sorely needed to develop the evidence base for team-building in non-acute settings.

  19. Effects of team-building on communication and teamwork among nursing students.

    Science.gov (United States)

    Yi, Y J

    2016-03-01

    The aim of this study was to assess the effects of team-building on communication and teamwork (i.e. teamwork skills and team effectiveness) among nursing students. Team-building is effective for improving communication and teamwork among the nursing organization. However, the effects of team-building are not well known especially in Korea. This study used a quasi-experimental design. The sample was composed of 195 junior-year nursing students in Korea. The experimental group (100 subjects) participated in team-building activities over a 100-day period, whereas no intervention was applied to the control group (95 subjects). Pretest was conducted in both groups, and post-test was conducted after the 100-day intervention. The pre-post change in mean communication competence score did not differ between the two groups. However, the mean scores for teamwork skills and team effectiveness differed significantly between the two groups after team-building activity. This study was not a double-blind test, and randomized sampling was not implemented. Caution should thus be used when interpreting the findings. Team-building activities were effective for improving the teamwork skills and team effectiveness among Korean nursing students. It is recommended that team-building activities should be included regularly as an integral educational approach in nursing education. The findings suggest that suggests that team-building for improving communication and teamwork should be designated as one of the required criteria for nursing college programme accreditation in many countries, including Korea. However team-building requires further testing to verify this across cultures. Nurses need to receive formal team-building training for improving communication and teamwork, and formal education should be included in their job training schedule. It is recommended that communication competence and teamwork be used as one of job performance evaluations in their workplace. © 2015

  20. Team-Based Testing Improves Individual Learning

    Science.gov (United States)

    Vogler, Jane S.; Robinson, Daniel H.

    2016-01-01

    In two experiments, 90 undergraduates took six tests as part of an educational psychology course. Using a crossover design, students took three tests individually without feedback and then took the same test again, following the process of team-based testing (TBT), in teams in which the members reached consensus for each question and answered…

  1. Preparing Students for Flipped or Team-Based Learning Methods

    Science.gov (United States)

    Balan, Peter; Clark, Michele; Restall, Gregory

    2015-01-01

    Purpose: Teaching methods such as Flipped Learning and Team-Based Learning require students to pre-learn course materials before a teaching session, because classroom exercises rely on students using self-gained knowledge. This is the reverse to "traditional" teaching when course materials are presented during a lecture, and students are…

  2. Team-Based Learning Enhances Performance in Introductory Biology

    Science.gov (United States)

    Carmichael, Jeffrey

    2009-01-01

    Given the problems associated with the traditional lecture method, the constraints associated with large classes, and the effectiveness of active learning, continued development and testing of efficient student-centered learning approaches are needed. This study explores the effectiveness of team-based learning (TBL) in a large-enrollment…

  3. A season-long team-building intervention: examining the effect of team goal setting on cohesion.

    Science.gov (United States)

    Senécal, Julie; Loughead, Todd M; Bloom, Gordon A

    2008-04-01

    The purpose of the current study was to determine whether the implementation of a season-long team-building intervention program using team goal setting increased perceptions of cohesion. The participants were 86 female high school basketball players from 8 teams. The teams were randomly assigned to either an experimental team goal-setting or control condition. Each participant completed the Group Environment Questionnaire (GEQ; Carron, Brawley, & Widmeyer, 2002; Carron, Widmeyer, & Brawley, 1985), which assessed cohesion at both the beginning and end of the season. Overall, the results revealed a significant multivariate effect, Pillai's trace F(12, 438) = 2.68, p = .002. Post hoc analyses showed that at the beginning of the season, athletes from both conditions did not differ in their perceptions of cohesion. However, at the end of the season, athletes in the team goal-setting condition held higher perceptions of cohesion than athletes in the control condition. Overall, the results indicated that team goal setting was an effective team-building tool for influencing cohesiveness in sport teams.

  4. No More Heroes: Entrepreneurial Learning in the SME Management Team

    Science.gov (United States)

    Mckeown, Ian

    2010-01-01

    Entrepreneurship is increasingly viewed as a plural rather than singular endeavour. This paper develops a conceptual framework of team-based entrepreneurial learning, challenging the myth of the entrepreneurial "Lone Ranger" and revealing the significance of power structures in the SME management team in mediating what is and is not learnt.…

  5. Simulation-based education for building clinical teams

    Directory of Open Access Journals (Sweden)

    Marshall Stuart

    2010-01-01

    Full Text Available Failure to work as an effective team is commonly cited as a cause of adverse events and errors in emergency medicine. Until recently, individual knowledge and skills in managing emergencies were taught, without reference to the additional skills required to work as part of a team. Team training courses are now becoming commonplace, however their strategies and modes of delivery are varied. Just as different delivery methods of traditional education can result in different levels of retention and transfer to the real world, the same is true in team training of the material in different ways in traditional forms of education may lead to different levels of retention and transfer to the real world, the same is true in team training. As team training becomes more widespread, the effectiveness of different modes of delivery including the role of simulation-based education needs to be clearly understood. This review examines the basis of team working in emergency medicine, and the components of an effective emergency medical team. Lessons from other domains with more experience in team training are discussed, as well as the variations from these settings that can be observed in medical contexts. Methods and strategies for team training are listed, and experiences in other health care settings as well as emergency medicine are assessed. Finally, best practice guidelines for the development of team training programs in emergency medicine are presented.

  6. Development of Program to Enhance Team Building Leadership Skills of Primary School Administrators

    Science.gov (United States)

    Sairam, Boonchauy; Sirisuthi, Chaiyuth; Wisetrinthong, Kanjana

    2017-01-01

    Team building leadership skills are important to understandings of how the primary school administrators might work towards creating more effective teamwork in the school. This research aimed 1) to study the components of team building leadership skills needed for primary school administrators, 2) to examine the current states and desirable…

  7. Effective Team Learning in the Cloud

    NARCIS (Netherlands)

    Spoelstra, Howard; Van Rosmalen, Peter; Sloep, Peter; Van de Vrie, Evert

    2018-01-01

    Learning in the cloud can be a lonely activity for self-directing and self-organizing learners. Lack of sustained learner motivation can lead to less effective, less bond-creating learning experiences. By providing collaborative project-based learning opportunities these shortcomings can be

  8. Online gaming for learning optimal team strategies in real time

    Science.gov (United States)

    Hudas, Gregory; Lewis, F. L.; Vamvoudakis, K. G.

    2010-04-01

    This paper first presents an overall view for dynamical decision-making in teams, both cooperative and competitive. Strategies for team decision problems, including optimal control, zero-sum 2-player games (H-infinity control) and so on are normally solved for off-line by solving associated matrix equations such as the Riccati equation. However, using that approach, players cannot change their objectives online in real time without calling for a completely new off-line solution for the new strategies. Therefore, in this paper we give a method for learning optimal team strategies online in real time as team dynamical play unfolds. In the linear quadratic regulator case, for instance, the method learns the Riccati equation solution online without ever solving the Riccati equation. This allows for truly dynamical team decisions where objective functions can change in real time and the system dynamics can be time-varying.

  9. The role of HRM practices in building intellectual capital in knowledge-based teams

    DEFF Research Database (Denmark)

    Jørgensen, Frances; Becker, Karen

    2013-01-01

    In this paper, we investigate the ways HRM systems support development of intellectual capital in teams in three case studies of knowledge-intensive firms (KIFs) in Denmark. By focusing on team composition and structure, findings build on the rapidly growing body of literature on HRM’s role....... The findings also have managerial implications regarding the need to align team composition and structure, HRM systems, and intellectual capital focus to support development of team-based intellectual capital....

  10. Organizational leadership for building effective health care teams.

    Science.gov (United States)

    Taplin, Stephen H; Foster, Mary K; Shortell, Stephen M

    2013-01-01

    The movement toward accountable care organizations and patient-centered medical homes will increase with implementation of the Affordable Care Act (ACA). The ACA will therefore give further impetus to the growing importance of teams in health care. Teams typically involve 2 or more people embedded in a larger social system who differentiate their roles, share common goals, interact with each other, and perform tasks affecting others. Multiple team types fit within this definition, and they all need support from leadership to succeed. Teams have been invoked as a necessary tool to address the needs of patients with multiple chronic conditions and to address medical workforce shortages. Invoking teams, however, is much easier than making them function effectively, so we need to consider the implications of the growing emphasis on teams. Although the ACA will spur team development, organizational leadership must use what we know now to train, support, and incentivize team function. Meanwhile, we must also advance research regarding teams in health care to give those leaders more evidence to guide their work.

  11. Ready to Retrofit: The Process of Project Team Selection, Building Benchmarking, and Financing Commercial Building Energy Retrofit Projects

    Energy Technology Data Exchange (ETDEWEB)

    Sanders, Mark D. [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Parrish, Kristen [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Mathew, Paul [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States)

    2012-05-01

    This guide presents a process for three key activities for the building owner in preparing to retrofit existing commercial buildings: selecting project teams, benchmarking the existing building, and financing the retrofit work. Although there are other essential steps in the retrofit process, the three activities presented in this guide are the critical elements where the building owner has the greatest influence on the outcome of the project.

  12. Peer-Led Team Learning Helps Minority Students Succeed.

    Science.gov (United States)

    Snyder, Julia J; Sloane, Jeremy D; Dunk, Ryan D P; Wiles, Jason R

    2016-03-01

    Active learning methods have been shown to be superior to traditional lecture in terms of student achievement, and our findings on the use of Peer-Led Team Learning (PLTL) concur. Students in our introductory biology course performed significantly better if they engaged in PLTL. There was also a drastic reduction in the failure rate for underrepresented minority (URM) students with PLTL, which further resulted in closing the achievement gap between URM and non-URM students. With such compelling findings, we strongly encourage the adoption of Peer-Led Team Learning in undergraduate Science, Technology, Engineering, and Mathematics (STEM) courses.

  13. Building the occupational health team: keys to successful interdisciplinary collaboration.

    Science.gov (United States)

    Wachs, Joy E

    2005-04-01

    Teamwork among occupational health and safety professionals, management, and employees is vital to solving today's complex problems cost-effectively. No single discipline can meet all the needs of workers and the workplace. However, teamwork can be time-consuming and difficult if attention is not given to the role of the team leader, the necessary skills of team members, and the importance of a supportive environment. Bringing team members together regularly to foster positive relationships and infuse them with the philosophy of strength in diversity is essential for teams to be sustained and work to be accomplished. By working in tandem, occupational health and safety professionals can become the model team in business and industry delivering on their promise of a safe and healthy workplace for America's work force.

  14. Improved ant Colony Optimization for Virtual Teams Building in Collaborative Process Planning

    Directory of Open Access Journals (Sweden)

    Yingying Su

    2014-02-01

    Full Text Available Virtual teams have been adopted by organizations to gain competitive advantages in this global economy. Virtual teams are a ubiquitous part of getting work done in almost every organization. For the purpose of building virtual teams in collaborative process planning, the method based on improved ant colony algorithm (IMACO was proposed. The concept of virtual team was illustrated and the necessity of building virtual teams in collaborative process planning was analyzed. The sub tasks with certain timing relationship were described and the model of building virtual teams in collaborative process planning was established, which was solved by improved ant colony algorithm. In this paper applications of the IMACO and ACO are compared and demonstrate that the use of the IMACO algorithm performs better. An example was studied to illustrate the effectiveness of the strategy.

  15. Team role stress : relationships with team learning and performance in project teams

    NARCIS (Netherlands)

    Savelsbergh, C.; Gevers, J.M.P.; Heijden, van der B.I.J.M.; Poell, R.F.

    2012-01-01

    Although role stress literature has almost exclusively focused on individual role incumbents, it is conceivable that shared conditions of ambiguity, conflict, and quantitative or qualitative overload may give rise to a collective experience of role stress in teams. Testing a multilevel mediation

  16. Building the dental dream team: behavioral styles in the practice.

    Science.gov (United States)

    Boswell, S

    2000-08-15

    There are four different behavioral styles evident in a dental team and in patients. The styles are based on observable behaviors relating to degrees of "assertiveness" and "responsiveness." The Behavioral Style model helps to clarify why some people relate positively with each other and why others may conflict. Using finely tuned observational skills and an understanding of these styles, interpersonal transactions can be more effective, dental teams become more cohesive, and patients will be more satisfied with service provided in the dental practice. Each member of the team should understand his/her own personal style and those of teammates. Once that understanding is gained by all, it may be effectively applied to understanding patients. Behavior modification is at the heart of this concept. Adjusting your own behavior to the needs of others enables a patient to achieve more comfort with the dental team, and they are more likely to hear your verbal messages.

  17. Shifting workplace behavior to inspire learning: a journey to building a learning culture.

    Science.gov (United States)

    Schoonbeek, Sue; Henderson, Amanda

    2011-01-01

    This article discusses the process of building a learning culture. It began with establishing acceptance and connection with the nurse unit manager and the ward team. In the early phases of developing rapport, bullying became apparent. Because bullying undermines sharing and trust, the hallmarks of learning environments, the early intervention work assisted staff to recognize and counteract bullying behaviors. When predominantly positive relationships were restored, interactions that facilitated open communication, including asking questions and providing feedback-behaviors commensurate with learning in the workplace-were developed during regular in-service sessions. Staff participated in role-play and role modeling desired behaviors. Once staff became knowledgeable about positive learning interactions, reward and recognition strategies began to reinforce attitudes and behaviors that align with learning. Through rewards, all nurses had the opportunity to be recognized for their contribution. Nurses who excelled were invited to become champions to continue engaging the key stakeholders to further build the learning environment. Copyright 2011, SLACK Incorporated.

  18. Enhancing Deep Learning: Lessons from the Introduction of Learning Teams in Management Education in France

    Science.gov (United States)

    Borredon, Liz; Deffayet, Sylvie; Baker, Ann C.; Kolb, David

    2011-01-01

    Drawing from the reflective teaching and learning practices recommended in influential publications on learning styles, experiential learning, deep learning, and dialogue, the authors tested the concept of "learning teams" in the framework of a leadership program implemented for the first time in a top French management school…

  19. Optimize Knowledge Sharing, Team Effectiveness, and Individual Learning within the Flipped Team-Based Classroom

    Science.gov (United States)

    Huang, Chung-Kai; Lin, Chun-Yu; Lin, Zih-Cin; Wang, Cui; Lin, Chia-Jung

    2017-01-01

    Due to the competitive and fast-changing nature of external business environments, university students should acquire knowledge of how to cooperate, share knowledge, and enhance team effectiveness and individual learning in the future workplace. Consequently, the redesign of business courses in higher education merits more discussion. Based on the…

  20. Pioneering the Transdisciplinary Team Science Approach: Lessons Learned from National Cancer Institute Grantees.

    Science.gov (United States)

    Vogel, Amanda L; Stipelman, Brooke A; Hall, Kara L; Nebeling, Linda; Stokols, Daniel; Spruijt-Metz, Donna

    2014-01-01

    The National Cancer Institute has been a leader in supporting transdisciplinary (TD) team science. From 2005-2010, the NCI supported Transdisciplinary Research on Energetic and Cancer I (TREC I), a center initiative fostering the TD integration of social, behavioral, and biological sciences to examine the relationships among obesity, nutrition, physical activity and cancer. In the final year of TREC I, we conducted qualitative in-depth-interviews with 31 participating investigators and trainees to learn more about their experiences with TD team science, including challenges, facilitating factors, strategies for success, and impacts. Five main challenges emerged: (1) limited published guidance for how to engage in TD team science, when TREC I was implemented; (2) conceptual and scientific challenges inherent to efforts to achieve TD integration; (3) discipline-based differences in values, terminology, methods, and work styles; (4) project management challenges involved in TD team science; and (5) traditional incentive and reward systems that do not recognize or reward TD team science. Four main facilitating factors and strategies for success emerged: (1) beneficial attitudes and beliefs about TD research and team science; (2) effective team processes; (3) brokering and bridge-building activities by individuals holding particular roles in a research center; and (4) funding initiative characteristics that support TD team science. Broad impacts of participating in TD team science in the context of TREC I included: (1) new positive attitudes about TD research and team science; (2) new boundary-crossing collaborations; (3) scientific advances related to research approaches, findings, and dissemination; (4) institutional culture change and resource creation in support of TD team science; and (5) career advancement. Funding agencies, academic institutions, and scholarly journals can help to foster TD team science through funding opportunities, institutional policies on

  1. An innovative addition to team-based-learning pedagogy to enhance teaching and learning: Students' perceptions of team exams.

    Science.gov (United States)

    Khansari, Parto S; Coyne, Leanne

    The study investigates students' perceptions of the value of implementing a team exam to enhance learning prior to a summative assessment. Team exams are similar to midterm exams, except that answering questions is a team effort. Data was collected from second year pharmacy students at California Northstate University College of Pharmacy (CNUCOP) through a self-administered online survey. The survey questions included closed-ended questions to evaluate students' perception on preparedness for a summative assessment and to rank advantages and disadvantages of the team exams. Of the 40 students who completed the survey (38% response rate), 100% of participants agreed that having a team exam prior to a major exam made them feel more prepared for a major summative exam. Ninety-seven percent of students believed that the team exam helped them to identify gaps in their knowledge and 85% agreed that taking a team exam reinforced their knowledge by teaching other students. The survey results did not identify any major disadvantages to holding a team exam. Students perceived that taking a team exam prior to a midterm exam is an effective approach to review the course contents and identify areas of improvement. Copyright © 2017. Published by Elsevier Inc.

  2. Building worlds and learning astronomy on Facebook

    Science.gov (United States)

    Harold, J. B.; Hines, D. C.

    2013-12-01

    James Harold (SSI), Dean Hines (STScI/SSI) and a team at the National Center for Interactive Learning at the Space Science Institute are developing an end-to-end stellar and planetary evolution game for the Facebook platform. Supported by NSF and NASA, and based in part on a prototype funded by STScI several years ago ('MyStar'), the game uses the 'sporadic play' model of games such as Farmville, where players might only take actions a few times a day, but continue playing for months. This framework is an excellent fit for teaching about the evolution of stars and planets. Players will select regions of the galaxy to build their stars and planets, and watch as the systems evolve in scaled real time (a million years to the minute). Massive stars will supernova within minutes, while lower mass stars like our sun will live for weeks, possibly evolving life before passing through a red giant stage and ending their lives as white dwarfs. In addition to allowing players to explore a variety of astronomy concepts (stellar lifecycles, habitable zones, the roles of giant worlds in creating habitable solar systems), the game also allows us to address specific misconceptions. For instance, the game's solar system visualization engine is being designed to confront common issues concerning orbital shapes and scales. 'Mini games' will also let players unlock advanced functionality, while allowing us to create activities focused on specific learning goals. This presentation will focus on the current state of the project as well as its overall goals, which include reaching a broad audience with basic astronomy concepts as well as current science results; exploring the potential of social, 'sporadic play' games in education; and determining if platforms such as Facebook allow us to reach significantly different demographics than are generally targeted by educational games.

  3. Learning, Transparency and Relationship Building: Ethiopian ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    Learning, Transparency and Relationship Building: Ethiopian Women Parliamentarians and Young Female University Students. IDRC's Democratic Governance, Women's Rights and Gender Equality initiative is supporting a body of comparative research on whether and how democratic processes and institutions are ...

  4. Teacher education program explores building professional learning ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    2016-05-02

    May 2, 2016 ... Teacher education program explores building professional learning ... table in the Bengaluru Rural District Institute of Education and Training ICT lab. ... more people go online in Asia, digital privacy is increasingly seen as an ...

  5. Wind-powered electrical systems : highway rest areas, weigh stations, and team section buildings.

    Science.gov (United States)

    2009-02-01

    This project considered the use of wind for providing electrical power at Illinois Department of Transportation : (IDOT) highway rest areas, weigh stations, and team section buildings. The goal of the project was to determine : the extent to which wi...

  6. Assessing team effectiveness and affective learning in a datathon.

    Science.gov (United States)

    Piza, Felipe Maia de Toledo; Celi, Leo Anthony; Deliberato, Rodrigo Octavio; Bulgarelli, Lucas; de Carvalho, Fabricio Rodrigues Torres; Filho, Roberto Rabello; de La Hoz, Miguel Angel Armengol; Kesselheim, Jennifer Cohn

    2018-04-01

    Datathons are increasingly organized in the healthcare field. The goal is to assemble people with different backgrounds to work together as a team and engage in clinically relevant research or develop algorithms using health-related datasets. Criteria to assess the return of investment on such events have traditionally included publications produced, patents for prediction, classification, image recognition and other types of software, and start-up companies around the application of machine learning in healthcare. Previous studies have not evaluated whether a datathon can promote affective learning and effective teamwork. Fifty participants of a health datathon event in São Paulo, Brazil at Hospital Israelita Albert Einstein (HIAE) were divided into 8 groups. A survey with 25 questions, using the Affective Learning Scale and Team-Review Questionnaire, was administered to assess team effectiveness and affective learning during the event. Multivariate regression models and Pearson's correlation tests were performed to evaluate the effect of affective learning on teamwork. Majority of the participants were male 76% (37/49); 32% (16/49) were physicians. The mean score for learning (scale from 1 to 10) was 8.38, while that for relevance of the perceived teamwork was 1.20 (scale from 1 to 5; "1" means most relevant). Pearson's correlation between the learning score and perception of teamwork showed moderate association (r = 0.36, p = 0.009). Five learning and 10 teamwork variables were on average positively graded in the event. The final regression model includes all learning and teamwork variables. Effective leadership was strongly correlated with affective learning (β = -0.27, p Effective leadership, team accomplishment, criticism, individual development and creativity were the variables significantly associated with higher levels of affective learning. It is feasible to enhance affective knowledge and the skill to work in a team during a datathon. We

  7. College of Engineering team to build battlefield robots for 2010 competition

    OpenAIRE

    Mackay, Steven D.

    2010-01-01

    The roving, walking robotic soldiers of the "Terminator" films are becoming less sci-fi, and more certain future every day. Now, a team of robotics researchers from the Virginia Tech College of Engineering will build a team of fully autonomous cooperative battle-ready robots as part of a 2010 international war games challenge that could spur real-life battle bots.

  8. Teamharmony: Employing Matchmaking Algorithms to Team-Building

    Science.gov (United States)

    2017-12-01

    are not a priority; 2) have no real consequence for delinquency ; and/or 3) compete for time with arguably more important items on the training...include about class sizes, pass/graduation rates statistics , team performance, and peer evaluations from previous Robin Sage classes). This data would

  9. Shaping the Culture: Organizational Development through Team Building.

    Science.gov (United States)

    Yeager, James F.

    This practicum developed and implemented an organization development plan to improve agency and team effectiveness and staff satisfaction at a private agency that provides educational and treatment services to children with emotional, mental, or behavioral disorders. An extensive literature review on organizational development was conducted and…

  10. [The Mobile Precarity Team: a tool for building relations].

    Science.gov (United States)

    Crambert, Geneviève; Puren, Agnès; Bougon, Aude; Quellennec, Patrick

    2013-01-01

    The Mobile Precarity Team is based in the medical-psychological centre. It works with people in situations of exclusion, in collaboration with social workers, doctors, hospitals, emergency housing centres and social action associations and charities. The main objective is to encourage people to seek medical care.

  11. Recommendations for e-learning in New Product Development teams

    NARCIS (Netherlands)

    Bitter-Rijpkema, Marlies; Pannekeet, Kees; Rutjens, Marjo

    2009-01-01

    Bitter-Rijpkema, M., Pannekeet, K., & Rutjens, M. (2009). Recommendations for e-learning in New Product Development teams. In S. Hambach, A. Martens, D. Tavangarian & B. Urban (Eds.), Proceedings of the 2nd International eLBa Science Conference (pp. 135-145). June, 17-19, 2009, Rostock, Germany:

  12. Total organizational team building at the V.C. Summer Nuclear Station

    International Nuclear Information System (INIS)

    Carswell, R.W.; Parks, J.W.

    1988-01-01

    The V.C. Summer station of South Carolina Electric and Gas Company began a total organizational team building program in 1985 as one of several methods by which to make overall operational improvements. The team model selected was developed by Carswell ampersand Associated, Inc. The model has been used successfully in a number of nonnuclear applications. This was its first usage in a nuclear power plant. Total organizational team building has had positive results at the V.C. Summer station. The data suggest that including all employees in decision making can assist with increasing efficiency, morale, and safety in a nuclear power plant

  13. Building Program Vector Representations for Deep Learning

    OpenAIRE

    Mou, Lili; Li, Ge; Liu, Yuxuan; Peng, Hao; Jin, Zhi; Xu, Yan; Zhang, Lu

    2014-01-01

    Deep learning has made significant breakthroughs in various fields of artificial intelligence. Advantages of deep learning include the ability to capture highly complicated features, weak involvement of human engineering, etc. However, it is still virtually impossible to use deep learning to analyze programs since deep architectures cannot be trained effectively with pure back propagation. In this pioneering paper, we propose the "coding criterion" to build program vector representations, whi...

  14. Capacity building by data team members to sustain schools' data use

    NARCIS (Netherlands)

    Hubers, Mireille Desirée

    2016-01-01

    Data-based decision making in education has been emphasized globally in recent years. To support schools in their use of data, the data team procedure was implemented in Dutch secondary schools. A data team consists of six to eight educators at the same school. Collaboratively, they learn how to use

  15. Why do Team-Based Learning educators use TBL?

    Directory of Open Access Journals (Sweden)

    Sean Wu

    2018-01-01

    Full Text Available Aim: Evidence suggests that Team Based Learning (TBL is an effective teaching method for promoting student learning. Many people have also suggested that TBL supports other complex curriculum objectives, such as teamwork and communication skills. However, there is limited rigorous, substantive data to support these claims. Therefore, the purpose of this study was to assess medical educators’ perceptions of the outcomes affected by TBL, thereby highlighting the specific areas of TBL in need of research. Methods: We reviewed the published research on TBL in medical education, and identified 21 unique claims from authors regarding the outcomes of TBL. The claims centred on 4 domains: learning, behaviours, skills, and wellbeing. We created a questionnaire that asked medical educators to rate their support for each claim. The survey was distributed to the medical educators with experience teaching via TBL and who were active users of the Team Based Learning Collaborative listserv. Results: Fifty responses were received. Respondents strongly supported claims that TBL positively impacts behaviours and skills over traditional, lecture based teaching methods, including the promotion of self-directed learning, active learning, peer-to-peer learning, and teaching. In addition, respondents strongly supported claims that TBL promotes teamwork, collaboration, communication and problem solving. Most participants reported that TBL is more effective in promoting interpersonal, accountability, leadership and teaching skills. Conclusion: Medical educators that use TBL have favourable perceptions of the practice across a variety of domains. Future research should examine the actual effects of TBL on these domains.

  16. Development of a Computational Simulation Model for Conflict Management in Team Building

    Directory of Open Access Journals (Sweden)

    W. M. Wang

    2011-05-01

    Full Text Available Conflict management is one of the most important issues in leveraging organizational competitiveness. However, traditional social scientists built theories or models in this area which were mostly expressed in words and diagrams are insufficient. Social science research based on computational modeling and simulation is beginning to augment traditional theory building. Simulation provides a method for people to try their actions out in a way that is cost effective, faster, appropriate, flexible, and ethical. In this paper, a computational simulation model for conflict management in team building is presented. The model is designed and used to explore the individual performances related to the combination of individuals who have a range of conflict handling styles, under various types of resources and policies. The model is developed based on agent-based modeling method. Each of the agents has one of the five conflict handling styles: accommodation, compromise, competition, contingency, and learning. There are three types of scenarios: normal, convex, and concave. There are two types of policies: no policy, and a reward and punishment policy. Results from running the model are also presented. The simulation has led us to derive two implications concerning conflict management. First, a concave type of resource promotes competition, while convex type of resource promotes compromise and collaboration. Second, the performance ranking of different styles can be influenced by introducing different policies. On the other hand, it is possible for us to promote certain style by introducing different policies.

  17. Team Work and Democratic Learning in Projectmanagement Training

    DEFF Research Database (Denmark)

    Lidon, Ivan; Rebollar, Ruben; Qvist, Palle

    of Zaragoza, which makes it possible to detect problems of teamwork functioning in groups while they develop their projects, in order to prevent possible failure once projects are completed. The Democratic Learning Questionnaire developed at Aalborg University, which studies the decision-making process within...... it possible to establish a correlation between a group's decision making process and the quality of its functioning as a team.......Project Management is a discipline of a basically professional nature. Training in Project Management must provide students with a series of professional competencies, among which teamwork stands out as one of the most important, since all projects, by definition, must be carried out by teams...

  18. Implementing Team Based Learning in an Information Literacy Course

    Directory of Open Access Journals (Sweden)

    Marijn Post

    2016-12-01

    Full Text Available Introduction: Motivating students to improve their Information Literacy (IL skills can be a challenge. As a pilot, we implemented Team Based Learning (TBL in our IL lessons. TBL is an interactive learning approach based on the “flipped classroom” concept, offering students opportunities to gather skills via immediate feedback during individual and team activities. Moreover, TBL promises to be an attractive and activating way of learning. We were interested if TBL, A indeed activates students and B improves their IL skills more than with lectures and self-tuition. Methods: TBL was implemented in a first year bachelor IL course in the year 2015-2016. Student were asked to study three IL e-learning modules before class. The obtained knowledge was assessed individually during an Individual Readiness Assessment test (IRAT and in a team via a Team Readiness Assessment test (TRAT using “scratch and win cards”. After this, teams were given an IL case and the members had to come to a consensus about the best solution out of a couple options provided. Finally, students took a written exam, which was the same as used in this course in the year 2014-2015, when TBL was not applied yet. We compared the grades of the written exam between the two academic years using a Mann Whitney U test (P<0.05. Students’ opinion about TBL was polled using a 34 question student survey. Results: The mean written exam grades were significantly higher in the TBL year than in the preceding year without TBL (respectively, 7.6 ± 1.42 vs 6.5 ± 1.31, P<0.001. The student survey showed that students were positive about the IRATs and TRATs, but neutral about other TBL parts. Conclusion: TBL seems to be a good didactical method to motivate students and enhance their IL skills.

  19. Learning to Fly? First Experiences on Team Learning of Icaros Cooperative

    Science.gov (United States)

    Juvonen, Pasi

    2013-01-01

    Icaros is an information technology (IT) cooperative that was originally owned by 11 IT degree programme students of Saimaa University of Applied Sciences. This article describes experiences and challenges of team building of these students who are called "teampreneurs" during their first year as team entrepreneurs. The findings provided…

  20. Republished: Building a culture of safety through team training and engagement.

    Science.gov (United States)

    Thomas, Lily; Galla, Catherine

    2013-07-01

    Medical errors continue to occur despite multiple strategies devised for their prevention. Although many safety initiatives lead to improvement, they are often short lived and unsustainable. Our goal was to build a culture of patient safety within a structure that optimised teamwork and ongoing engagement of the healthcare team. Teamwork impacts the effectiveness of care, patient safety and clinical outcomes, and team training has been identified as a strategy for enhancing teamwork, reducing medical errors and building a culture of safety in healthcare. Therefore, we implemented Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS), an evidence-based framework which was used for team training to create transformational and/or incremental changes; facilitating transformation of organisational culture, or solving specific problems. To date, TeamSTEPPS (TS) has been implemented in 14 hospitals, two Long Term Care Facilities, and outpatient areas across the North Shore LIJ Health System. 32 150 members of the healthcare team have been trained. TeamSTEPPS was piloted at a community hospital within the framework of the health system's organisational care delivery model, the Collaborative Care Model to facilitate sustainment. AHRQ's Hospital Survey on Patient Safety Culture, (HSOPSC), was administered before and after implementation of TeamSTEPPS, comparing the perception of patient safety by the heathcare team. Pilot hospital results of HSOPSC show significant improvement from 2007 (pre-TeamSTEPPS) to 2010. System-wide results of HSOPSC show similar trends to those seen in the pilot hospital. Valuable lessons for organisational success from the pilot hospital enabled rapid spread of TeamSTEPPS across the rest of the health system.

  1. Building machine learning systems with Python

    CERN Document Server

    Richert, Willi

    2013-01-01

    This is a tutorial-driven and practical, but well-grounded book showcasing good Machine Learning practices. There will be an emphasis on using existing technologies instead of showing how to write your own implementations of algorithms. This book is a scenario-based, example-driven tutorial. By the end of the book you will have learnt critical aspects of Machine Learning Python projects and experienced the power of ML-based systems by actually working on them.This book primarily targets Python developers who want to learn about and build Machine Learning into their projects, or who want to pro

  2. The Relationship between Shared Mental Models and Task Performance in an Online Team- Based Learning Environment

    Science.gov (United States)

    Johnson, Tristan E.; Lee, Youngmin

    2008-01-01

    In an effort to better understand learning teams, this study examines the effects of shared mental models on team and individual performance. The results indicate that each team's shared mental model changed significantly over the time that subjects participated in team-based learning activities. The results also showed that the shared mental…

  3. PENINGKATAN KUALITAS MANAJEMEN BERBASIS SEKOLAH MELALUI PELATIHAN TEAM WORK BUILDING BAGI KEPALA SMK SEBAGAI MANAJER PENDIDIKAN

    Directory of Open Access Journals (Sweden)

    KI Ismara

    2012-09-01

    Full Text Available Abstract: The success of an educational organization is highly determined by the quality of team work. The SMK principal as one of important components in the success of academic services, needs to encompass the competitive ability of school-based education management. This purpose is hopefully attained by the training simulation of team work building in term of affective, cognitive, and psycho-motoric. The results of training of team work building in some profit and non-profit educational institutions indicate a positive output and outcome trends. The output can reduce some personal conflicts, trait and habit, and other personal potencies that potentially become an obstacle in work productivity, work satisfaction, and work motivation as a team. The outcome can be an consciousness and awareness toward the needs to change self performance and work setting of academic services by new ‘investment’ of corporate values.

  4. Learning Team Review 2016-0002 Parking Lot Event 2016

    Energy Technology Data Exchange (ETDEWEB)

    Wilburn, Dianne Williams [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Bitteker, Leo John [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Brooks, Melynda Louise [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Romero-Trujillo, Natalie [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Currie, Scott Allister [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Martin, Joanne Skrivan [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Sondheim, Walter E. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Tovesson, Fredrik [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Young, Jennifer S. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Crespin, Thomas Joe [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

    2016-09-02

    The purpose of a Learning Team is to transfer and communicate the information into operational feedback and improvement. We want to pay attention to the small things that go wrong because they are often early warning signals and may provide insight into the health of the whole system. The incident involved the collision of a van with a forklift having raised tines in rainy, overcast weather.

  5. Building and Sustaining Learning Networks.

    OpenAIRE

    Bessant, John; Barnes, Justin; Morris, Mike; Kaplinsky, Raphael

    2003-01-01

    Research suggests that there are a number of potential advantages to learning in some form of network which include being able to benefit from other’s experience, being able to reduce the risks in experimentation, being able to engage in challenging reflection and in making use of peer group support. Examples of such configurations can be found in regional clusters, in sector groupings, in heterogeneous groups sharing a common topic of interest, in user groups concerned with le...

  6. [Multidisciplinary team building in enhanced recovery after surgery].

    Science.gov (United States)

    Jia, W D

    2018-01-01

    There has been 10 years to explore the road in line with China's actual enhanced recovery after surgery(ERAS) since Academician Li Jieshou introduced the view of ERAS into China. ERAS has been widely carried out in the field of surgery, and gradually formed with Chinese characteristics of ERAS clinical pathway.The clinical implementation of ERAS relies on the effective integration of a series of perioperative methods, and any single technique or method can't completely reduce the perioperative physiological and psychological traumatic stress of the patient, so as to achieve the patient's rapid rehabilitation patient-centered multidisciplinary team(MDT)collaboration is an inevitable trend in ERAS development. On the basis of drawing lessons from foreign experience, the establishment of ERAS-MDT model in line with China's national conditions is a new subject that needs to be studied at present. The construction of ERAS-MDT might promote the development of new ERAS services, new technologies, and ultimately promote the improvement of surgical treatment, and bring the greatest clinical benefit to the society and patients.

  7. Experts in Teams – An experiential learning method

    DEFF Research Database (Denmark)

    Johansen, Steffen Kjær

    2017-01-01

    T becomes a learning method rather than a teaching method. Besides discussing the pedagogical characteristics of EiT, the study also gives a general introduction to EiT as it was taught at SDU fall 2016 as well as a brief review of the basic theory behind experiential learning. As such this study serves...... courses. Most of the practical courses are group work along the lines of project based learning. EiT is in a way both. It is a practical course in as much as our students get hands-on experience with interdisciplinary team work and innovation processes. EiT is a theoretical course in as much as our...... both as an introduction to e.g. new teachers of EiT but also as a starting point for a clarification of the features that makes EiT an experiential learning endeavor....

  8. Telemental Health Training, Team Building, and Workforce Development in Cultural Context: The Hawaii Experience.

    Science.gov (United States)

    Alicata, Daniel; Schroepfer, Amanda; Unten, Tim; Agoha, Ruby; Helm, Susana; Fukuda, Michael; Ulrich, Daniel; Michels, Stanton

    2016-04-01

    The goal of the University of Hawaii (UH) child and adolescent psychiatry telemental health (TMH) program is to train child and adolescent psychiatry fellows to provide behavioral health services for the children of Hawaii and the Pacific Islands in the cultural context of their rural communities using interactive videoteleconferencing (IVTC). The training experience balances learning objectives with community service. Learning objectives include: Understanding mental health disparities in rural communities, leveraging community resources in ongoing treatment, providing culturally effective care, and improving health care access and delivery through TMH service research and evaluation. We describe the UH experience. Several UH faculty are experienced with IVTC technology. They are triple-board trained, are recognized for their research in program evaluation and mental health disparities, and are committed to serving Hawaii's rural communities. We demonstrate the role of TMH in linking children and their families living in rural communities with multiple mental health treatment providers. The service-learning curriculum and a unique collaboration with Mayo Clinic provide the opportunity to examine the role of TMH in global service, and training, education, and research. TMH provides direct services to patients and consultation on Hawaii Island and Maui County. The collaboration with the Mayo Clinic brings further consultation in complex diagnostics, pharmacogenomics, and cross-cultural psychiatry. A curriculum provides trainees experience with IVTC with the goal of potential recruitment to underserved rural communities. The TMH program at UH is unique in its team building and workforce development by joining multiple entities through IVTC and translating expertise from the Mayo Clinic to rural communities, and strengthening collaboration with local child and adolescent psychiatrists, and primary care and other mental health providers. The UH psychiatry program is a

  9. Annunciation - building product team capabilities to support utility operational improvement

    International Nuclear Information System (INIS)

    Doucet, R.; Brown, R.; Trask, D.; Leger, R.; Mitchel, G.; Judd, R.; Davey, E.

    2003-01-01

    The purpose of this paper is to describe an AECL initiative to enhance the capabilities to assist utilities with undertaking annunciation improvement. This initiative was undertaken to complement a recent annunciation product upgrade, and in anticipation of developing commercial opportunities to assist Canadian and foreign utilities with control room annunciation improvement. Utilities are relying more and more on external engineering product and service providers to meet their plant support needs as they reduce in-house staffing to lower ongoing support costs. This evolving commercial environment places new demands on product and service providers, and provides new opportunities for increasing the proportion of product and service provider participation in plant improvement projects. This paper outlines recent AECL experience in the annunciation product area. The paper discusses the rationale for product support capability improvement, discusses the approaches undertaken, describes lessons learned, and outlines a proposed utility support model for assisting with future annunciation improvements. (author)

  10. Building Maintenance. Math Learning Activity Packet.

    Science.gov (United States)

    Grant, Shelia I.

    This collection of learning activities is intended for use in reinforcing mathematics instruction as it relates to building maintenance. Fifty activity sheets are provided. These are organized into units on the following topics: numeration, adding whole numbers, subtracting whole numbers, multiplying whole numbers, dividing whole numbers,…

  11. Flipping my environmental geochemistry classroom using Team-Based Learning

    Science.gov (United States)

    Griffith, E. M.

    2016-02-01

    Recent studies indicate that active learning disproportionately benefits STEM students from disadvantaged backgrounds and women in male-dominated fields (Lorenzo et al., 2006; Haak et al., 2011). Freeman et al. (2014) went so far as to suggest that increasing the number of STEM graduates could be done, at least in part, by "abandoning traditional lecturing in favor of active learning". Motivated in part by these previous studies and working at a Hispanic-Serving Institution, I decided to flip my environmental geochemistry course, using Team-Based Learning (TBL) - an instructional strategy for using active learning in small groups (Michaelsen et al., 1982). The course is taught over a 3 hour long class period (once a week) with a mix of upper division undergraduate and graduate students from environmental science, geology, engineering, chemistry, and biological sciences. One of the major learning outcomes of my course is that students "will be able to explain and discuss environmental geochemical data and its significance with their peers." This is practiced each class period throughout the course using TBL, where both undergraduate and graduate students learn from each other and uncover misconceptions. It is essentially one version of a flipped classroom where the students' experience changes from acquiring course content in the classroom to applying course content in the classroom in teams. I will share an overview of the teaching and learning strategy and my experience as well as examples of activities done in the classroom. Cited references: Freeman et al. (2014) PNAS 111: 8410-8415; Haak et al. (2011) Science 332: 1213-1216; Lorenzo et al. (2006) Am J Phys 74: 118-122; Michaelsen et al. (1982) Organ Behav Teaching 7: 13-22.

  12. TEAM.

    Science.gov (United States)

    National Highway Traffic Safety Administration (DOT), Washington, DC.

    This document presents materials covering the television campaign against drunk driving called "TEAM" (Techniques for Effective Alcohol Management). It is noted that TEAM's purpose is to promote effective alcohol management in public facilities and other establishments that serve alcoholic beverages. TEAM sponsors are listed, including…

  13. Success Skills for the Textile Industry: Team Building (SS2). Workforce 2000 Partnership.

    Science.gov (United States)

    Enterprise State Junior Coll., AL.

    This curriculum package on team building is a product of the Workforce 2000 Partnership, which combined the resources of four educational partners and four industrial partners in Alabama, Georgia, and South Carolina to provide education and training in communication, computation, and critical thinking to employees in the apparel, carpet, and…

  14. Transformational leadership and project success : The mediating role of team-building

    NARCIS (Netherlands)

    Aga, Deribe Assefa; Noorderhaven, Niels; Vallejo, Bertha

    2016-01-01

    Although the effect of transformational leadership on project success is empirically supported, less is known about the mechanisms that explain this effect. To address this issue, we propose the mediating role of team-building as a possible explanation of the relationship between transformational

  15. Successful Group Work: Using Cooperative Learning and Team-Based Learning in the Classroom

    Science.gov (United States)

    Grant-Vallone, E. J.

    2011-01-01

    This research study examined student perceptions of group experiences in the classroom. The author used cooperative learning and team-based learning to focus on three characteristics that are critical for the success of groups: structure of activities, relationships of group members, and accountability of group members. Results indicated that…

  16. Do learning collaboratives strengthen communication? A comparison of organizational team communication networks over time.

    Science.gov (United States)

    Bunger, Alicia C; Lengnick-Hall, Rebecca

    Collaborative learning models were designed to support quality improvements, such as innovation implementation by promoting communication within organizational teams. Yet the effect of collaborative learning approaches on organizational team communication during implementation is untested. The aim of this study was to explore change in communication patterns within teams from children's mental health organizations during a year-long learning collaborative focused on implementing a new treatment. We adopt a social network perspective to examine intraorganizational communication within each team and assess change in (a) the frequency of communication among team members, (b) communication across organizational hierarchies, and (c) the overall structure of team communication networks. A pretest-posttest design compared communication among 135 participants from 21 organizational teams at the start and end of a learning collaborative. At both time points, participants were asked to list the members of their team and rate the frequency of communication with each along a 7-point Likert scale. Several individual, pair-wise, and team level communication network metrics were calculated and compared over time. At the individual level, participants reported communicating with more team members by the end of the learning collaborative. Cross-hierarchical communication did not change. At the team level, these changes manifested differently depending on team size. In large teams, communication frequency increased, and networks grew denser and slightly less centralized. In small teams, communication frequency declined, growing more sparse and centralized. Results suggest that team communication patterns change minimally but evolve differently depending on size. Learning collaboratives may be more helpful for enhancing communication among larger teams; thus, managers might consider selecting and sending larger staff teams to learning collaboratives. This study highlights key future

  17. Importance of Diversified Leadership Roles in Improving Team Effectiveness in a Virtual Collaboration Learning Environment

    Science.gov (United States)

    Chen, Charlie C.; Wu, Jiinpo; Yang, Samuel C.; Tsou, Hsin-Yi

    2008-01-01

    Virtual teams enabled by information and communications technologies (ICT) are increasingly being adopted not only by for-profit organizations but also by education institutions as well. This study investigates what contributes to the success of virtual learning teams. Specifically, we examine the issue of leadership in virtual learning teams. The…

  18. A mixed methods evaluation of team-based learning for applied pathophysiology in undergraduate nursing education.

    Science.gov (United States)

    Branney, Jonathan; Priego-Hernández, Jacqueline

    2018-02-01

    It is important for nurses to have a thorough understanding of the biosciences such as pathophysiology that underpin nursing care. These courses include content that can be difficult to learn. Team-based learning is emerging as a strategy for enhancing learning in nurse education due to the promotion of individual learning as well as learning in teams. In this study we sought to evaluate the use of team-based learning in the teaching of applied pathophysiology to undergraduate student nurses. A mixed methods observational study. In a year two, undergraduate nursing applied pathophysiology module circulatory shock was taught using Team-based Learning while all remaining topics were taught using traditional lectures. After the Team-based Learning intervention the students were invited to complete the Team-based Learning Student Assessment Instrument, which measures accountability, preference and satisfaction with Team-based Learning. Students were also invited to focus group discussions to gain a more thorough understanding of their experience with Team-based Learning. Exam scores for answers to questions based on Team-based Learning-taught material were compared with those from lecture-taught material. Of the 197 students enrolled on the module, 167 (85% response rate) returned the instrument, the results from which indicated a favourable experience with Team-based Learning. Most students reported higher accountability (93%) and satisfaction (92%) with Team-based Learning. Lectures that promoted active learning were viewed as an important feature of the university experience which may explain the 76% exhibiting a preference for Team-based Learning. Most students wanted to make a meaningful contribution so as not to let down their team and they saw a clear relevance between the Team-based Learning activities and their own experiences of teamwork in clinical practice. Exam scores on the question related to Team-based Learning-taught material were comparable to those

  19. Reinforcement Learning in Distributed Domains: Beyond Team Games

    Science.gov (United States)

    Wolpert, David H.; Sill, Joseph; Turner, Kagan

    2000-01-01

    Distributed search algorithms are crucial in dealing with large optimization problems, particularly when a centralized approach is not only impractical but infeasible. Many machine learning concepts have been applied to search algorithms in order to improve their effectiveness. In this article we present an algorithm that blends Reinforcement Learning (RL) and hill climbing directly, by using the RL signal to guide the exploration step of a hill climbing algorithm. We apply this algorithm to the domain of a constellations of communication satellites where the goal is to minimize the loss of importance weighted data. We introduce the concept of 'ghost' traffic, where correctly setting this traffic induces the satellites to act to optimize the world utility. Our results indicated that the bi-utility search introduced in this paper outperforms both traditional hill climbing algorithms and distributed RL approaches such as team games.

  20. Obstacle of Team Teaching and Collaborative Learning in Information Security

    Directory of Open Access Journals (Sweden)

    Marn-Ling Shing

    2007-10-01

    Full Text Available The field of information security includes diverse contents such as network security and computer forensics which are highly technical-oriented topics. In addition, information forensic requires the background of criminology. The information security also includes non-technical content such as information ethics and security laws. Because the diverse nature of information security, Shing et al. has proposed the use of team teaching and collaborative learning for the information security classes. Although team teaching seems to be efficient in information security, practically it needs a few challenges. The Purdue's case mentioned in Shing's paper has funding support of National Security Agency (NSA. However, a vast amount of resources may not be available for an instructor in a normal university. In addition, many obstacles are related to the administration problems. For example, how are the teaching evaluations computed if there are multiple instructors for a single course? How will instructors in a computer forensics class prepare students (criminal justice majors and information technology majors before taking the same class with diverse background? The paper surveyed approximately 25 students in a university in Virginia concerning the satisfaction of team-teaching. Finally, this paper describes ways to meet those challenges.

  1. Leadership Identity Development Through Reflection and Feedback in Team-Based Learning Medical Student Teams.

    Science.gov (United States)

    Alizadeh, Maryam; Mirzazadeh, Azim; Parmelee, Dean X; Peyton, Elizabeth; Mehrdad, Neda; Janani, Leila; Shahsavari, Hooman

    2018-01-01

    Studies on leadership identity development through reflection with Team-Based Learning (TBL) in medical student education are rare. We assumed that reflection and feedback on the team leadership process would advance the progression through leadership identity development stages in medical students within the context of classes using TBL. This study is a quasi-experimental design with pretest-posttest control group. The pretest and posttest were reflection papers of medical students about their experience of leadership during their TBL sessions. In the intervention group, TBL and a team-based, guided reflection and feedback on the team leadership process were performed at the end of all TBL sessions. In the other group, only TBL was used. The Stata 12 software was used. Leadership Identity was treated both as a categorical and quantitative variable to control for differences in baseline and gender variables. Chi-square, t tests, and linear regression analysis were performed. The population was a cohort of 2015-2016 medical students in a TBL setting at Tehran University of Medical Sciences, School of Medicine. Teams of four to seven students were formed by random sorting at the beginning of the academic year (intervention group n = 20 teams, control group n = 19 teams). At baseline, most students in both groups were categorized in the Awareness and Exploration stage of leadership identity: 51 (52%) in the intervention group and 59 (55%) in the control group: uncorrected χ 2 (3) = 15.6, design-based F(2.83, 108) = 4.87, p = .003. In the posttest intervention group, 36 (36%) were in exploration, 33 (33%) were in L-identified, 20 (20%) were in Leadership Differentiated, and 10 (10%) were in the Generativity. None were in the Awareness or Integration stages. In the control group, 3 (20%) were in Awareness, 56 (53%) were in Exploration, 35 (33%) were in Leader Identified, 13 (12%) were in Leadership Differentiated. None were in the Generativity and Integration stages

  2. Intensive care nurses' perceptions of simulation-based team training for building patient safety in intensive care: a descriptive qualitative study.

    Science.gov (United States)

    Ballangrud, Randi; Hall-Lord, Marie Louise; Persenius, Mona; Hedelin, Birgitta

    2014-08-01

    To describe intensive care nurses' perceptions of simulation-based team training for building patient safety in intensive care. Failures in team processes are found to be contributory factors to incidents in an intensive care environment. Simulation-based training is recommended as a method to make health-care personnel aware of the importance of team working and to improve their competencies. The study uses a qualitative descriptive design. Individual qualitative interviews were conducted with 18 intensive care nurses from May to December 2009, all of which had attended a simulation-based team training programme. The interviews were analysed by qualitative content analysis. One main category emerged to illuminate the intensive care nurse perception: "training increases awareness of clinical practice and acknowledges the importance of structured work in teams". Three generic categories were found: "realistic training contributes to safe care", "reflection and openness motivates learning" and "finding a common understanding of team performance". Simulation-based team training makes intensive care nurses more prepared to care for severely ill patients. Team training creates a common understanding of how to work in teams with regard to patient safety. Copyright © 2014 Elsevier Ltd. All rights reserved.

  3. Mission possible: Building an effective business continuity team in seven steps.

    Science.gov (United States)

    Porter, David

    2016-01-01

    Several books and studies exist on the creation, development and benefits of high-performing teams; many others offer insights into the business continuity management (BCM) discipline, crisis response and planning. Very rarely, however, do they cover both. This paper will explore the seven main development areas that helped build the foundation for a successful and high-performing BCM team in the Australian Taxation Office. Practical, actionable advice will be provided, recognising that the task for those starting out can be quite daunting and complex.

  4. An action-learning model to assist Circuit Teams to support School ...

    African Journals Online (AJOL)

    EAOSA

    2016-11-17

    Nov 17, 2016 ... development of both School Management Teams and Circuit Team members. ... achieve excellence in teaching and learning (Department of Basic Education, ... indicate that support to schools, particularly rural and historically disadvantaged schools, ... promote sustainable change and enhanced academic.

  5. Relationship between Individual and Organizational Learning: Mediating Role of Team Learning

    Directory of Open Access Journals (Sweden)

    Monika Stelmaszczyk

    2016-12-01

    Full Text Available The aim of this paper is to recognize the relationships between individual and organizational learning while considering team learning as a mediator of these relationships. The research object is a large Polish enterprise specializing in the production of cast-iron items. In order to test assumed research hypotheses, statistical analyses were conducted using the IBM SPSS Statistics Suite, version 20. The suite helped conduct correlation analyses concatenation, line regression analyses and mediation analyses using the PROCESS macro by Hayes and Preacher. The research results show a statistically significant relationship between individual learning and each of the five dimensions of organizational learning [clarity of purpose and mission; leadership commitment and empowerment; knowledge transfer; experimentation and rewards; and teamwork and group problem solving]. What is more, they prove that team learning is a mediator of a relationship between individual and organizational learning. Interestingly, only one full mediation has been observed while researching the mediative effect of team learning in relation to each out of the five dimensions of organizational learning. It occurred in relation to experimentation and rewards. In the remaining cases these were partial mediations.

  6. An Innovative Teaching Method To Promote Active Learning: Team-Based Learning

    Science.gov (United States)

    Balasubramanian, R.

    2007-12-01

    Traditional teaching practice based on the textbook-whiteboard- lecture-homework-test paradigm is not very effective in helping students with diverse academic backgrounds achieve higher-order critical thinking skills such as analysis, synthesis, and evaluation. Consequently, there is a critical need for developing a new pedagogical approach to create a collaborative and interactive learning environment in which students with complementary academic backgrounds and learning skills can work together to enhance their learning outcomes. In this presentation, I will discuss an innovative teaching method ('Team-Based Learning (TBL)") which I recently developed at National University of Singapore to promote active learning among students in the environmental engineering program with learning abilities. I implemented this new educational activity in a graduate course. Student feedback indicates that this pedagogical approach is appealing to most students, and promotes active & interactive learning in class. Data will be presented to show that the innovative teaching method has contributed to improved student learning and achievement.

  7. Systemic Family Therapy Using the Reflecting Team: The Experiences of Adults with Learning Disabilities

    Science.gov (United States)

    Anslow, Katharine

    2014-01-01

    This research aimed to illuminate the experiences of adults with learning disabilities of the reflecting team, in the context of their systemic family therapy. Five adults with learning disabilities were recruited from one community learning disability team. A qualitative design using interpretative phenomenological analysis (IPA) was appropriate…

  8. Learning teams and networks: using information technology as a means of managing work process development in healthcare organizations.

    Science.gov (United States)

    Korhonen, Vesa; Paavilainen, Eija

    2002-01-01

    This article focuses on the introduction of team learning and shared knowledge creation using computer-based learning environments and teams as networks in the development of healthcare organizations. Using computer technology, care units can be considered learning teams and the hospital a network of those learning teams. Team learning requires that the healthcare workers' intellectual capital and personal competence be viewed as an important resource in developing the quality of action of the entire healthcare organization.

  9. THE TEAM BUILDING IN COLLECTIVES AS PREVENTIVE AND THERAPEUTIC ACTIVITY IN ACUTE AND CHRONIC STRESS

    Directory of Open Access Journals (Sweden)

    Tsvetelina Mihaylova

    2018-04-01

    Full Text Available The stress contributes to almost all medical illnesses while the acute and chronic stress - related to work - is a primary cause of such life-threatening conditions as myocardial infarction, brain stroke, etc. The aim of the current study is an investigation of the methods for team building related to prevention and therapy in connection with acute or chronic stress. The accomplishment of the aim set is achieved by means of assessment of the applicability of laughter therapy, as a method for team building suitable in practice. It was found that the laughter therapy may help reduction of stress and tension, improvement of the quality of work, strengthening of the social relations and interrelations, etc. Increasingly more studies maintain the theory that the laughter may have therapeutic value and brings about physical benefits to the particular individual, as a member of the personnel. The laughter is a part of human behavior, and it helps people to clarify their intentions in the social interaction. The laughter is used as a signal for accepting the positive interactions with other people and is a precondition for friendly attitude in the working environment as well. Conclusions may be drawn that the laughter therapy is a suitable method for team building; the laughter therapy is appropriate for everyone as a means for the alleviation of stress, and it has a positive impact on the working process. In terms of business, a positive assessment of the methods for pulling together of members of the collective (team building may be given by a way which has subsequent positive consequences on their work.

  10. The Effects of Case-Based Team Learning on Students’ Learning, Self Regulation and Self Direction

    Science.gov (United States)

    Rezaee, Rita; Mosalanejad, Leili

    2015-01-01

    Introduction: The application of the best approaches to teach adults in medical education is important in the process of training learners to become and remain effective health care providers. This research aims at designing and integrating two approaches, namely team teaching and case study and tries to examine the consequences of these approaches on learning, self regulation and self direction of nursing students. Material & Methods: This is aquasi experimental study of 40 students who were taking a course on mental health. The lessons were designed by using two educational techniques: short case based study and team based learning. Data gathering was based on two valid and reliablequestionnaires: Self-Directed Readiness Scale (SDLRS) and the self-regulating questionnaire. Open ended questions were also designed for the evaluation of students’with points of view on educational methods. Results: The Results showed an increase in the students’ self directed learning based on their performance on the post-test. The results showed that the students’ self-directed learning increased after the intervention. The mean difference before and after intervention self management was statistically significant (p=0.0001). Also, self-regulated learning increased with the mean difference after intervention (p=0.001). Other results suggested that case based team learning can have significant effects on increasing students’ learning (p=0.003). Conclusion: This article may be of value to medical educators who wish to replace traditional learning with informal learning (student-centered-active learning), so as to enhance not only the students’ ’knowledge, but also the advancement of long- life learning skills. PMID:25946918

  11. The effects of case-based team learning on students' learning, self regulation and self direction.

    Science.gov (United States)

    Rezaee, Rita; Mosalanejad, Leili

    2015-01-26

    The application of the best approaches to teach adults in medical education is important in the process of training learners to become and remain effective health care providers. This research aims at designing and integrating two approaches, namely team teaching and case study and tries to examine the consequences of these approaches on learning, self regulation and self direction of nursing students. This is a quasi experimental study of 40 students who were taking a course on mental health. The lessons were designed by using two educational techniques: short case based study and team based learning. Data gathering was based on two valid and reliable questionnaires: Self-Directed Readiness Scale (SDLRS) and the self-regulating questionnaire. Open ended questions were also designed for the evaluation of students' with points of view on educational methods. The Results showed an increase in the students' self directed learning based on their performance on the post-test. The results showed that the students' self-directed learning increased after the intervention. The mean difference before and after intervention self management was statistically significant (p=0.0001). Also, self-regulated learning increased with the mean difference after intervention (p=0.001). Other results suggested that case based team learning can have significant effects on increasing students' learning (p=0.003). This article may be of value to medical educators who wish to replace traditional learning with informal learning (student-centered-active learning), so as to enhance not only the students' knowledge, but also the advancement of long- life learning skills.

  12. Team safety and innovation by learning from errors in long-term care settings.

    Science.gov (United States)

    Buljac-Samardžić, Martina; van Woerkom, Marianne; Paauwe, Jaap

    2012-01-01

    Team safety and team innovation are underexplored in the context of long-term care. Understanding the issues requires attention to how teams cope with error. Team managers could have an important role in developing a team's error orientation and managing team membership instabilities. The aim of this study was to examine the impact of team member stability, team coaching, and a team's error orientation on team safety and innovation. A cross-sectional survey method was employed within 2 long-term care organizations. Team members and team managers received a survey that measured safety and innovation. Team members assessed member stability, team coaching, and team error orientation (i.e., problem-solving and blaming approach). The final sample included 933 respondents from 152 teams. Stable teams and teams with managers who take on the role of coach are more likely to adopt a problem-solving approach and less likely to adopt a blaming approach toward errors. Both error orientations are related to team member ratings of safety and innovation, but only the blaming approach is (negatively) related to manager ratings of innovation. Differences between members' and managers' ratings of safety are greater in teams with relatively high scores for the blaming approach and relatively low scores for the problem-solving approach. Team coaching was found to be positively related to innovation, especially in unstable teams. Long-term care organizations that wish to enhance team safety and innovation should encourage a problem-solving approach and discourage a blaming approach. Team managers can play a crucial role in this by coaching team members to see errors as sources of learning and improvement and ensuring that individuals will not be blamed for errors.

  13. Relationship between Individual and Organizational Learning: Mediating Role of Team Learning

    OpenAIRE

    Monika Stelmaszczyk

    2016-01-01

    The aim of this paper is to recognize the relationships between individual and organizational learning while considering team learning as a mediator of these relationships. The research object is a large Polish enterprise specializing in the production of cast-iron items. In order to test assumed research hypotheses, statistical analyses were conducted using the IBM SPSS Statistics Suite, version 20. The suite helped conduct correlation analyses concatenation, line regression analyses and med...

  14. Building Management and ICT Learning in Civil Engineering Education

    DEFF Research Database (Denmark)

    Christiansson, Per Lennart

    2005-01-01

    The paper presents structures of the learning domains of building informatics exemplified with experiences from building management civil engineering and open education in Industrial IT at Aalborg University. The courses cover areas such as; object oriented programming and relational database...... design, human computer interface, user environment design and usability engineering, computer supported collaborative working, knowledge management, virtual buildings, intelligent buildings, and building systems simulation. Experiences from many years involvement in ICT supported learning and development...... taking into account improvement of learning styles, course content and learning material is also reported....

  15. Towards Integrated Team Practice: A Case of Malaysian Industrialised Building System (IBS Construction Projects

    Directory of Open Access Journals (Sweden)

    Mohd Nawi Mohd Nasrun

    2014-01-01

    Full Text Available Problems associated with fragmentation in the traditional construction process, such as isolation of professionals, lack of co-ordination between design and construction, and the sequential manner of its processes, has impacted on construction performance leading to a lack of integration, wastage, low productivity and efficiency. Integrated team practice is perceived as paramount. Unfortunately, there has a limitation of study focus on the dimension of fully integrated team especially for Malaysian Industrialised Building System (IBS projects. Accordingly, this research paper explores and identifies the dimension of fully integrated team from the traditional approach and conduct a validation process for implementing it in Malaysian IBS projects. The research presented uses interviews case study to obtain qualitative data. It was found that the dimension of fully integrated team from the traditional construction process could apply to the Malaysian IBS projects. Suggestions on how an integrated team practice in IBS design and construction process in order to minimise the fragmentation gaps will be concluded.

  16. Beautiful Teams Inspiring and Cautionary Tales from Veteran Team Leaders

    CERN Document Server

    Stellman, Andrew

    2009-01-01

    What's it like to work on a great software development team facing an impossible problem? How do you build an effective team? Beautiful Teams takes you behind the scenes with some of the most interesting teams in software engineering history. You'll learn from veteran team leaders' successes and failures, told through a series of engaging personal stories -- and interviews -- by leading programmers, architects, project managers, and thought leaders.

  17. Team Based Learning (TBL) in Undergraduate Medical Education

    International Nuclear Information System (INIS)

    Hashmi, N. R.

    2014-01-01

    Objective: To determine if modified Team Based Learning (TBL) was more effective than Traditional Didactic Lecture (TDL) in improving knowledge outcomes about Diabetes management in fourth year medical students and to check the students view about the TBL method in comparison with their earlier experience with TDL. Study Design: A comparative study. Place and Duration of Study: Lahore Medical and Dental College, Lahore, from January to February 2011 in 4 weeks. Methodology: Modification of the original TBL method as described by Michaelsen was done to accommodate the educational system. A total of 7 sessions were allotted to teach non-communicable diseases to fourth year MBBS students. Session which was scheduled for teaching Diabetes mellitus was conducted first by TDL and three weeks later with the TBL session. MCQ based tests were administered to self paired groups of students first after the TDL session and then after the TBL session. Wilcoxon signed-rank test was used to compare post-TDL and post-TBL test scores of the students. Students views about the TBL session compared to the TDL session were checked by using pre-tested questionnaire. Results: Seventy two, fourth year MBBS students participated in this TBL session. Majority were females 49 (68.1%). There was improvement of test scores of students after the TBL session when compared to the test scores after TDL session (p < 0.001). Majority of the respondents noted that TBL session was a better learning strategy compared to TDL. Conclusion: The 72 students included in the study achieved higher mean test scores on test questions that assessed their knowledge of Diabetes mellitus content learned using the TBL strategy compared with TDL method (p < 0.001). TBL learning method was favoured by a majority of medical students compared to the TDL session. (author)

  18. Motivating Proteges' Personal Learning in Teams: A Multilevel Investigation of Autonomy Support and Autonomy Orientation

    Science.gov (United States)

    Liu, Dong; Fu, Ping-ping

    2011-01-01

    This study examined the roles of 3 multilevel motivational predictors in proteges' personal learning in teams: an autonomy-supportive team climate, mentors' autonomy support, and proteges' autonomy orientation. The authors followed 305 proteges in 58 teams for 12 weeks and found that all 3 predictors were positively related to the proteges'…

  19. Power Asymmetry and Learning in Teams : The Moderating Role of Performance Feedback

    NARCIS (Netherlands)

    Van der Vegt, Gerben S.; de Jong, Simon B.; Bunderson, J. Stuart; Molleman, Eric

    2010-01-01

    Past research suggests that power asymmetry within teams can have a stifling effect on team learning and performance. We argue here that this effect is contingent on whether power advantages within a team are used to advance individual or collective interests. This study considers the moderating

  20. Using Action Research to Teach Students to Manage Team Learning and Improve Teamwork Satisfaction

    Science.gov (United States)

    Scott-Ladd, Brenda; Chan, Christopher C. A.

    2008-01-01

    This article reports on a study investigating strategies that students can use to develop skills in managing team learning. Two groups of second-year management students participated in a semester-long action research project over two semesters. The students were educated on team development, team processes and conflict management and how to…

  1. Cross-Cultural Management Learning through Innovative Pedagogy: An Exploratory Study of Globally Distributed Student Teams

    Science.gov (United States)

    Bartel-Radic, Anne; Moos, J. Chris; Long, Suzanna K.

    2015-01-01

    This article presents an innovative pedagogy based on student participation in globally distributed project teams. The study questions the link between student learning of intercultural competence and the global teaming experience. Data was collected from 115 students participating in 22 virtual intercultural teams. Results revealed that students…

  2. Virtual team learning: The role of collaboration process and technology affordance in team decision making

    Directory of Open Access Journals (Sweden)

    Sean Cordes

    2016-12-01

    Full Text Available The study examines two dimensions that impact virtual team decision making. One is the influence of collaboration process structure: the sequences, patterns, and routines participants use to interact and solve problems. The other is technology affordance: the strengths and weaknesses of technologies in terms of the usefulness they offer to teams when performing tasks. Some teams used a structured collaboration process with monitoring, coordination, and backup functions during a decision-making discussion. Other teams had no discussion process instructions. In addition, some teams possessed stronger technology affordance including both chat and an editable document. Other teams used chat technology alone, which offered fewer collaboration possibilities. The collaboration process and technology affordance factors were tested in an experiment in which four-person online teams worked as a personnel hiring committee. Information about four job candidates was distributed to create a hidden profile in which some information was shared across all team members, while other information was visible only to specific members. Two hundred and eight students, comprising fifty-two teams completed the study. Teams using the structured collaboration process made more accurate and higher-quality decisions. In addition, scores were higher when technology affordance included both chat and editable document tools, but this influence was not significant.

  3. Cocitation or Capacity-Building? Defining Success within an Interdisciplinary, Sustainability Science Team

    Directory of Open Access Journals (Sweden)

    Abby J. Roche

    2017-10-01

    Full Text Available To address gaps in knowledge and to tackle complex social–ecological problems, scientific research is moving toward studies that integrate multiple disciplines and ways of knowing to explore all parts of a system. Yet, how these efforts are being measured and how they are deemed successful is an up-and-coming and pertinent conversation within interdisciplinary research spheres. Using a grounded theory approach, this study addresses how members of a sustainability science-focused team at a Northeastern U.S. university funded by a large, National Science Foundation (NSF grant contend with deeply normative dimensions of interdisciplinary research team success. Based on semi-structured interviews (N = 24 with researchers (e.g., faculty and graduate students involved in this expansive, interdisciplinary team, this study uses participants’ narrative accounts to progress our understanding of success on sustainability science teams and addresses the tensions arising between differing visions of success present within the current literature, and perpetuated by U.S. funding agencies like NSF. Study findings reveal that team members are forming definitions of interdisciplinary success that both align with, and depart from, those appearing in the literature. More specifically, some respondents’ notions of team success appear to mirror currently recognized outcomes in traditional academic settings (i.e., purpose driven outcomes—citations, receipt of grant funding, etc.. At the same time, just as many other respondents describe success as involving elements of collaborative research not traditionally acknowledged as a forms of “success” in their own right (i.e., capacity building processes and outcomes—relationship formation, deep understandings of distinct epistemologies, etc.. Study results contribute to more open and informed discussions about how we gauge success within sustainability science collaborations, forming a foundation for

  4. Effects of team-based learning on self-regulated online learning.

    Science.gov (United States)

    Whittaker, Alice A

    2015-04-10

    Online learning requires higher levels of self-regulation in order to achieve optimal learning outcomes. As nursing education moves further into the blended and online learning venue, new teaching/learning strategies will be required to develop and enhance self-regulated learning skills in nursing students. The purpose of this study was to compare the effectiveness of team-based learning (TBL) with traditional instructor-led (IL) learning, on self-regulated online learning outcomes, in a blended undergraduate research and evidence-based practice course. The nonrandomized sample consisted of 98 students enrolled in the IL control group and 86 students enrolled in the TBL intervention group. The percentage of total possible online viewing time was used as the measure of self-regulated online learning activity. The TBL group demonstrated a significantly higher percentage (p learning activities than the IL control group. The TBL group scored significantly higher on the course examinations (p = 0.003). The findings indicate that TBL is an effective instructional strategy that can be used to achieve the essential outcomes of baccalaureate nursing education by increasing self-regulated learning capabilities in nursing students.

  5. Ready to learn physics: a team-based learning model for first year university

    Science.gov (United States)

    Parappilly, Maria; Schmidt, Lisa; De Ritter, Samantha

    2015-09-01

    Team-based learning (TBL) is an established model of group work which aims to improve students' ability to apply discipline-related content. TBL consists of a readiness assurance process (RAP), student groups and application activities. While TBL has not been implemented widely in science, technology, engineering and mathematics disciplines, it has been effective in improving student learning in other disciplines. This paper describes the incorporation of TBL activities into a non-calculus based introductory level physics topic—Physics for the Modern World. Students were given pre-class preparation materials and an individual RAP online test before the workshops. The pre-workshop individual RAP test ensured that all students were exposed to concept-based questions before their workshops and motivated them to use the preparatory materials in readiness for the workshop. The students were placed into random teams and during the first part of the workshop, the teams went through a subset of the quiz questions (team RAP test) and in the remaining time, teams completed an in-class assignment. After the workshop students were allowed another attempt at the individual RAP test to see if their knowledge had improved. The ability of TBL to promote student learning of key concepts was evaluated by experiment using pre- and post- testing. The students’ perception of TBL was monitored by discussion posts and survey responses. Finally, the ability of TBL to support peer-peer interaction was evaluated by video analysis of the class. We found that the TBL process improved student learning; students did interact with each other in class; and the students had a positive view of TBL. To assess the transferability of this model to other topics, we conducted a comparison study with an environmental science topic which produced similar results. Our study supports the use of this TBL model in science topics.

  6. The Development and Empirical Validation of a Multidimensional Measurement Instrument for Team Learning Behaviors

    NARCIS (Netherlands)

    Savelsbergh, Chantal M.J.H.; van der Heijden, Beatrice; Poell, Rob F.

    2009-01-01

    The importance of teamwork to organizational success in today’s economy has been emphasized in literature for well over a decade. Effective teamwork can only be sustained, however, if it is supported by a process of team learning. Following Edmondson, the authors regard team learning as a group

  7. Conversations about Curriculum Change: Mathematical Thinking and Team-Based Learning in a Discrete Mathematics Course

    Science.gov (United States)

    Paterson, Judy; Sneddon, Jamie

    2011-01-01

    This article reports on the learning conversations between a mathematician and a mathematics educator as they worked together to change the delivery model of a third year discrete mathematics course from a traditional lecture mode to team-based learning (TBL). This change prompted the mathematician to create team tasks which increasingly focused…

  8. The effect of interprofessional team-based learning among nursing students: A quasi-experimental study.

    Science.gov (United States)

    Wong, Arkers Kwan Ching; Wong, Frances Kam Yuet; Chan, Lap Ki; Chan, Namkiu; Ganotice, Fraide A; Ho, Jacqueline

    2017-06-01

    Although interprofessional education has received attention in recent years as a means of providing opportunities for health-care professionals to learn with, from and about other disciplines and enhance the quality of patient care, evidence of its effectiveness is limited. Interprofessional team-based learning was introduced to make it possible for students in different healthcare disciplines to interact with each other, and to prepare them to function effectively within a team in their future career. To examine the effects of interprofessional team-based learning for undergraduate nursing students in terms of knowledge level, readiness for interprofessional learning, attitude towards various aspects of team learning, and perceived collective efficacy. The study employed a one-group pretest-posttest quasi-experimental design. An interprofessional education program was given to students from two universities in Hong Kong who were in different healthcare disciplines including medicine, nursing, pharmacy, biomedical science, and Chinese medicine programs. The program was based on four phases of student learning- individual readiness assessment test, ice breaking session, team readiness assessment test, and application exercise. Nursing students involved in the program were invited to complete anonymous questionnaires to evaluate their interprofessional team experience. A total of 40 nursing students (9 male, 31 female) participated in the study. A statistically significant improvement was identified in their knowledge level (pteam learning, and perceived collective efficacy (pteam-based learning can enhance cross-disciplinary learning and outcomes resulting from team efforts. Copyright © 2017 Elsevier Ltd. All rights reserved.

  9. The impact of team building and leadership development on nuclear plant performance

    International Nuclear Information System (INIS)

    Fiedler, P.B.; Long, R.L.; Childress, J.R.

    1988-01-01

    Within the nuclear utility industry, the pressures of complex technologies, increasing regulations, and critical public scrutiny create a working environment filled with numerous pressures. The difficult nature of the industry puts a premium on effective teamwork, interdepartmental cooperation, and communication skills. A well-conceived and implemented team building and leadership development program can substantially improve the operating performance of a nuclear plant. This paper describes one such implementation effort at GPU Nuclear Corporation and at the Oyster Creek nuclear generating station (OCNGS) over an 18-month period

  10. The Effect of Cooperative Learning Model of Teams Games Tournament (TGT) and Students' Motivation toward Physics Learning Outcome

    Science.gov (United States)

    Nadrah; Tolla, Ismail; Ali, Muhammad Sidin; Muris

    2017-01-01

    This research aims at describing the effect of cooperative learning model of Teams Games Tournament (TGT) and motivation toward physics learning outcome. This research was a quasi-experimental research with a factorial design conducted at SMAN 2 Makassar. Independent variables were learning models. They were cooperative learning model of TGT and…

  11. [Students' perceptions of team-based learning by individual characteristics in a medical school].

    Science.gov (United States)

    Park, Kwi Hwa; Choi, Chang-Hyu; Jeon, Yang-Bin; Park, Kook-Yang; Park, Chul-Hyun

    2013-06-01

    The purpose of this study was to examine medical students' perceptions of team-based learning (TBL) according to their individual characteristics: gender, team efficacy, interpersonal understanding, proactivity in problem solving, and academic ability. Thirty-eight second-year medical students who took an integrated cardiology course participated in this study; 28 were male and 10 were female. A questionnaire on individual characteristics and a questionnaire on the perception of TBL were administered, and the scores of individual characteristics were grouped into three: high, middle, and low. The data were analyzed by t-test, analysis of variance, and multiple regression analysis. The TBL efficacy perception scale consisted of 3 factors: team skill, learning ability, and team learning. The group of male students and the group of students with high academic ability recognized the effect of TBL on improvements in learning ability more than females and those with low academic ability. The group of students with high team efficacy reported that TBL was effective with regard to team skill improvement. The group of students with high scores on interpersonal understanding and high proactive problem solving tended to perceive the TBL's effect on team skill improvement. Team efficacy and proactivity in problem solving had a positive effect on the perception of TBL. Medical students' perceptions of the effectiveness of TBL differ according to individual characteristics. The results of this study suggest that these individual characteristics should be considered in planning of team learning, such as TBL, to have a positive impact and stronger effects.

  12. Building entity models through observation and learning

    Science.gov (United States)

    Garcia, Richard; Kania, Robert; Fields, MaryAnne; Barnes, Laura

    2011-05-01

    To support the missions and tasks of mixed robotic/human teams, future robotic systems will need to adapt to the dynamic behavior of both teammates and opponents. One of the basic elements of this adaptation is the ability to exploit both long and short-term temporal data. This adaptation allows robotic systems to predict/anticipate, as well as influence, future behavior for both opponents and teammates and will afford the system the ability to adjust its own behavior in order to optimize its ability to achieve the mission goals. This work is a preliminary step in the effort to develop online entity behavior models through a combination of learning techniques and observations. As knowledge is extracted from the system through sensor and temporal feedback, agents within the multi-agent system attempt to develop and exploit a basic movement model of an opponent. For the purpose of this work, extraction and exploitation is performed through the use of a discretized two-dimensional game. The game consists of a predetermined number of sentries attempting to keep an unknown intruder agent from penetrating their territory. The sentries utilize temporal data coupled with past opponent observations to hypothesize the probable locations of the opponent and thus optimize their guarding locations.

  13. An action-learning model to assist Circuit Teams to support School ...

    African Journals Online (AJOL)

    EAOSA

    2016-11-17

    Nov 17, 2016 ... In some cases, the circuit managers were so incompetent that ... Teams. This paper builds on work previously published in this regard (Van der Voort & Wood,. 2014). ... whole-school development, since “school success is.

  14. Learning outcomes through the cooperative learning team assisted individualization on research methodology’ course

    Science.gov (United States)

    Pakpahan, N. F. D. B.

    2018-01-01

    All articles must contain an abstract. The research methodology is a subject in which the materials must be understood by the students who will take the thesis. Implementation of learning should create the conditions for active learning, interactive and effective are called Team Assisted Individualization (TAI) cooperative learning. The purpose of this study: 1) improving student learning outcomes at the course research methodology on TAI cooperative learning. 2) improvement of teaching activities. 3) improvement of learning activities. This study is a classroom action research conducted at the Department of Civil Engineering Universitas Negeri Surabaya. The research subjects were 30 students and lecturer of courses. Student results are complete in the first cycle by 20 students (67%) and did not complete 10 students (33%). In the second cycle students who complete being 26 students (87%) and did not complete 4 students (13%). There is an increase in learning outcomes by 20%. Results of teaching activities in the first cycle obtained the value of 3.15 with the criteria enough well. In the second cycle obtained the value of 4.22 with good criterion. The results of learning activities in the first cycle obtained the value of 3.05 with enough criterion. In the second cycle was obtained 3.95 with good criterion.

  15. Digital Game Building: Learning in a Participatory Culture

    Science.gov (United States)

    Li, Qing

    2010-01-01

    Background: The emergence of a participatory culture, brought about mainly by the use of Web2.0 technology, is challenging us to reconsider aspects of teaching and learning. Adapting the learning-as-digital-game-building approach, this paper explores how new educational practices can help students build skills for the 21st century. Purpose: This…

  16. Computer-facilitated community building for E-learning

    NARCIS (Netherlands)

    Nijholt, Antinus; Petrushin, V.; Kommers, Petrus A.M.; Kinshuk, X.; Galeev, I.

    2002-01-01

    This is a short survey of tools and ideas that are helpful for community building for E-learning. The underlying assumption in the survey is that community building for students and teachers in a joint learning and teaching situation is useful. Especially student-student interaction in student life

  17. Innovative health care delivery teams: learning to be a team player is as important as learning other specialised skills.

    Science.gov (United States)

    Fitzgerald, Anneke; Davison, Graydon

    2008-01-01

    The purpose of the paper is to show that free flowing teamwork depends on at least three aspects of team life: functional diversity, social cohesion and superordinate identity. The paper takes the approach of a discussion, arguing for a strong need to understand multidisciplinary and cross-functional barriers for achieving team goals in the context of health care. These barriers include a strong medically dominated business model, historically anchored delineations between professional identities and a complex organisational environment where individuals may have conflicting goals. The paper finds that the complexity is exacerbated by the differences between and within health care teams. It illustrates the differences by presenting the case of an operating theatre team. Whilst the paper recommends some ideas for acquiring these skills, further research is needed to assess effectiveness and influence of team skills training on optimising multidisciplinary interdependence in the health care environment. The paper shows that becoming a team member requires team membership skills.

  18. Study of connectivity in student teams by observation of their learning processes

    Science.gov (United States)

    Pacheco, Patricio H.; Correa, Rafael D.

    2016-05-01

    A registration procedure based data tracking classroom activities students formed into teams, which are immersed in basic learning processes, particularly physical sciences is presented. For the analysis of the data various mathematical tools to deliver results in numerical indicators linking their learning, performance, quality of relational nexus to transformation their emotions. The range of variables under observation and further study, which is influenced by the evolution of the emotions of the different teams of students, it also covers the traditional approach to information delivery from outside (teaching in lecture) or from inside each team (abilities of pupils) to instructional materials that enhance learning inquiry and persuasion.

  19. Learning to evaluate multidisciplinary crisis-management team exercises

    NARCIS (Netherlands)

    Berlo, M.P.W. van; Dommele, R. van; Schneider, P.; Veerdonk, I. van de; Braakhekke, E.; Hendriks van de Weem, N.; Dijkman, E. van; Wartna, S.

    2007-01-01

    Training of multidisciplinary crisis management teams is becoming more common practice. Nevertheless, the value of these trainings and exercises is questionable. Scenarios are quite often realistic and challenging to the trainees: the team members are heavily engaged in doing their jobs in a

  20. Geophysics field school: A team-based learning experience for students and faculty

    Science.gov (United States)

    Karchewski, B.; Innanen, K. A.; Lauer, R. M.; Pidlisecky, A.

    2016-12-01

    The core challenge facing a modern science educator is to deliver a curriculum that reaches broadly and deeply into the technical domain, while also helping students to develop fundamental scientific skills such as inquiry, critical thinking and technical communication. That is, our aim is for students to achieve significant learning at all levels summarized by Bloom's Taxonomy of Educational Objectives. It is not always clear how to achieve the full spectrum of goals, with much debate over which component is more important in a science education. Team-based and experiential learning are research-supported approaches that aim to reach across the spectrum by placing students in a setting where they solve practical problems in teams of peers. This learning mode modifies the role of the instructor to a guide or facilitator, and students take a leadership role in their own education. We present a case study of our team's implementation of team-based learning in a geophysics field school, an inherently experiential learning environment. The core philosophies behind our implementation are to present clearly defined learning outcomes, to recognize that students differ in their learning modalities and to strive to engage students through a range of evidence-based learning experiences. We discuss the techniques employed to create functional teams, the key learning activities involved in a typical day of field school and data demonstrating the learning activities that showed the strongest correlation to overall performance in the course. In the process, we also realized that our team-based approach to course design and implementation also enhanced our skillsets as educators, and our institution recently recognized our efforts with a team teaching award. Therefore, we conclude with some of our observations of best practices for team teaching in a field setting to initiate discussions with colleagues engaged in similar activities.

  1. Concept mapping to improve team work, team learning and care of the person with dementia and behavioural and psychological symptoms.

    Science.gov (United States)

    Aberdeen, Suzanne M; Byrne, Graeme

    2018-04-01

    The incidence of behavioural and psychological symptoms of dementia in residential aged care facilities is high. Effective team work and knowledgeable staff are cited as important facilitators of appropriate care responses to clients with these symptoms, but to achieve this within a resource-poor workplace can be challenging. In the study reported in this paper, concept mapping was trialled to enhance multifocal person-centred assessment and care planning as well as team learning. The outcomes of team concept mapping were evaluated using a quasi-experimental design with pre- and post-testing in 11 selected Australian residential aged care facilities , including two control residential aged care facilities , over a nine-month period. It was demonstrated that use of concept mapping improved team function, measured as effectiveness of care planning, as well as enhancing learning, with increased knowledge of dementia care even amongst staff who were not directly involved with the process. It is suggested that these results may be generalizable to other countries and care settings.

  2. Mixed Methods Study Using Constructive Learning Team Model for Secondary Mathematics Teachers

    Science.gov (United States)

    Ritter, Kristy L.

    2010-01-01

    The constructive learning team model for secondary mathematics teachers (CLTM) was created to provide students with learning opportunities and experiences that address deficiencies in oral and written communication, logical processes and analysis, mathematical operations, independent learning, teamwork, and technology utilization. This study…

  3. An exploratory analysis of personality, attitudes, and study skills on the learning curve within a team-based learning environment.

    Science.gov (United States)

    Persky, Adam M; Henry, Teague; Campbell, Ashley

    2015-03-25

    To examine factors that determine the interindividual variability of learning within a team-based learning environment. Students in a pharmacokinetics course were given 4 interim, low-stakes cumulative assessments throughout the semester and a cumulative final examination. Students' Myers-Briggs personality type was assessed, as well as their study skills, motivations, and attitudes towards team-learning. A latent curve model (LCM) was applied and various covariates were assessed to improve the regression model. A quadratic LCM was applied for the first 4 assessments to predict final examination performance. None of the covariates examined significantly impacted the regression model fit except metacognitive self-regulation, which explained some of the variability in the rate of learning. There were some correlations between personality type and attitudes towards team learning, with introverts having a lower opinion of team-learning than extroverts. The LCM could readily describe the learning curve. Extroverted and introverted personality types had the same learning performance even though preference for team-learning was lower in introverts. Other personality traits, study skills, or practice did not significantly contribute to the learning variability in this course.

  4. Are real teams healthy teams?

    NARCIS (Netherlands)

    Buljac, M.; van Woerkom, M.; van Wijngaarden, P.

    2013-01-01

    This study examines the impact of real-team--as opposed to a team in name only--characteristics (i.e., team boundaries, stability of membership, and task interdependence) on team processes (i.e., team learning and emotional support) and team effectiveness in the long-term care sector. We employed a

  5. Transformational leadership as a moderator of the relationship between psychological safety and learning behaviour in work teams in Ghana

    Directory of Open Access Journals (Sweden)

    Stephen K. Kumako

    2013-07-01

    Research purpose: The study was aimed at investigating the relationship between psychological safety and learning behaviour in teams, as well as the moderating role of transformational team leadership in this relationship. Motivation for the study: For a team to be effective, adaptive and innovative and engage in learning behaviours, the transformational team leader must set the right climate in the team, where he or she welcomes the team members’ opinions, questions and feedback at no risk to their image. An understanding of this will be important in team leader selection and training. Research design, approach and method: Using a cross-sectional survey design, 57 work teams comprising 456 respondents in teams of 7–9 members were purposively sampled from five financial institutions in Accra, Ghana. Hierarchical regression and moderation analyses were run on the data at the team level. Main findings: Results indicated a positive relationship between team psychological safety and team learning behaviour, with transformational team leadership moderating this relationship. Practical/managerial implication: Transformational team leadership is important in creating a climate of psychological safety that will enable team members to engage in learning behaviours. Contribution/value-add: The study provided theoretical and empirical evidence that, in organisational contexts, transformational team leadership is an important variable that can facilitate psychological safety and learning behaviour in teams.

  6. Learning from Evaluation by Peer Team: A Case Study of a Family Counselling Organization

    Science.gov (United States)

    Muniute-Cobb, Eivina I.; Alfred, Mary V.

    2010-01-01

    This qualitative study explores how employees learn from Team Primacy Concept-based employee evaluation and how they use the feedback in performing their jobs. Team Primacy Concept-based evaluation is a type of multirater evaluation. The distinctive characteristic of such evaluation is its peer feedback component during which the employee's…

  7. Problem-Based Service Learning: The Evolution of a Team Project

    Science.gov (United States)

    Connor-Greene, Patricia A.

    2002-01-01

    In this article, I describe the evolution of a problem-based service learning project in an undergraduate Abnormal Psychology course. Students worked in teams on a semester-long project to locate and evaluate information and treatment for specific psychiatric disorders. As part of the project, each team selected relevant bibliographic materials,…

  8. Distant yet Near: Promoting Interdisciplinary Learning in Significantly Diverse Teams through Socially Responsible Projects

    Science.gov (United States)

    Adya, Monica; Temple, Bryan K.; Hepburn, Donald M.

    2015-01-01

    With global specialization of work units within organizations, interdisciplinary work practices comprised of collaborative efforts between technical and business teams are increasingly common in today's workplace. While higher education has responded by creating opportunities for remote teams to learn from collaborative work, occasions for…

  9. Assessing Teamwork Skills for Assurance of Learning Using CATME Team Tools

    Science.gov (United States)

    Loughry, Misty L.; Ohland, Matthew W.; Woehr, David J.

    2014-01-01

    Colleges of business must meet assurance of learning requirements to gain or maintain AACSB accreditation under the new standards adopted April 8, 2013. Team skills are among the most important skills desired by recruiters, yet employers and scholars perceive that team skills are frequently deficient in college graduates. This article describes…

  10. Self and Others in Team-Based Learning: Acquiring Teamwork Skills for Business

    Science.gov (United States)

    Betta, Michela

    2016-01-01

    Team-based learning (TBL) was applied within a third-year unit of study about ethics and management with the aim of enhancing students' teamwork skills. A survey used to collect students' opinions about their experience with TBL provided insights about how TBL helped students to develop an appreciation for teamwork and team collaboration. The team…

  11. Understanding the impact of eating disorders: using the reflecting team as a learning strategy for students.

    Science.gov (United States)

    Stringfellow, Alicia; Evans, Nicola; Evans, Anne-Marie

    2018-02-08

    This article outlines how the application of a reflecting team from systemic family therapy practice was used as a learning strategy for a postgraduate programme for healthcare students. The programme was designed to increase the students' skills, knowledge and awareness of the needs of people with eating disorders, and their families. There were some benefits to this learning strategy. Students reported that the use of a reflecting team enabled them to gain a deep understanding of the emotional impact of eating disorders on individuals and their carers. However, as this method of learning was new to the students, they needed some initial instruction on the approach. During the programme of study, it became evident that the health professionals were deeply affected by the experiences of people with eating disorders. This would suggest that possibly it was the presence of the sufferers themselves as part of the reflecting team that provided the pivotal learning opportunity, rather than the reflecting team per se.

  12. Corporate brand building from the corporate stories perspective: a Brazilian football teams study

    Directory of Open Access Journals (Sweden)

    Edson Roberto Scharf

    Full Text Available Abstract The study aims to investigate the content of corporate stories of the Brazilian’s football clubs and how these stories are used to build their corporate brands. The stories were collected from the corporate websites of football clubs in Brazil belonging to series A, B and C. A qualitative analysis of the corporate stories was carried on by means of content analysis of the corpus resulting from them. The results showed that emotion is a key element and is most strongly represented in the websites. The findings also revealed that although the clubs work with human talent, and positive results of the teams in the pitch are dependent on talent, this important aspect is practically forgotten on the websites. Academic and managerial implications, as well as limitations of the study are presented at the end.

  13. Errors in veterinary practice: preliminary lessons for building better veterinary teams.

    Science.gov (United States)

    Kinnison, T; Guile, D; May, S A

    2015-11-14

    Case studies in two typical UK veterinary practices were undertaken to explore teamwork, including interprofessional working. Each study involved one week of whole team observation based on practice locations (reception, operating theatre), one week of shadowing six focus individuals (veterinary surgeons, veterinary nurses and administrators) and a final week consisting of semistructured interviews regarding teamwork. Errors emerged as a finding of the study. The definition of errors was inclusive, pertaining to inputs or omitted actions with potential adverse outcomes for patients, clients or the practice. The 40 identified instances could be grouped into clinical errors (dosing/drugs, surgical preparation, lack of follow-up), lost item errors, and most frequently, communication errors (records, procedures, missing face-to-face communication, mistakes within face-to-face communication). The qualitative nature of the study allowed the underlying cause of the errors to be explored. In addition to some individual mistakes, system faults were identified as a major cause of errors. Observed examples and interviews demonstrated several challenges to interprofessional teamworking which may cause errors, including: lack of time, part-time staff leading to frequent handovers, branch differences and individual veterinary surgeon work preferences. Lessons are drawn for building better veterinary teams and implications for Disciplinary Proceedings considered. British Veterinary Association.

  14. Trapped as a Group, Escape as a Team: Applying Gamification to Incorporate Team-building Skills Through an ‘Escape Room’ Experience

    Science.gov (United States)

    Lee, Hyunjoo; Rodriguez, Carlos; Rudner, Joshua; Chan, Teresa M; Papanagnou, Dimitrios

    2018-01-01

    Teamwork, a skill critical for quality patient care, is recognized as a core competency by the Accreditation Council for Graduate Medical Education (ACGME). To date, there is no consensus on how to effectively teach these skills in a forum that engages learners, immerses members in life-like activities, and builds both trust and rapport. Recreational ‘Escape Rooms’ have gained popularity in creating a life-like environment that rewards players for working together, solving puzzles, and completing successions of mind-bending tasks in order to effectively ‘escape the room’ in the time allotted. In this regard, escape rooms share many parallels with the multitasking and teamwork that is essential for a successful emergency department (ED) shift. A pilot group of nine emergency medicine (EM) residents and one senior EM faculty member underwent a commercial escape room as part of a team-building exercise in January 2018. The escape room required participants to practice teamwork, communication, task delegation, and critical thinking to tackle waves of increasingly complex puzzles, ranging from hidden objects, physical object assembly (i.e., jigsaw puzzles), and symbol matching. Activities required members to recognize and utilize the collective experiences, skills, knowledge base, and physical abilities of the group. After the game, players underwent a structured ‘game-master’ debriefing facilitated by an employee of the commercial escape room; this was followed by a post-event survey facilitated by a faculty member, which focused on participants’ feelings, experiences, and problem-solving techniques. Escape rooms afford learners the opportunity to engage in an activity that rewards teamwork and effective leadership through experiences that directly link to specific ACGME milestones and educational learning theories. EM participants were engaged in the activity and felt that the escape room reproduced an environment analogous to the ED. The debriefing

  15. Trapped as a Group, Escape as a Team: Applying Gamification to Incorporate Team-building Skills Through an 'Escape Room' Experience.

    Science.gov (United States)

    Zhang, Xiao Chi; Lee, Hyunjoo; Rodriguez, Carlos; Rudner, Joshua; Chan, Teresa M; Papanagnou, Dimitrios

    2018-03-02

    Teamwork, a skill critical for quality patient care, is recognized as a core competency by the Accreditation Council for Graduate Medical Education (ACGME). To date, there is no consensus on how to effectively teach these skills in a forum that engages learners, immerses members in life-like activities, and builds both trust and rapport. Recreational 'Escape Rooms' have gained popularity in creating a life-like environment that rewards players for working together, solving puzzles, and completing successions of mind-bending tasks in order to effectively 'escape the room' in the time allotted. In this regard, escape rooms share many parallels with the multitasking and teamwork that is essential for a successful emergency department (ED) shift. A pilot group of nine emergency medicine (EM) residents and one senior EM faculty member underwent a commercial escape room as part of a team-building exercise in January 2018. The escape room required participants to practice teamwork, communication, task delegation, and critical thinking to tackle waves of increasingly complex puzzles, ranging from hidden objects, physical object assembly (i.e., jigsaw puzzles), and symbol matching. Activities required members to recognize and utilize the collective experiences, skills, knowledge base, and physical abilities of the group. After the game, players underwent a structured 'game-master' debriefing facilitated by an employee of the commercial escape room; this was followed by a post-event survey facilitated by a faculty member, which focused on participants' feelings, experiences, and problem-solving techniques. Escape rooms afford learners the opportunity to engage in an activity that rewards teamwork and effective leadership through experiences that directly link to specific ACGME milestones and educational learning theories. EM participants were engaged in the activity and felt that the escape room reproduced an environment analogous to the ED. The debriefing that followed

  16. Evaluating Peer-Led Team Learning: A Study of Long-Term Effects on Former Workshop Peer Leaders

    Science.gov (United States)

    Gafney, Leo; Varma-Nelson, Pratibha

    2007-03-01

    Peer-led team learning (PLTL) is a program of small-group workshops, attached to a course, under the direction of trained peer leaders who have completed the course. Peer leaders ensure that team members engage with the materials and with each other, they help build commitment and confidence, and they encourage discussion. Studies of PLTL have found that grades and retention improve, and students value the workshops as important in their learning. With a ten-year history, it was possible to study the impact of PLTL on former leaders as they took subsequent steps into graduate work and careers. A survey was developed, piloted, revised, and placed online. Nearly 600 former leaders from nine institutions were contacted; 119 completed surveys were received. Respondents reported that leading the workshops reinforced the breadth and depth of their own learning, helped them develop personal qualities such as confidence and perseverance, and fostered a variety of presentation and team-related skills. The respondents offered rich insights into issues in implementing workshops. This study contributes to the literature on involvement theory in the academic development of college students.

  17. Building patient safety in intensive care nursing : Patient safety culture, team performance and simulation-based training

    OpenAIRE

    Ballangrud, Randi

    2013-01-01

    Aim: The overall aim of the thesis was to investigate patient safety culture, team performance and the use of simulation-based team training for building patient safety in intensive care nursing. Methods: Quantitative and qualitative methods were used. In Study I, 220 RNs from ten ICUs responded to a patient safety culture questionnaire analysed with statistics. Studies II-IV were based on an evaluation of a simulation-based team training programme. Studies II-III included 53 RNs from seven I...

  18. The USEPA environmental response team TAGA at work at the Hart building fumigation

    Energy Technology Data Exchange (ETDEWEB)

    Mickunas, D.B.; Turpin, R. [United States Environmental Protection Agency, Edison, NJ (United States). Environmental Response Team; Blaze, S.; Wood, J. [Lockheed Martin Inc., Edison, NJ (United States). Response Engineering and Analytical Contract

    2004-07-01

    This paper describes the fumigation activities conducted at the Hart Senate Office building in Washington, DC in October 2001 following the delivery of a letter containing anthrax. Anthrax spores were dispersed in areas within the office. The United States States Environmental Protection Agency Environmental Response Team (USEPA/ERT) was responsible for the decontamination activities. Chlorine dioxide was chosen as the anthrax sporicide after a detailed technical review and consultation with scientific experts. ERT provided continuous, near real-time ambient air monitoring during the fumigation process. The monitoring was conducted to ensure that the nearby residences were not impacted by the chlorine dioxide fumigant. The monitoring plan required the use of a Trace Atmospheric Gas Analyzer (TAGA), a triple quadrupole mass spectrometer mounted in a mobile laboratory. The monitoring activities of ERT's mobile laboratory were outlined in this paper along with the logistical and technical aspects of the air monitoring. More than 130 hours of TAGA monitoring was performed and 2.3 million data points were collected. No chlorine or chlorine dioxide concentrations were observed above the action limits during any fumigation event. The building was cleared by the health and regulatory agencies and re-opened in January 2002. It was concluded that TAGA is an excellent technology to monitor these compounds because is is extremely sensitive and selective. 2 tabs., 5 figs.

  19. Enhancing Simulation Learning with Team Mental Model Mapping

    Science.gov (United States)

    Goltz, Sonia M.

    2017-01-01

    Simulations have been developed for many business courses because of enhanced student engagement and learning. A challenge for instructors using simulations is how to take this learning to the next level since student reflection and learning can vary. This article describes how to use a conceptual mapping game at the beginning and end of a…

  20. Putting Structure to Flipped Classrooms Using Team-Based Learning

    Science.gov (United States)

    Jakobsen, Krisztina V.; Knetemann, Megan

    2017-01-01

    Current educational practices and cognitive-developmental theories emphasize the importance of active participation in the learning environment, and they suggest that the first, and arguably most important, step to creating a better learning environment is to make learning an active and reciprocal process. Flipped classrooms, in which students…

  1. Building machine learning systems with Python

    CERN Document Server

    Coelho, Luis Pedro

    2015-01-01

    This book primarily targets Python developers who want to learn and use Python's machine learning capabilities and gain valuable insights from data to develop effective solutions for business problems.

  2. Nurses' perceptions of the impact of Team-Based Learning participation on learning style, team behaviours and clinical performance: An exploration of written reflections.

    Science.gov (United States)

    Oldland, Elizabeth; Currey, Judy; Considine, Julie; Allen, Josh

    2017-05-01

    Team-Based Learning (TBL) is a teaching strategy designed to promote problem solving, critical thinking and effective teamwork and communication skills; attributes essential for safe healthcare. The aim was to explore postgraduate student perceptions of the role of TBL in shaping learning style, team skills, and professional and clinical behaviours. An exploratory descriptive approach was selected. Critical care students were invited to provide consent for the use for research purposes of written reflections submitted for course work requirements. Reflections of whether and how TBL influenced their learning style, teamwork skills and professional behaviours during classroom learning and clinical practice were analysed for content and themes. Of 174 students, 159 participated. Analysis revealed three themes: Deep Learning, the adaptations students made to their learning that resulted in mastery of specialist knowledge; Confidence, in knowledge, problem solving and rationales for practice decisions; and Professional and Clinical Behaviours, including positive changes in their interactions with colleagues and patients described as patient advocacy, multidisciplinary communication skills and peer mentorship. TBL facilitated a virtuous cycle of feedback encouraging deep learning that increased confidence. Increased confidence improved deep learning that, in turn, led to the development of professional and clinical behaviours characteristic of high quality practice. Copyright © 2017 Elsevier Ltd. All rights reserved.

  3. Knowledge Building Conceptualisation within Smart Constructivist Learning Systems

    DEFF Research Database (Denmark)

    Badie, Farshad

    2017-01-01

    This chapter focuses on the meeting of Constructivism (as a learning theory) and Smart Learning and, thus, theorises Smart Constructivist Learning. The main field of research is Smart Learning Environments. Relying on the phenomena of ‘meaning construction’ and ‘meaningful understanding production......’ in the framework of smart constructivism, we will focus on analysing Smart Constructivist Knowledge Building. Accordingly, we analysed Learning-and-Constructing-Together as a smart constructivist model. The outcomes of this chapter could support the developments of smart learning strategies....

  4. Building Learning Communities: Foundations for Good Practice

    Science.gov (United States)

    Davies, Alison; Ramsay, Jill; Lindfield, Helen; Couperthwaite, John

    2005-01-01

    The School of Health Sciences at the University of Birmingham provided opportunities for the development of student learning communities and online resources within the neurological module of the BSc Physiotherapy degree programme. These learning communities were designed to facilitate peer and independent learning in core aspects underpinning…

  5. Building Artificial Vision Systems with Machine Learning

    Energy Technology Data Exchange (ETDEWEB)

    LeCun, Yann [New York University

    2011-02-23

    Three questions pose the next challenge for Artificial Intelligence (AI), robotics, and neuroscience. How do we learn perception (e.g. vision)? How do we learn representations of the perceptual world? How do we learn visual categories from just a few examples?

  6. Comparison of lecture and team-based learning in medical ethics education.

    Science.gov (United States)

    Ozgonul, Levent; Alimoglu, Mustafa Kemal

    2017-01-01

    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 engagement, and learner reactions? This was a prospective controlled follow-up study. We changed lecture with team-based learning method to teach four topics in a 2-week medical ethics clerkship, while the remaining topics were taught by lectures. For comparison, we formed team-based learning and lecture groups, in which the students and instructor are the same, but the topics and teaching methodologies are different. We determined in-class learner engagement by direct observation and student satisfaction by feedback forms. Student success for team-based learning and lecture topics in the end-of-clerkship exam and two retention tests performed 1 year and 2 years later were compared. Ethical considerations: Ethical approval for the study was granted by Akdeniz University Board of Ethics on Noninvasive Clinical Human Studies Ethics committee. Short-term knowledge retention did not differ; however, team-based learning was found superior to lecture at long-term retention tests. Student satisfaction was high with team-based learning and in-class engagement was better in team-based learning sessions. Our results on learner engagement and satisfaction with team-based learning were similar to those of previous reports. However, knowledge retention results in our study were contrary to literature. The reason might be the fact that students prepared for the end-of-clerkship pass/fail exam (short term) regardless of the teaching method. But, at long-term retention tests, they did not prepare for the exam and answered the questions just using the knowledge retained in their memories. Our

  7. Using Team-based Learning to teach a Large-enrollment Environmental Science Course Online

    Science.gov (United States)

    Harder, V.

    2013-12-01

    Student enrollment in many online courses is usually limited to small classes, ranging from 20-25 students. Over two summers Environmental Science 1301, with an enrollment of 50, has been piloted online using team-based learning (TBL) methods. Teams, consisting of 7 members, were assigned randomly using the group manager tool found in the learning management system. The course was organized around Learning Modules, which consisted of a quiz (individual) over the reading, a team assignment, which covered a topic from one of the chapters was completed for each learning module, and a class/group discussion. The discussion usually entailed a presentation of findings to the class by each team. This allowed teams to interact with one another and was also designed to encourage competition among the teams. Over the course of the class it was observed that as the students became comfortable with the course procedures they developed a commitment to the goals and welfare of their team. They found that as a team they could accomplish much more than an individual; they discovered strengths in their team mates that they, themselves, lacked, and they helped those team mates who struggled with the material. The teams tackled problems that would be overwhelming to an individual in the time allotted, such as running multiple scenarios with the simulations and tackling a large amount of data. Using TBL shifted the majority of responsibility of learning the material to the student with the instructor functioning as a facilitator instead of dispenser of knowledge. Dividing the class into teams made the course load manageable for the instructor while at the same time created a small-class environment for the students. In comparing this course to other, nonTBL-based online courses taught, the work load was very manageable. There were only 7-10 items to be graded per Learning Module and only 7-10 teams to monitor and provide guidance to instead of 50 individuals. Retention rates (86

  8. Enhancing Brigade Combat Team Adaptability

    Science.gov (United States)

    2010-06-11

    Developing Learning Infrastructures (Training, Education , Practice, Research, Doctrine) -Create a shared vision -Build the business case (assess/Buy...To effectively respond to the characteristics of the operational environment, Brigade Combat Teams must be able to learn constantly from experience...behavior. Organizational adaptive behavior consists of three supporting emergent behaviors which are: self-organization, learning , and organizational

  9. Next generation red teaming

    CERN Document Server

    Dalziel, Henry

    2015-01-01

    Red Teaming is can be described as a type of wargaming.In private business, penetration testers audit and test organization security, often in a secretive setting. The entire point of the Red Team is to see how weak or otherwise the organization's security posture is. This course is particularly suited to CISO's and CTO's that need to learn how to build a successful Red Team, as well as budding cyber security professionals who would like to learn more about the world of information security. Teaches readers how to dentify systemic security issues based on the analysis of vulnerability and con

  10. Is Information Technology Education Betters Learned in Teams? An Exploratory Study of Teamwork Effectiveness at a Higher Education Institution

    Science.gov (United States)

    Lauridsen, Barbara L.

    2013-01-01

    The purpose of this research was to determine if the effectiveness of technology education can be significantly increased through use of team-based activities including both real-time team encounters and results-driven team assignments. The research addresses this purpose by examining perceptions regarding effectiveness of team-based learning in…

  11. Team-based learning to improve learning outcomes in a therapeutics course sequence.

    Science.gov (United States)

    Bleske, Barry E; Remington, Tami L; Wells, Trisha D; Dorsch, Michael P; Guthrie, Sally K; Stumpf, Janice L; Alaniz, Marissa C; Ellingrod, Vicki L; Tingen, Jeffrey M

    2014-02-12

    To compare the effectiveness of team-based learning (TBL) to that of traditional lectures on learning outcomes in a therapeutics course sequence. A revised TBL curriculum was implemented in a therapeutic course sequence. Multiple choice and essay questions identical to those used to test third-year students (P3) taught using a traditional lecture format were administered to the second-year pharmacy students (P2) taught using the new TBL format. One hundred thirty-one multiple-choice questions were evaluated; 79 tested recall of knowledge and 52 tested higher level, application of knowledge. For the recall questions, students taught through traditional lectures scored significantly higher compared to the TBL students (88%±12% vs. 82%±16%, p=0.01). For the questions assessing application of knowledge, no differences were seen between teaching pedagogies (81%±16% vs. 77%±20%, p=0.24). Scores on essay questions and the number of students who achieved 100% were also similar between groups. Transition to a TBL format from a traditional lecture-based pedagogy allowed P2 students to perform at a similar level as students with an additional year of pharmacy education on application of knowledge type questions. However, P3 students outperformed P2 students regarding recall type questions and overall. Further assessment of long-term learning outcomes is needed to determine if TBL produces more persistent learning and improved application in clinical settings.

  12. A Modified Approach to Team-Based Learning in Linear Algebra Courses

    Science.gov (United States)

    Nanes, Kalman M.

    2014-01-01

    This paper documents the author's adaptation of team-based learning (TBL), an active learning pedagogy developed by Larry Michaelsen and others, in the linear algebra classroom. The paper discusses the standard components of TBL and the necessary changes to those components for the needs of the course in question. There is also an empirically…

  13. Adapting Team-Based Learning for Application in the Basic Electric Circuit Theory Sequence

    Science.gov (United States)

    O'Connell, Robert M.

    2015-01-01

    Team-based learning (TBL) is a form of student-centered active learning in which students independently study new conceptual material before it is treated in the classroom, and then subsequently spend considerable classroom time working in groups on increasingly challenging problems and applications based on that new material. TBL provides…

  14. Assessment of Peer-Led Team Learning in Calculus I: A Five-Year Study

    Science.gov (United States)

    Merkel, John Conrad; Brania, Abdelkrim

    2015-01-01

    This five-year study of the peer-led team learning (PLTL) paradigm examined its implementation in a Calculus I course at an all-male HBCU institution. For this study we set up a strong control group and measured the effect of PLTL in the teaching and learning of Calculus I through two points of measure: retention and success rates and learning…

  15. Are In-Class Peer Leaders Effective in the Peer-Led Team-Learning Approach?

    Science.gov (United States)

    Schray, Keith; Russo, M. Jean; Egolf, Roger; Lademan, William; Gelormo, David

    2009-01-01

    Peer-led team learning (PLTL) has been widely adopted for enhanced learning in a variety of disciplines, mostly in introductory chemistry, but also in organic chemistry, as in this study (Tien, Roth, and Kampmeier 2002). This pedagogical approach forms student groups led by students who have previously done well in the course (standard peer…

  16. Team-Based Learning Reduces Attrition in a First-Semester General Chemistry Course

    Science.gov (United States)

    Comeford, Lorrie

    2016-01-01

    Team-based learning (TBL) is an instructional method that has been shown to reduce attrition and increase student learning in a number of disciplines. TBL was implemented in a first-semester general chemistry course, and its effect on attrition was assessed. Attrition from sections before implementing TBL (fall 2008 to fall 2009) was compared with…

  17. Team-Based Learning in a Subsection of a Veterinary Course as Compared to Standard Lectures

    Science.gov (United States)

    Malone, Erin; Spieth, Amie

    2012-01-01

    Team-Based Learning (TBL) maximizes class time for student practice in complex problems using peer learning in an instructor-guided format. Generally entire courses are structured using the comprehensive guidelines of TBL. We used TBL in a subsection of a veterinary course to determine if it remained effective in this format. One section of the…

  18. Teaching Students to Be Instrumental in Analysis: Peer-Led Team Learning in the Instrumental Laboratory

    Science.gov (United States)

    Williams, Jacob L.; Miller, Martin E.; Avitabile, Brianna C.; Burrow, Dillon L.; Schmittou, Allison N.; Mann, Meagan K.; Hiatt, Leslie A.

    2017-01-01

    Many instrumental analysis students develop limited skills as the course rushes through different instruments to ensure familiarity with as many methodologies as possible. This broad coverage comes at the expense of superficiality of learning and a lack of student confidence and engagement. To mitigate these issues, a peer-led team learning model…

  19. Designing and Staffing the ITER Organization (Designing and staffing the Organization to build teams for ITER)

    Energy Technology Data Exchange (ETDEWEB)

    Ikeda, Kaname; Amenc-Antoni, Pascale [ITER Organisation (France)

    2008-07-01

    ITER, 'the way' in Latin, is not only a machine to be built in Cadarache, it is a newly established international organization - called the ITER Organization- that seven Members (European Union, Japan, Korea, China, India, Russian Federation, United States of America), representing more than half the world's population, have decided to set up to achieve this project. The official organization is new, but European, Japanese, Russian and American teams have been working for more than 20 years to make this project a reality, in Naka, Garching and San Diego. It was the first challenge for the ITER management to have these very experienced researchers and engineers come to Cadarache. Many of them have already come or will come later. They are now being joined by colleagues from the national fusion institutions of the three countries that have become part of the ITER project more recently, China, Korea and India; professionals who are new to fusion and also administrative specialists needed for the management of such an organization. The IO is therefore facing additional big challenges: moving from the research period to the construction period and recruiting the most competent people for this, creating a single team with staff from different cultures and with different experiences in a single organization, working towards a single goal: building the machine and making it a success. Selecting people with a broad range of experience through international competition, while taking into account a fair distribution among the seven Members is of major importance. From 7 persons in March 2006, including the General Manager, Kaname Ikeda, the IO has more than 250 people staff today, with almost 100 people under recruitment. 600 professionals are expected to be on site at the peak period, by 2013, with, in addition, a large number of subcontractors. (authors)

  20. Review on the administration and effectiveness of team-based learning in medical education.

    Science.gov (United States)

    Hur, Yera; Cho, A Ra; Kim, Sun

    2013-12-01

    Team-based learning (TBL) is an active learning approach. In recent years, medical educators have been increasingly using TBL in their classes. We reviewed the concepts of TBL and discuss examples of international cases. Two types of TBL are administered: classic TBL and adapted TBL. Combining TBL and problem-based learning (PBL) might be a useful strategy for medical schools. TBL is an attainable and efficient educational approach in preparing large classes with regard to PBL. TBL improves student performance, team communication skills, leadership skills, problem solving skills, and cognitive conceptual structures and increases student engagement and satisfaction. This study suggests recommendations for administering TBL effectively in medical education.

  1. Reinforcement learning for optimal control of low exergy buildings

    International Nuclear Information System (INIS)

    Yang, Lei; Nagy, Zoltan; Goffin, Philippe; Schlueter, Arno

    2015-01-01

    Highlights: • Implementation of reinforcement learning control for LowEx Building systems. • Learning allows adaptation to local environment without prior knowledge. • Presentation of reinforcement learning control for real-life applications. • Discussion of the applicability for real-life situations. - Abstract: Over a third of the anthropogenic greenhouse gas (GHG) emissions stem from cooling and heating buildings, due to their fossil fuel based operation. Low exergy building systems are a promising approach to reduce energy consumption as well as GHG emissions. They consists of renewable energy technologies, such as PV, PV/T and heat pumps. Since careful tuning of parameters is required, a manual setup may result in sub-optimal operation. A model predictive control approach is unnecessarily complex due to the required model identification. Therefore, in this work we present a reinforcement learning control (RLC) approach. The studied building consists of a PV/T array for solar heat and electricity generation, as well as geothermal heat pumps. We present RLC for the PV/T array, and the full building model. Two methods, Tabular Q-learning and Batch Q-learning with Memory Replay, are implemented with real building settings and actual weather conditions in a Matlab/Simulink framework. The performance is evaluated against standard rule-based control (RBC). We investigated different neural network structures and find that some outperformed RBC already during the learning phase. Overall, every RLC strategy for PV/T outperformed RBC by over 10% after the third year. Likewise, for the full building, RLC outperforms RBC in terms of meeting the heating demand, maintaining the optimal operation temperature and compensating more effectively for ground heat. This allows to reduce engineering costs associated with the setup of these systems, as well as decrease the return-of-invest period, both of which are necessary to create a sustainable, zero-emission building

  2. The effect of team accelerated instruction on students’ mathematics achievement and learning motivation

    Science.gov (United States)

    Sri Purnami, Agustina; Adi Widodo, Sri; Charitas Indra Prahmana, Rully

    2018-01-01

    This study aimed to know the improvement of achievement and motivation of learning mathematics by using Team Accelerated Instruction. The research method used was the experiment with descriptive pre-test post-test experiment. The population in this study was all students of class VIII junior high school in Jogjakarta. The sample was taken using cluster random sampling technique. The instrument used in this research was questionnaire and test. Data analysis technique used was Wilcoxon test. It concluded that there was an increase in motivation and student achievement of class VII on linear equation system material by using the learning model of Team Accelerated Instruction. Based on the results of the learning model Team Accelerated Instruction can be used as a variation model in learning mathematics.

  3. The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective

    Science.gov (United States)

    Jeno, Lucas M.; Raaheim, Arild; Kristensen, Sara Madeleine; Kristensen, Kjell Daniel; Hole, Torstein Nielsen; Haugland, Mildrid J.; Mæland, Silje

    2017-01-01

    We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest-posttest design. The results show that…

  4. Interprofessional team building in the palliative home care setting: Use of a conceptual framework to inform a pilot evaluation.

    Science.gov (United States)

    Shaw, James; Kearney, Colleen; Glenns, Brenda; McKay, Sandra

    2016-01-01

    Home-based palliative care is increasingly dependent on interprofessional teams to deliver collaborative care that more adequately meets the needs of clients and families. The purpose of this pilot evaluation was to qualitatively explore the views of an interprofessional group of home care providers (occupational therapists, nurses, personal support work supervisors, community care coordinators, and a team coordinator) regarding a pilot project encouraging teamwork in interprofessional palliative home care services. We used qualitative methods, informed by an interprofessional conceptual framework, to analyse participants' accounts and provide recommendations regarding strategies for interprofessional team building in palliative home health care. Findings suggest that encouraging practitioners to share past experiences and foster common goals for palliative care are important elements of team building in interprofessional palliative care. Also, establishing a team leader who emphasises sharing power among team members and addressing the need for mutual emotional support may help to maximise interprofessional teamwork in palliative home care. These findings may be used to develop and test more comprehensive efforts to promote stronger interprofessional teamwork in palliative home health care delivery.

  5. Flipping Business Education: Transformative Use of Team-Based Learning in Human Resource Management Classrooms

    Science.gov (United States)

    Huang, Chung-Kai; Lin, Chun-Yu

    2017-01-01

    With the globalization of macro-economic environments, it is important to think about how to use instructional design and web-based digital technologies to enhance students' self-paced learning, stir up learning motivation and enjoyment, build up knowledge-sharing channels, and enhance individual learning. This study experimented with the flipped…

  6. Socio-material perspectives on interprofessional team and collaborative learning.

    Science.gov (United States)

    McMurtry, Angus; Rohse, Shanta; Kilgour, Kelly N

    2016-02-01

    Interprofessional teamwork and collaboration have become important parts of health care practice and education. Most of the literature on interprofessional learning, however, assumes that learning is something acquired by individuals and readily transferred to other contexts. This assumption severely limits the ways in which interprofessional educators and researchers can conceptualise and support learning related to collaborative interprofessional health care. Socio-material theories provide an alternative to individualistic, acquisition-oriented notions by reconceiving learning in terms of collective dynamics, participation in social communities and active engagement with material contexts. Socio-material literature and theories were reviewed to identify concepts relevant to interprofessional learning. After briefly summarising the origins and key principles of socio-material approaches, the authors draw upon specific socio-material theories--including complexity theory, cultural-historical activity theory and actor-network theory--in order to reconceive how learning happens in interprofessional contexts. This reframing of interprofessional learning focuses less on individuals and more on collective dynamics and the actual social and material relations involved in practice. The paper proposes five ways in which learning may be enacted in interprofessional teamwork and collaboration from a socio-material perspective: (i) diverse contributions; (ii) social interactions and relationships; (iii) synthesis of professional ideas; (iv) integration of material elements, and (v) connections to large-scale organisations. For each of these categories, the paper provides practical illustrations to assist educators and researchers who wish to identify and assess this learning. Although more exploratory than comprehensive, this paper articulates many key aspects of socio-material learning theories and offers practical guidance for those who wish to employ and assess them in

  7. Building Critical Capacities for Leadership Learning.

    Science.gov (United States)

    Torrez, Mark Anthony; Rocco, Melissa L

    2015-01-01

    Cognitive elements of transformational learning, particularly metacognition and critical self-reflection, are discussed as essential considerations for leadership development in the 21st century. The importance of developmentally sequencing leadership-learning experiences and addressing evolving complexities of leadership identity are also explored. © 2015 Wiley Periodicals, Inc., A Wiley Company.

  8. Captivate: Building Blocks for Implementing Active Learning

    Science.gov (United States)

    Kitchens, Brent; Means, Tawnya; Tan, Yinliang

    2018-01-01

    In this study, the authors propose a set of key elements that impact the success of an active learning implementation: content delivery, active learning methods, physical environment, technology enhancement, incentive alignment, and educator investment. Through a range of metrics the authors present preliminary evidence that students in courses…

  9. Games, Learning, and Society: Building a Field

    Science.gov (United States)

    Squire, Kurt D.

    2007-01-01

    Computer and video games have recently attracted significant attention from educators as a medium for learning. Clark's (2007) critique of the "Serious Games" movement provides a set of useful guidelines for moving that particular industry forward. This article argues for another way of framing the emerging field, as "Games, Learning, and…

  10. Pedagogical Agents as Learning Companions: Building Social Relations with Learners

    OpenAIRE

    Kim, Yanghee

    2005-01-01

    This study examined the potential of pedagogical agents as learning companions (PALs) to build social relations with learners and, consequently, to motivate learning. The study investigated the impact of PAL affect (positive vs. negative vs. neutral), PAL gender (male vs. female), and learner gender (male vs. female) on learners’ social judgments, motivation, and learning in a controlled experiment. Participants were 142 college students in a computer-literacy course. Overall, the results ind...

  11. Team-Based Learning: Successful Experience in a Public Health Graduate Program

    Directory of Open Access Journals (Sweden)

    Geraldo Bezerra da Silva Junior

    Full Text Available ABSTRACT Background: In the review of curriculum matrices, the elaboration of learning strategies that combine theory and practice is extremely important, allowing the building of new concepts and learning methods by the students. Team-based learning (TBL is growing in academic centers and refers to the pedagogic strategy grounded in constructivism. The aim of this research was to describe the application of TBL in a Public Health graduate program. Methods: TBL was applied in a class with 22 students in the discipline “Quantitative Research in Health” of the Public Health graduate program (Master degree at the University of Fortaleza, Brazil, in 2016. The discipline was structured in 8 lessons, approaching the thematic of quantitative research. Before each class the students were required to study the contents at home, a test was done for each subject in the beginning of each class (individually and then in teams of 5 or 6 students and then a brief review was performed by the professor, where the students could ask questions and solve any doubt. At the end of the semester an evaluation questionnaire was applied with objective questions and a qualitative survey. Results: The application of TBL was done in a class with 22 students of the Public health Master Program, aged 22 to 36 years, and 83.3% were female. The method was well received by the students. All the evaluations and discussions went on without any problem. There were some complaints about the requirement to study at home prior to the classes. Students’ evaluation of the discipline and the TBL method was satisfactory with answers’ average score of 4.7 (scale 0-5. The lowestscore was achieved by the question number 11 (4.3 about the students motivation for their study at home. The comparison with the evaluation of the previous semester (where a traditional method was applied evidenced higher scores for the TBL method. Conclusions: The application of TBL was satisfactory and the

  12. A Case-Study for Life-Long Learning and Adaptation in Cooperative Robot Teams

    International Nuclear Information System (INIS)

    Parker, L.E.

    1999-01-01

    While considerable progress has been made in recent years toward the development of multi-robot teams, much work remains to be done before these teams are used widely in real-world applications. Two particular needs toward this end are the development of mechanisms that enable robot teams to generate cooperative behaviors on their own, and the development of techniques that allow these teams to autonomously adapt their behavior over time as the environment or the robot team changes. This paper proposes the use of the Cooperative Multi-Robot Observation of Multiple Moving Targets (CMOMMT) application as a rich domain for studying the issues of multi-robot learning and adaptation. After discussing the need for learning and adaptation in multi-robot teams, this paper describes the CMOMMT application and its relevance to multi-robot learning. We discuss the results of the previously- developed, hand-generated algorithm for CMOMMT and the potential for learning that was discovered from the hand-generated approach. We then describe the early work that has been done (by us and others) to generate multi- robot learning techniques for the CMOMMT application, as well as our ongoing research to develop approaches that give performance as good, or better, than the hand-generated approach. The ultimate goal of this research is to develop techniques for multi-robot learning and adaptation in the CMOMMT application domain that will generalize to cooperative robot applications in other domains, thus making the practical use of multi-robot teams in a wide variety of real-world applications much closer to reality

  13. Effects of team-based learning on perceived teamwork and academic performance in a health assessment subject.

    Science.gov (United States)

    Park, Hyung-Ran; Kim, Chun-Ja; Park, Jee-Won; Park, Eunyoung

    2015-01-01

    The purpose of this study was to examine the effectiveness of team-based learning (a well-recognized learning and teaching strategy), applied in a health assessment subject, on nursing students' perceived teamwork (team-efficacy and team skills) and academic performance (individual and team readiness assurance tests, and examination scores). A prospective, one-group, pre- and post-test design enrolled a convenience sample of 74 second-year nursing students at a university in Suwon, Korea. Team-based learning was applied in a 2-credit health assessment subject over a 16-week semester. All students received written material one week before each class for readiness preparation. After administering individual- and team-readiness assurance tests consecutively, the subject instructor gave immediate feedback and delivered a mini-lecture to the students. Finally, students carried out skill based application exercises. The findings showed significant improvements in the mean scores of students' perceived teamwork after the introduction of team-based learning. In addition, team-efficacy was associated with team-adaptability skills and team-interpersonal skills. Regarding academic performance, team readiness assurance tests were significantly higher than individual readiness assurance tests over time. Individual readiness assurance tests were significantly related with examination scores, while team readiness assurance tests were correlated with team-efficacy and team-interpersonal skills. The application of team-based learning in a health assessment subject can enhance students' perceived teamwork and academic performance. This finding suggests that team-based learning may be an effective learning and teaching strategy for improving team-work of nursing students, who need to collaborate and effectively communicate with health care providers to improve patients' health.

  14. The implementation of an elementary STEM learning team and the effect on teacher self-efficacy: An action research study

    Science.gov (United States)

    Hernandez, Jennifer F.

    Science, technology, engineering, and math (STEM) education is part of a national movement to prepare students for the demands of a 21st century workforce. STEM uses an integrated, real-world problem solving approach to increase the levels of collaboration, communication, critical, and creative thinking in students. If expectations for students have increased to stay competitive in a global market, teachers must be equipped to meet the needs of the new 21st century learners in their classrooms. To that end, professional learning for educators is essential to ensure they are equipped with the tools necessary for success. While there are many approaches to teacher development, professional learning teams, based on the work of Garmston and Wellman, focus on teachers' instructional delivery, targeted student learning needs, planning, implementing new strategies, collaboration, and reflective dialogue. The purpose of the study is to improve instructional practice providing quality STEM instruction to students and increase teacher self-efficacy---a teachers' perception of his or her ability to instruct students in the STEM disciplines. Theoretical implications of a study on an elementary STEM learning team could affect the way schools deliver STEM professional learning opportunities to teachers and the way students are delivered a quality STEM education. Research has shown that Model I behavior would limit the change process of professional learning through a surface inspection of the issues; however model II behaviors would benefit the teachers, students and organization because teachers would be collaborating on specific objectives to develop a knowledge base and skill set to meet students' needs. Extending professional development by engaging stakeholders in a collaborative process to build model II behaviors will create an organizational structure that facilitates learning.

  15. Building the multidisciplinary team for management of patients with hepatocellular carcinoma.

    Science.gov (United States)

    Naugler, Willscott E; Alsina, Angel E; Frenette, Catherine T; Rossaro, Lorenzo; Sellers, Marty T

    2015-05-01

    Optimal care of the patient with hepatocellular carcinoma (HCC) necessitates the involvement of multiple providers. Because the patient with HCC often carries 2 conditions with competing mortality risks (cancer and underlying cirrhosis), no single provider is equipped to deal with all of these patients' needs adequately. Multidisciplinary teams (MDTs) have evolved to facilitate care coordination, reassessments of clinical course, and nimble changes in treatment plans required for this complex group of patients. Providers or sites that elect to manage patients with HCC thus are increasingly aware of the need to build their own MDT or communicate with an established one. The availability of new communication technologies, such as teleconferencing or teleconsultation, offers the possibility of MDT expansion into underserved or rural areas, as well as areas such as correctional facilities. Although the availability of resources for HCC patient care varies from site to site, construction of an MDT is possible in a wide spectrum of clinical practices, and this article suggests a blueprint for assembly of such collaboration. Research strategies are needed to explain how MDTs improve clinical outcomes so that MDTs themselves can be improved. Copyright © 2015 AGA Institute. Published by Elsevier Inc. All rights reserved.

  16. Building the dream team: don't make it a nightmare.

    Science.gov (United States)

    Nelson, M; Nelson, S

    1997-11-01

    This article covers the often overlooked area of team management concepts through a discussion of what many companies have done to implement these new concepts successfully. It describes the basics of how to and also explains why people resist the process of implementation. The main topics are (1) team formation, (2) pitfalls to avoid, and (3) team measurement.

  17. Formal and informal computer mediated communication within within design teams for complex building projects

    NARCIS (Netherlands)

    Otter, den A.F.H.J.; Gray, C.; Prins, M.

    2001-01-01

    In this paper the information environment of design teams is discussed because of the use of Internet based Project websites (PWS) to improve the information exchange within design teams. Because design teams heavenly depend on informal information exchange and PWS is a tool for formalising

  18. How can leaders foster team learning? Effects of leader-assigned mastery and performance goals and psychological safety.

    Science.gov (United States)

    Ashauer, Shirley A; Macan, Therese

    2013-01-01

    Learning and adapting to change are imperative as teams today face unprecedented change. Yet, an important part of learning involves challenging assumptions and addressing differences of opinion openly within a group--the kind of behaviors that pose the potential for embarrassment or threat. How can leaders foster an environment in which team members feel it is safe to take interpersonal risks in order to learn? In a study of 71 teams, we found that psychological safety and learning behavior were higher for teams with mastery than performance goal instructions or no goal instructions. Team psychological safety mediated the relationship between mastery and performance goal instructions and learning behavior. Findings contribute to our understanding of how leader-assigned goals are related to psychological safety and learning behavior in a team context, and suggest approaches to foster such processes.

  19. Interactive and collaborative learning in the classroom at the medical school Automated response systems and team-based learning.

    Science.gov (United States)

    Nasr, Rihab; Antoun, Jumana; Sabra, Ramzi; Zgheib, Nathalie K

    2016-01-01

    There has been a pedagogic shift in higher education from the traditional teacher centered to the student centered approach in teaching, necessitating a change in the role of the teacher from a supplier of information to passive receptive students into a more facilitative role. Active learning activities are based on various learning theories such as self-directed learning, cooperative learning and adult learning. There exist many instructional activities that enhance active and collaborative learning. The aim of this manuscript is to describe two methods of interactive and collaborative learning in the classroom, automated response systems (ARS) and team-based learning (TBL), and to list some of their applications and advantages. The success of these innovative teaching and learning methods at a large scale depends on few elements, probably the most important of which is the support of the higher administration and leadership in addition to the availability of “champions” who are committed to lead the change.

  20. Estimating building energy consumption using extreme learning machine method

    International Nuclear Information System (INIS)

    Naji, Sareh; Keivani, Afram; Shamshirband, Shahaboddin; Alengaram, U. Johnson; Jumaat, Mohd Zamin; Mansor, Zulkefli; Lee, Malrey

    2016-01-01

    The current energy requirements of buildings comprise a large percentage of the total energy consumed around the world. The demand of energy, as well as the construction materials used in buildings, are becoming increasingly problematic for the earth's sustainable future, and thus have led to alarming concern. The energy efficiency of buildings can be improved, and in order to do so, their operational energy usage should be estimated early in the design phase, so that buildings are as sustainable as possible. An early energy estimate can greatly help architects and engineers create sustainable structures. This study proposes a novel method to estimate building energy consumption based on the ELM (Extreme Learning Machine) method. This method is applied to building material thicknesses and their thermal insulation capability (K-value). For this purpose up to 180 simulations are carried out for different material thicknesses and insulation properties, using the EnergyPlus software application. The estimation and prediction obtained by the ELM model are compared with GP (genetic programming) and ANNs (artificial neural network) models for accuracy. The simulation results indicate that an improvement in predictive accuracy is achievable with the ELM approach in comparison with GP and ANN. - Highlights: • Buildings consume huge amounts of energy for operation. • Envelope materials and insulation influence building energy consumption. • Extreme learning machine is used to estimate energy usage of a sample building. • The key effective factors in this study are insulation thickness and K-value.

  1. The Use of Cooperative Learning Through Tai (Team Assisted Individualization In Reading Comprehension

    Directory of Open Access Journals (Sweden)

    Ermawati Zulikhatin Nuroh

    2018-04-01

    Full Text Available Cooperative Learning is a teaching arrangement that refers to small, heterogeneous groups of students working together to achieve a common goal (Kagan, 1994. This research is done to know the response of students used cooperative learning in reading comprehension. The data of this study analyzed qualitatively without applying statistical calculations. The subject of the study were the students of the first semester in Midwifery faculty of Universitas Muhammadiyah Sidoarjo . There researcher used one class which consist 29 students. The students gave the positive responses and dominantly agreed to the implementation of cooperative learning type Team Assisted Individualization (TAI in reading comprehension. From the questionnaire, the researcher concludes that are 40% students are agreed, 50% students strongly agree, and 10% less agree  with cooperative learning type Team Assisted Individualization (TAI in reading comprehension. The conclusion is students respond well to cooperative learning model type Team Assisted Individualization (TAI to improve students' reading comprehension. This cooperative learning type Team Assisted Individualization (TAI can be the one of the model to teach reading comprehension.

  2. Expert Team Decision-Making and Problem Solving: Development and Learning

    Directory of Open Access Journals (Sweden)

    Simona Tancig

    2009-12-01

    Full Text Available Traditional research of decision-making has not significantly contributed towards better understanding of professional judgment and decisions in practice. Researchers dealing with decision-making in various professions and natural settings initiated new perspectives called naturalistic, which put the expert in the focus of research and the expertise thus entered the core of decision-making research in natural situations.Expert team is more than a group of experts. It is defined as a group of interdependent team members with a high level of task related expertise and the mastering of team processes.There have been several advances in understanding of expertise and the team. By combining theories, models, and empirical evidence we are trying to explain effectiveness and adaptation of expert teams in problem-solving and decision-making in complex and dynamic situations.A considerable research has been devoted to finding out what are the characteristics of experts and expert teams during their optimal functioning. These characteristics are discussed as input, process and output factors. As input variables the cognitive, social-affective, and motivational characteristics are presented. Process variables encompass individual and team learning, problem solving and decision-making as presented in Kolb’s cycle of learning, in deeper structures of dialogue and discussion, and in phenomena of collaboration, alignment, and distributed cognition. Outcome variables deal with task performance – activities.

  3. Building Community through Online Learning in Colleges

    Science.gov (United States)

    Hunter, Bill; Austin, Roger

    2015-01-01

    In this paper the authors will review research on international projects which have used communications technologies, primarily email and web-based video conferencing, to bring learners together across geographic, political, religious and cultural boundaries in the interest of building more cohesive communities in places frequently characterised…

  4. A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the STROBE classroom observation tool.

    Science.gov (United States)

    Kelly, P Adam; Haidet, Paul; Schneider, Virginia; Searle, Nancy; Seidel, Charles L; Richards, Boyd F

    2005-01-01

    Having recently introduced team learning into the preclinical medical curriculum, evidence of the relative impact of this instructional method on in-class learner engagement was sought. To compare patterns of engagement behaviors among learners in class sessions across 3 distinct instructional methods: lecture, problem-based learning (PBL), and team learning. Trained observers used the STROBE classroom observation tool to measure learner engagement in 7 lecture, 4 PBL, and 3 team learning classrooms over a 12-month period. Proportions of different types of engagement behaviors were compared using chi-square. In PBL and team learning, the amount of learner-to-learner engagement was similar and much greater than in lecture, where most engagement was of the learner-to-instructor and self-engagement types. Also, learner-to-instructor engagement appeared greater in team learning than in PBL. Observed engagement behaviors confirm the potential of team learning to foster engagement similar to PBL, but with greater faculty input.

  5. Systemwide Deployment of Medical Team Training: Lessons Learned in the Department of Defense

    National Research Council Canada - National Science Library

    King, Heidi B; Kohsin, Beth; Salisbury, Mary

    2005-01-01

    .... Lessons learned within the U.S. Department of Defense indicate that for teamwork initiatives to be effective, they must possess a clear blueprint defining the solid steps for building the desired culture...

  6. Interprofessional Education and Team-Based Learning in a Research Methods Course.

    Science.gov (United States)

    Schug, Vicki; Finch-Guthrie, Patricia; Benz, Janet

    2017-12-18

    This article describes team-based pedagogical strategies for a hybrid, four-credit research methods course with students from nursing, exercise, and nutrition science. The research problem of concussion in football, a socially relevant and controversial topic, was used to explore interprofessional perspectives and develop shared problem solving. The course was designed using permanent teams, readiness assurance, application exercises, and peer evaluation to facilitate student achievement of competencies related to interprofessional collaboration and research application. Feedback from students, faculty, and the Readiness for Interprofessional Learning Scale was used to evaluate the learning innovation.

  7. Building Trusting Relationships in the Medical Practice Team: Thirty Rules to Live By for You and Your Staff.

    Science.gov (United States)

    Hills, Laura

    2015-01-01

    A medical practice team without trust isn't really a team; it's just a group of individuals who work together in a medical practice, often making disappointing progress. This is true no matter how capable or talented the individuals are. Your staff may never reach its full potential if trust is not present. This article offers medical practice managers 30 rules for building trust in their practices: 15 rules that will help them in their leadership roles, and 15 rules to teach and discuss with their employees. It suggests a trust-building screening question to include in job interviews to determine if applicants have a high capacity for trust. It also describes Reina and Reina's "Three C's of Trust," a model that practice managers may find useful as they develop trust competencies in their staffs. This article also includes 10 inspiring quotes that will help medical practice employees build trust and five easy-to-facilitate trust-building exercises that managers can use with the medical practice team.

  8. Optimalisasi Soft Skill Mahasiswa Akuntansi Universitas Bina Nusantara Melalui Effective Team Building: Pendekatan Eksperimental

    Directory of Open Access Journals (Sweden)

    Noviyanti Noviyanti

    2010-05-01

    Full Text Available This study aim's to analyze the differences the methods of team forming between team members selected by their own without intervention from the lecturer, the team members selected by the students themselves with the intervention from lecturer for the next phase (McGrath's model input phase, and designed team by lecturers with McGrath's model application, the establishment of this method's to determine the most effective team. Research methodology used in this study is an experimental method that targeted students who are majoring in accounting through the course of Accounting Theory and Accounting Non-Profit in the whole semester 2008/2009 in Bina Nusantara University. The statistical methods employed are simple correlation, ANOVA, Welch, Brown-Forsythe and Tamhane's T. Our research find that the most effective method is the method of team forming with the application by lecturers with McGrath's model, because the quality of the team performance leads the team into the formation of the same stage with other methods, but is able to reach the highest assignment values than other methods. In addition, the most important in forming an effective team is the quality of various inputs that will be included in the team. McGrath's application model provides the opportunity for the students to be able to work with different partners, who may not know very close each other. Therefore this method can optimize student soft skills in teamwork. 

  9. Uncover it, students would learn leadership from Team-Based Learning (TBL): The effect of guided reflection and feedback.

    Science.gov (United States)

    Alizadeh, Maryam; Mirzazadeh, Azim; Parmelee, Dean X; Peyton, Elizabeth; Janani, Leila; Hassanzadeh, Gholamreza; Nedjat, Saharnaz

    2017-04-01

    Little is known about best practices for teaching and learning leadership through Team-Based learning™ (TBL™) with medical students. We hypothesized that guided reflection and feedback would improve shared leadership and shared leadership capacity, and enhance team decision quality in TBL teams. We used the Kolb experiential learning theory as the theoretical framework. The study was conducted at Tehran University of Medical Sciences. Three TBL sessions with 206 students (39 teams) participated in the study. Using a quasi-experimental design, one batch received guided reflection and feedback on their team leadership processes (n = 20 teams) and the other received only TBL (n = 19 teams). Observers measured shared leadership using a checklist. Shared leadership capacity was measured using a questionnaire. Scores on a team application exercise were used to assess quality of team decisions. Evidence did not support our first hypothesis that reflection and feedback enhance shared leadership in TBL teams. Percentages of teams displaying shared leadership did not differ between intervention and control groups in sessions 1 (p = 0.6), 2 (p = 1) or 3 (p = 1). The results did not support the second hypothesis. We found no difference in quality of decision making between the intervention and control groups for sessions 1 (p = 0.77), 2 (p = 0.23), or 3 (p = 0.07). The third hypothesis that the reflection and feedback would have an effect on shared leadership capacity was supported (T = -8.55, p > 0.001 adjusted on baseline; T = -8.55, p > 0.001 adjusted on gender). We found that reflection and feedback improved shared leadership capacity but not shared leadership behaviors or team decision quality. We propose medical educators who apply TBL, should provide guided exercise in reflection and feedback so that students may better understand the benefits of working in teams as preparation for their future roles as leaders and

  10. Internet Relationships: Building Learning Communities through Friendship

    Science.gov (United States)

    Bikowski, Dawn

    2007-01-01

    The experiences of students in an online learning community were explored in this qualitative case study using social presence theory as an interpretive lens. Participants included five undergraduate students in a certificate program at a large Midwestern university. Students who felt a sense of community online most highly valued the friendship…

  11. Building multilingual learning environments in early years education

    Directory of Open Access Journals (Sweden)

    Martin Dodman

    2016-07-01

    Full Text Available This paper examines the early language development of children with particular reference to the importance of personal multilingualism and the reasons why this should be promoted in early years education. It is argued that such an objective is best achieved by building multilingual learning environments at the level of nursery and infant schools. The characteristics of such environments are described and ways of evaluating projects designed to build them are presented.

  12. Evidence of Self-Directed Learning on a High School Robotics Team

    Directory of Open Access Journals (Sweden)

    Nathan R. Dolenc

    2014-12-01

    Full Text Available Self-directed learning is described as an individual taking the initiative to engage in a learning experience while assuming responsibility to follow through to its conclusion. Robotics competitions are examples of informal environments that can facilitate self-directed learning. This study examined how mentor involvement, student behavior, and physical workspace contributed to self-directed learning on one robotics competition team. How did mentors transfer responsibility to students? How did students respond to managing a team? Are the physical attributes of a workspace important? The mentor, student, and workplace factors captured in the research showed mentors wanting students to do the work, students assuming leadership roles, and the limited workspace having a positive effect on student productivity.

  13. A Learning Framework for Control-Oriented Modeling of Buildings

    Energy Technology Data Exchange (ETDEWEB)

    Rubio-Herrero, Javier; Chandan, Vikas; Siegel, Charles M.; Vishnu, Abhinav; Vrabie, Draguna L.

    2018-01-18

    Buildings consume a significant amount of energy worldwide. Several building optimization and control use cases require models of energy consumption which are control oriented, have high predictive capability, imposes minimal data pre-processing requirements, and have the ability to be adapted continuously to account for changing conditions as new data becomes available. Data driven modeling techniques, that have been investigated so far, while promising in the context of buildings, have been unable to simultaneously satisfy all the requirements mentioned above. In this context, deep learning techniques such as Recurrent Neural Networks (RNNs) hold promise, empowered by advanced computational capabilities and big data opportunities. In this paper, we propose a deep learning based methodology for the development of control oriented models for building energy management and test in on data from a real building. Results show that the proposed methodology outperforms other data driven modeling techniques significantly. We perform a detailed analysis of the proposed methodology along dimensions such as topology, sensitivity, and downsampling. Lastly, we conclude by envisioning a building analytics suite empowered by the proposed deep framework, that can drive several use cases related to building energy management.

  14. Conceptualization and Support of the Role of Teachers Serving as Team Leaders in a Professional Learning Community

    Science.gov (United States)

    Gordin, Lanelle

    2010-01-01

    This study presents the results of a phenomenological qualitative investigation into the new role of teachers serving as team leaders in a professional learning community, as well as the support team leaders need from members and principals to be effective. Collaborative teacher teams in 6 schools that have been developing as professional learning…

  15. Building machines that learn and think like people.

    Science.gov (United States)

    Lake, Brenden M; Ullman, Tomer D; Tenenbaum, Joshua B; Gershman, Samuel J

    2017-01-01

    Recent progress in artificial intelligence has renewed interest in building systems that learn and think like people. Many advances have come from using deep neural networks trained end-to-end in tasks such as object recognition, video games, and board games, achieving performance that equals or even beats that of humans in some respects. Despite their biological inspiration and performance achievements, these systems differ from human intelligence in crucial ways. We review progress in cognitive science suggesting that truly human-like learning and thinking machines will have to reach beyond current engineering trends in both what they learn and how they learn it. Specifically, we argue that these machines should (1) build causal models of the world that support explanation and understanding, rather than merely solving pattern recognition problems; (2) ground learning in intuitive theories of physics and psychology to support and enrich the knowledge that is learned; and (3) harness compositionality and learning-to-learn to rapidly acquire and generalize knowledge to new tasks and situations. We suggest concrete challenges and promising routes toward these goals that can combine the strengths of recent neural network advances with more structured cognitive models.

  16. The Potential of Grant Applications as Team Building Exercises: A Case Study

    Science.gov (United States)

    Siemens, Lynne

    2010-01-01

    Faced with increasingly complex and technologically sophisticated research questions, academics are working with others through collaboration and research teams. To be effective, these research teams need to maximize the factors that contribute to success while minimizing the potentially negative impact of associated challenges. One particular…

  17. Technique adaptation, strategic replanning, and team learning during implementation of MR-guided brachytherapy for cervical cancer.

    Science.gov (United States)

    Skliarenko, Julia; Carlone, Marco; Tanderup, Kari; Han, Kathy; Beiki-Ardakani, Akbar; Borg, Jette; Chan, Kitty; Croke, Jennifer; Rink, Alexandra; Simeonov, Anna; Ujaimi, Reem; Xie, Jason; Fyles, Anthony; Milosevic, Michael

    MR-guided brachytherapy (MRgBT) with interstitial needles is associated with improved outcomes in cervical cancer patients. However, there are implementation barriers, including magnetic resonance (MR) access, practitioner familiarity/comfort, and efficiency. This study explores a graded MRgBT implementation strategy that included the adaptive use of needles, strategic use of MR imaging/planning, and team learning. Twenty patients with cervical cancer were treated with high-dose-rate MRgBT (28 Gy in four fractions, two insertions, daily MR imaging/planning). A tandem/ring applicator alone was used for the first insertion in most patients. Needles were added for the second insertion based on evaluation of the initial dosimetry. An interdisciplinary expert team reviewed and discussed the MR images and treatment plans. Dosimetry-trigger technique adaptation with the addition of needles for the second insertion improved target coverage in all patients with suboptimal dosimetry initially without compromising organ-at-risk (OAR) sparing. Target and OAR planning objectives were achieved in most patients. There were small or no systematic differences in tumor or OAR dosimetry between imaging/planning once per insertion vs. daily and only small random variations. Peer review and discussion of images, contours, and plans promoted learning and process development. Technique adaptation based on the initial dosimetry is an efficient approach to implementing MRgBT while gaining comfort with the use of needles. MR imaging and planning once per insertion is safe in most patients as long as applicator shifts, and large anatomical changes are excluded. Team learning is essential to building individual and programmatic competencies. Copyright © 2017 American Brachytherapy Society. Published by Elsevier Inc. All rights reserved.

  18. Facilitating Problem-Based Learning in Teams with Scrum

    DEFF Research Database (Denmark)

    Ovesen, Nis

    2013-01-01

    Project-organised and problem-based learning (POPBL) is becoming increasingly popular across universities all over the world, and hence this, it is also gaining currency in some university-based design educations. At Aalborg University, the curriculum in Industrial Design engineering is no except......Project-organised and problem-based learning (POPBL) is becoming increasingly popular across universities all over the world, and hence this, it is also gaining currency in some university-based design educations. At Aalborg University, the curriculum in Industrial Design engineering...... is no exception: Each semester, students are divided into groups and work with various problems or issues partly defined by themselves within the frame of the semester theme. During the first year at Aalborg University, students are taught how to manage and plan projects independently with the use of common...... planning tools like Gantt charts, schedules and simple resource management practices – tools, which are used throughout the education. However, this paper argues that these common project planning and management practices – typically representing rigid “plan-your-work, then work-your-plan” approaches – do...

  19. Team-Based Learning: Moderating Effects of Metacognitive Elaborative Rehearsal and Middle School History Content Recall

    Science.gov (United States)

    Roberts, Greg; Scammacca, Nancy; Osman, David J.; Hall, Colby; Mohammed, Sarojani S.; Vaughn, Sharon

    2014-01-01

    Promoting Acceleration of Comprehension and Content through Text (PACT) and similar team-based models directly engage and support students in learning situations that require cognitive elaboration as part of the processing of new information. Elaboration is subject to metacognitive control, as well (Karpicke, "Journal of Experimental…

  20. Implementing Team-Based Learning in Middle School Social Studies Classes

    Science.gov (United States)

    Wanzek, Jeanne; Kent, Shawn C.; Vaughn, Sharon; Swanson, Elizabeth A.; Roberts, Greg; Haynes, Martha

    2015-01-01

    The authors examined the effects of team-based learning (TBL) implemented in Grade 8 social studies classes on student content acquisition. Twenty-four classes were randomly assigned to treatment or comparison blocking on teacher. In the treatment classes teachers integrated TBL practices in the content instruction. The authors examined teacher…

  1. Towards a Competence Profile for Inter-Organizational Learning in Open Innovation Teams

    Science.gov (United States)

    du Chatenier, Elise; Verstegen, Jos; Biemans, Harm; Mulder, Martin

    2008-01-01

    While inter-organizational learning in open innovation teams has received much attention lately, research into its human dimension is lacking. This paper, therefore, explores the competencies professionals need for this process. Three studies were executed: a theoretical study, explorative interviews and focus groups. A competence profile was…

  2. Tagclouds and Group Cognition: Effect of Tagging Support on Students' Reflective Learning in Team Blogs

    Science.gov (United States)

    Xie, Ying; Lin, Shu-Yuan

    2016-01-01

    We investigated the effects of supported tagging (a prompting mechanism for students to stop and think about their writing) for team blogging on undergraduate students' reflective learning and the relationship between tagclouds and group cognition. Thirty-nine students were randomly assigned to six groups and blogged for 5 weeks. Three groups were…

  3. The role of VET Colleges in stimulating teachers’ engagement in team learning

    NARCIS (Netherlands)

    Bouwmans, Machiel

    2018-01-01

    The necessity of VET teachers’ engagement in team learning

    Secondary vocational education and training, here abbreviated as VET, has a central position in the Dutch education system. It is the second largest education sector and qualifies large numbers of students for

  4. Investigating Antecedents of Task Commitment and Task Attraction in Service Learning Team Projects

    Science.gov (United States)

    Schaffer, Bryan S.; Manegold, Jennifer G.

    2018-01-01

    The authors investigated the antecedents of team task cohesiveness in service learning classroom environments. Focusing on task commitment and task attraction as key dependent variables representing cohesiveness, and task interdependence as the primary independent variable, the authors position three important task action phase processes as…

  5. E-learning course design in teacher design teams. Experiences in the Open University of Tanzania

    NARCIS (Netherlands)

    Nihuka, Kassimu A.; Voogt, Joke

    2009-01-01

    Collaborative course design in teacher design teams (TDTs) has proved to be a promising professional development arrangement. This study explored the potential of TDTs in orienting teachers on course redesign for e-learning delivery at the context of Open University of Tanzania (OUT). Three teachers

  6. The learning teacher in a collaborative lesson study team within the context of mathematics

    NARCIS (Netherlands)

    Goei, Sui Lin; Verhoef, Neeltje Cornelia

    2015-01-01

    This paper summarises results of two studies on teachers’ learning when participating in a collaborative Lesson Study team within the context of mathematics teaching. In study one, Lesson Study was used in the classic way of preparing, designing, executing and reflecting on the research lesson.

  7. A Road Map for Empowering Undergraduates to Practice Service Leadership through Service-Learning in Teams

    Science.gov (United States)

    Snell, Robin Stanley; Chan, Maureen Yin Lee; Ma, Carol Hok Ka; Chan, Carman Ka Man

    2015-01-01

    We present a road map for providing course-embedded service-learning team projects as opportunities for undergraduates to practice as service leaders in Asia and beyond. Basic foundations are that projects address authentic problems or needs, partner organization representatives (PORs) indicate availability for ongoing consultation, students…

  8. Knowledge of Mental Capacity Issues in Community Teams for Adults with Learning Disabilities

    Science.gov (United States)

    Willner, Paul; Jenkins, Rosemary; Rees, Paul; Griffiths, Vanessa J.; John, Elinor

    2011-01-01

    Background: The aim of this study was to evaluate the state of knowledge of mental capacity issues among health and social services professionals working in community teams supporting people with learning disabilities. Methods A structured interview was constructed around three scenarios, based on actual cases, concerning a financial/legal issue,…

  9. Project team formation support for self-directed learners in social learning networks

    NARCIS (Netherlands)

    Spoelstra, Howard; Van Rosmalen, Peter; Sloep, Peter

    2012-01-01

    Spoelstra, H., Van Rosmalen, P., & Sloep, P. B. (2012). Project team formation support for self-directed learners in social learning networks. In P. Kommers, P. Isaias, & N. Bessis (Eds.), Proceedings of the IADIS International Conference on Web Based Communities and Social Media (ICWBC & SM 2012)

  10. Measuring Responsibility and Cooperation in Learning Teams in the University Setting: Validation of a Questionnaire.

    Science.gov (United States)

    León-Del-Barco, Benito; Mendo-Lázaro, Santiago; Felipe-Castaño, Elena; Fajardo-Bullón, Fernando; Iglesias-Gallego, Damián

    2018-01-01

    Cooperative learning are being used increasingly in the university classroom, in order to promote teamwork among students, improve performance and develop interpersonal competences. Responsibility and cooperation are two fundamental pillars of cooperative learning. Team members' responsibility is a necessary condition for the team's success in the assigned tasks. Students must be aware that they depend on each other and should make their maximum effort. On the other hand, in efficient groups, the members cooperate and pool their efforts to achieve the proposed goals. In this research, we propose to create a Questionnaire of Group Responsibility and Cooperation in Learning Teams (CRCG) . Participants in this work were 375 students from the Faculty of Teacher Training of the University of Extremadura (Spain). The CRCG has very acceptable psychometric characteristics, good internal consistency, and temporal reliability. Moreover, structural equation analysis allowed us to verify that the latent variables in the two factors found are well defined and, therefore, their assessment is adequate. Besides, we found high significant correlations between the Learning Team Potency Questionnaire (CPEA) and the total score and the factors of the CRCG. This tool will evaluate cooperative skills and offer faculty information in order to prepare students for teamwork and conflict resolution.

  11. Elementary Teacher Assessments of Principal Servant Leadership, Their Experience with Team Learning and Student Academic Achievement

    Science.gov (United States)

    Zahn, Brian

    2011-01-01

    This study compared teacher assessments of principal servant leadership and their experience with team learning in high, moderate, and low student academic achieving elementary schools. The participants were from fifteen moderate need elementary schools located in southern New York State counties. One hundred sixty two teachers responded to a 36…

  12. Helping Teams Work: Lessons Learned from the University of Arizona Library Reorganization.

    Science.gov (United States)

    Diaz, Joseph R.; Pintozzi, Chestalene

    1999-01-01

    Describes library reorganization at the University of Arizona resulting from fiscal challenges and the need for current technology. Highlights include: the restructuring process and customer focus; team functioning and the learning organization, including training issues, communication, empowerment, and evaluation/assessment; current challenges,…

  13. Implementing and Evaluating a Peer-Led Team Learning Approach in Undergraduate Anatomy and Physiology

    Science.gov (United States)

    Finn, Kevin; Campisi, Jay

    2015-01-01

    This article describes how a Peer-Led Team Learning (PLTL) program was implemented in a first-year, undergraduate Anatomy and Physiology course sequence to examine the student perceptions of the program and determine the effects of PLTL on student performance.

  14. Leadership Training in an MBA Program Using Peer-Led Team Learning

    Science.gov (United States)

    Dobson, Gregory; Frye, Robin; Mantena, Ravi

    2013-01-01

    Leadership training is an important part of any MBA program, but is often difficult to provide in an effective way. Over the last three years, we implemented a program of Peer-Led Team Learning in two core courses of our MBA curriculum, which we believe provides a good solution. The program combines leadership training with practical hands-on…

  15. A Pilot Use of Team-Based Learning in Psychiatry Resident Psychodynamic Psychotherapy Education

    Science.gov (United States)

    Touchet, Bryan K.; Coon, Kim A.

    2005-01-01

    Objective: Demonstrating psychotherapy competency in trainees will test the resources of psychiatry training programs. The authors outline the phases of team-based learning (TBL). Methods: The University of Oklahoma College of Medicine, Tulsa (OUCM-T), Department of Psychiatry reorganized its psychodynamic psychotherapy didactic course using TBL.…

  16. Evaluating a Team-Based Learning Method for Detecting Dental Caries in Dental Students

    Science.gov (United States)

    Park, Sang E.; Kim, Junhyck; Anderson, Nina

    2014-01-01

    The purpose of the study was to investigate whether the team-based learning environment facilitated the competency of third year dental students in caries detection and activity assessment. Corresponding data were achieved using digital radiographs to determine the carious lesions in three clinical cases. The distribution of the caries evaluations…

  17. Active Learning outside the Classroom: Implementation and Outcomes of Peer-Led Team-Learning Workshops in Introductory Biology

    Science.gov (United States)

    Kudish, Philip; Shores, Robin; McClung, Alex; Smulyan, Lisa; Vallen, Elizabeth A.; Siwicki, Kathleen K.

    2016-01-01

    Study group meetings (SGMs) are voluntary-attendance peer-led team-learning workshops that supplement introductory biology lectures at a selective liberal arts college. While supporting all students' engagement with lecture material, specific aims are to improve the success of underrepresented minority (URM) students and those with weaker…

  18. Enhancing Student Learning in Knowledge-Based Courses: Integrating Team-Based Learning in Mass Communication Theory Classes

    Science.gov (United States)

    Han, Gang; Newell, Jay

    2014-01-01

    This study explores the adoption of the team-based learning (TBL) method in knowledge-based and theory-oriented journalism and mass communication (J&MC) courses. It first reviews the origin and concept of TBL, the relevant theories, and then introduces the TBL method and implementation, including procedures and assessments, employed in an…

  19. A systematic review examining the effectiveness of blending technology with team-based learning.

    Science.gov (United States)

    River, Jo; Currie, Jane; Crawford, Tonia; Betihavas, Vasiliki; Randall, Sue

    2016-10-01

    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 systematic review examining the effectiveness of blended-TBL in higher education health disciplines. This paper aimed to identify how technology has been incorporated into TBL in higher education health disciplines. It also sought to evaluate the educational outcomes of blended-TBL in terms of student learning and preference. A review of TBL research in Medline, CINAHL, ERIC and Embase databases was undertaken including the search terms, team based learning, nursing, health science, medical, pharmaceutical, allied health education and allied health education. Papers were appraised using the Critical Appraisal Skills Program (CASP). The final review included 9 papers involving 2094 student participants. A variety of technologies were blended with TBL including interactive eLearning and social media. There is limited evidence that blended-TBL improved student learning outcomes or student preference. Enthusiasm to blend technology with TBL may not be as well founded as initially thought. However, few studies explicitly examined the value of incorporating technology into TBL. There is a clear need for research that can discern the impact of technology into TBL on student preference and learning outcomes, with a particular focus on barriers to student participation with online learning components. Copyright © 2016 Elsevier Ltd. All rights reserved.

  20. Automated mapping of building facades by machine learning

    DEFF Research Database (Denmark)

    Höhle, Joachim

    2014-01-01

    Facades of buildings contain various types of objects which have to be recorded for information systems. The article describes a solution for this task focussing on automated classification by means of machine learning techniques. Stereo pairs of oblique images are used to derive 3D point clouds...

  1. Designing Opportunities to Learn Mathematics Theory-Building Practices

    Science.gov (United States)

    Bass, Hyman

    2017-01-01

    Mathematicians commonly distinguish two modes of work in the discipline: "Problem solving," and "theory building." Mathematics education offers many opportunities to learn problem solving. This paper explores the possibility, and value, of designing instructional activities that provide supported opportunities for students to…

  2. Building Eclectic Personal Learning Landscapes with Open Source Tools

    NARCIS (Netherlands)

    Kalz, Marco

    2008-01-01

    Kalz, M. (2005). Building Eclectic Personal Learning Landscapes with Open Source Tools. In F. de Vries, G. Attwell, R. Elferink & A. Tödt (Eds.), Open Source for Education in Europe. Research & Practice (= Proceedings of the Open Source for Education in Europe Conference) (pp. 163-168). 2005,

  3. Building Eclectic Personal Learning Landscapes with Open Source Tools

    OpenAIRE

    Kalz, Marco

    2008-01-01

    Kalz, M. (2005). Building Eclectic Personal Learning Landscapes with Open Source Tools. In F. de Vries, G. Attwell, R. Elferink & A. Tödt (Eds.), Open Source for Education in Europe. Research & Practice (= Proceedings of the Open Source for Education in Europe Conference) (pp. 163-168). 2005, Heerlen, The Netherlands.

  4. Multiple Learning Strategies Project. Building Maintenance & Engineering. Visually Impaired.

    Science.gov (United States)

    Smith, Dwight; And Others

    This instructional package is designed for visually impaired students in the vocational area of building maintenance and engineering. The twenty-eight learning modules are organized into six units: floor care, general maintenance tasks; restrooms; carpet care; power and hand tools; and cabinet construction. Each module, printed in large block…

  5. Learning Cell Biology as a Team: A Project-Based Approach to Upper-Division Cell Biology

    Science.gov (United States)

    Wright, Robin; Boggs, James

    2002-01-01

    To help students develop successful strategies for learning how to learn and communicate complex information in cell biology, we developed a quarter-long cell biology class based on team projects. Each team researches a particular human disease and presents information about the cellular structure or process affected by the disease, the cellular…

  6. The Influence of Learning Styles on Student Perception and Satisfaction in a Highly Collaborative Team Taught Course

    Science.gov (United States)

    Sullivan, Daniel; Colburn, Michael; Fox, Daniel E.

    2013-01-01

    Team teaching an undergraduate business capstone course has the potential of providing students with an enhanced learning experience in a number of ways. This study examines the relationship between faculty and student learning styles and their impact on student perception and satisfaction in a highly collaborative team taught undergraduate…

  7. Interprofessional education increases knowledge, promotes team building, and changes practice in the care of Parkinson's disease.

    Science.gov (United States)

    Cohen, Elaine V; Hagestuen, Ruth; González-Ramos, Gladys; Cohen, Hillel W; Bassich, Celia; Book, Elaine; Bradley, Kathy P; Carter, Julie H; Di Minno, Mariann; Gardner, Joan; Giroux, Monique; González, Manny J; Holten, Sandra; Joseph, Ricky; Kornegay, Denise D; Simpson, Patricia A; Tomaino, Concetta M; Vandendolder, Richard P; Walde-Douglas, Maria; Wichmann, Rosemary; Morgan, John C

    2016-01-01

    Examine outcomes for the National Parkinson Foundation (NPF) Allied Team Training for Parkinson (ATTP), an interprofessional education (IPE) program in Parkinson's disease (PD) and team-based care for medicine, nursing, occupational, physical and music therapies, physician assistant, social work and speech-language pathology disciplines. Healthcare professionals need education in evidence-based PD practices and working effectively in teams. Few evidence-based models of IPE in PD exist. Knowledge about PD, team-based care, the role of other disciplines and attitudes towards healthcare teams were measured before and after a protocol-driven training program. Knowledge, attitudes and practice changes were again measured at 6-month post-training. Trainee results were compared to results of controls. Twenty-six NPF-ATTP trainings were held across the U.S. (2003-2013). Compared to control participants (n = 100), trainees (n = 1468) showed statistically significant posttest improvement in all major outcomes, including self-perceived (p < 0.001) and objective knowledge (p < 0.001), Understanding Role of Other Disciplines (p < 0.001), Attitudes Toward Health Care Teams Scale (p < 0.001), and the Attitudes Toward Value of Teams (p < 0.001) subscale. Despite some decline, significant improvements were largely sustained at six-month post-training. Qualitative analyses confirmed post-training practice changes. The NPF-ATTP model IPE program showed sustained positive gains in knowledge of PD, team strategies and role of other disciplines, team attitudes, and important practice improvements. Further research should examine longer-term outcomes, objectively measure practice changes and mediators, and determine impact on patient outcomes. Copyright © 2015 Elsevier Ltd. All rights reserved.

  8. A process model for design team communication within fast-track building projects using project websites

    NARCIS (Netherlands)

    Otter, den A.F.H.J.; Reymen, I.M.M.J.

    2008-01-01

    The factor time within building projects is on high pressure because of the increasing need for faster delivery of buildings. Within fast track, complex building projects the design process is an important key. Through case analyses offart-hack design processes it became obvious that process and

  9. Machine Learning Classification of Buildings for Map Generalization

    Directory of Open Access Journals (Sweden)

    Jaeeun Lee

    2017-10-01

    Full Text Available A critical problem in mapping data is the frequent updating of large data sets. To solve this problem, the updating of small-scale data based on large-scale data is very effective. Various map generalization techniques, such as simplification, displacement, typification, elimination, and aggregation, must therefore be applied. In this study, we focused on the elimination and aggregation of the building layer, for which each building in a large scale was classified as “0-eliminated,” “1-retained,” or “2-aggregated.” Machine-learning classification algorithms were then used for classifying the buildings. The data of 1:1000 scale and 1:25,000 scale digital maps obtained from the National Geographic Information Institute were used. We applied to these data various machine-learning classification algorithms, including naive Bayes (NB, decision tree (DT, k-nearest neighbor (k-NN, and support vector machine (SVM. The overall accuracies of each algorithm were satisfactory: DT, 88.96%; k-NN, 88.27%; SVM, 87.57%; and NB, 79.50%. Although elimination is a direct part of the proposed process, generalization operations, such as simplification and aggregation of polygons, must still be performed for buildings classified as retained and aggregated. Thus, these algorithms can be used for building classification and can serve as preparatory steps for building generalization.

  10. Toward Project-based Learning and Team Formation in Open Learning Environments

    NARCIS (Netherlands)

    Spoelstra, Howard; Van Rosmalen, Peter; Sloep, Peter

    2014-01-01

    Open Learning Environments, MOOCs, as well as Social Learning Networks, embody a new approach to learning. Although both emphasise interactive participation, somewhat surprisingly, they do not readily support bond creating and motivating collaborative learning opportunities. Providing project-based

  11. Lessons learned from the 2016 Kumamoto earthquake: Building damages and behavior of seismically isolated buildings

    Science.gov (United States)

    Morita, Keiko; Takayama, Mineo

    2017-10-01

    Powerful earthquakes stuck Kumamoto and Oita Prefectures in Kyushu, Japan. It began with the Magnitude 6.5 foreshock at 21:26 JST 14 April, followed by the Magnitude 7.3 mainshock at 1:25 JST 16 April, 2016. The sequence earthquakes also involved more than 1700 perceptible earthquakes as of 13 June. The entire sequence was named the 2016 Kumamoto earthquake by the Japan Meteorological Agency. Thousands of buildings and many roads were damaged, and landslides occurred. The Japanese building standard law is revised in 1981. Structural damages were concentrated on buildings constructed prior to 1981. The area of Mashiki and Southern Aso were most badly affected, especially wooden houses extremely damaged. In Japan, Prof. Hideyuki Tada (title at the time) undertook research on laminated rubber bearings in 1978, and put it into practical use in 1981. The single family house at Yachiyodai, Chiba Prefecture is completed in 1983, it's the first seismically isolated building which is installed laminated rubber bearings in Japan. Afterward, this system is gradually adopted to mainly office buildings, like a research laboratory, a hospital, a computer center and other offices. In the 1994 Northridge earthquake, the 1995 Kobe earthquake and 2011 Tohoku earthquake, seismically isolated buildings improve these good performances, and recently number of the buildings have increased, mainly high risk area of earthquakes. Many people believed that Kumamoto was a low risk area. But there were 24 seismically isolated buildings in Kumamoto Prefecture at the time. The seismically isolated buildings indicated excellent performances during the earthquakes. They protected people, buildings and other important facilities from damages caused by the earthquake. The purpose of this paper is to discuss lessons learned from the 2016 Kumamoto earthquake and behavior of seismically isolated buildings in the earthquake.

  12. The effect of web quest and team-based learning on students’ self-regulation

    Science.gov (United States)

    BADIYEPEYMAIE JAHROMI, ZOHREH; MOSALANEJAD, LEILI; REZAEE, RITA

    2016-01-01

    Introduction In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students’ self-direction, self-regulation, and academic achievement. Method This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the WebQuest approach as a teaching strategy (n = 38), while the other group was taught using team-based learning (n=39). Data gathering was based on Guglielmino’s self-directed learning readiness scale (SDLRS) and Buford’s self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR), Wilcoxon signed-rank test, and the Mann–Whitney U-test in SPSS software, version 13. pWebQuest approach than in team-based learning. Conclusion By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required. PMID:27104202

  13. The effect of web quest and team-based learning on students' self-regulation.

    Science.gov (United States)

    Badiyepeymaie Jahromi, Zohreh; Mosalanejad, Leili; Rezaee, Rita

    2016-04-01

    In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students' self-direction, self-regulation, and academic achievement. This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the WebQuest approach as a teaching strategy (n = 38), while the other group was taught using team-based learning (n=39). Data gathering was based on Guglielmino's self-directed learning readiness scale (SDLRS) and Buford's self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR), Wilcoxon signed-rank test, and the Mann-Whitney U-test in SPSS software, version 13. pWebQuest approach than in team-based learning. By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required.

  14. Building machine learning force fields for nanoclusters

    Science.gov (United States)

    Zeni, Claudio; Rossi, Kevin; Glielmo, Aldo; Fekete, Ádám; Gaston, Nicola; Baletto, Francesca; De Vita, Alessandro

    2018-06-01

    We assess Gaussian process (GP) regression as a technique to model interatomic forces in metal nanoclusters by analyzing the performance of 2-body, 3-body, and many-body kernel functions on a set of 19-atom Ni cluster structures. We find that 2-body GP kernels fail to provide faithful force estimates, despite succeeding in bulk Ni systems. However, both 3- and many-body kernels predict forces within an ˜0.1 eV/Å average error even for small training datasets and achieve high accuracy even on out-of-sample, high temperature structures. While training and testing on the same structure always provide satisfactory accuracy, cross-testing on dissimilar structures leads to higher prediction errors, posing an extrapolation problem. This can be cured using heterogeneous training on databases that contain more than one structure, which results in a good trade-off between versatility and overall accuracy. Starting from a 3-body kernel trained this way, we build an efficient non-parametric 3-body force field that allows accurate prediction of structural properties at finite temperatures, following a newly developed scheme [A. Glielmo et al., Phys. Rev. B 95, 214302 (2017)]. We use this to assess the thermal stability of Ni19 nanoclusters at a fractional cost of full ab initio calculations.

  15. PENGARUH MODEL COOPERATIVE LEARNING TIPE TEAMS GAMES TOURNAMENT (TGT TERHADAP KECERDASAN INTERPERSONAL PADA MATA PELAJARAN IPS

    Directory of Open Access Journals (Sweden)

    Mari anti

    2017-12-01

    Full Text Available Interpersonal intelligence is one of the goals in elementary school education. Interpersonal intelligence is a key element in the adaptation of children in their social relationships. SDN Kebon Jeruk 11 Pagi West Jakarta found a number of 19 students of 30 children (63% have barriers Interpersonal intelligence. Quantitative Research with One Shot Case Study Experiment using sample saturated with size 30 in research influence influence model cooperative learning type Teams Games Tournament (TGT to interpersonal intelligence. The results of this study prove that: The more effective the steps of cooperative learning model type TGT done then the better the interpersonal intelligence. So in this research result that model Cooperative Learning type Teams Games Tournament (TGT have positive effect to interpersonal intelligence.

  16. How Multi-Levels of Individual and Team Learning Interact in a Public Healthcare Organisation: A Conceptual Framework

    Science.gov (United States)

    Doyle, Louise; Kelliher, Felicity; Harrington, Denis

    2016-01-01

    The aim of this paper is to review the relevant literature on organisational learning and offer a preliminary conceptual framework as a basis to explore how the multi-levels of individual learning and team learning interact in a public healthcare organisation. The organisational learning literature highlights a need for further understanding of…

  17. Building high reliability teams: progress and some reflections on teamwork training.

    Science.gov (United States)

    Salas, Eduardo; Rosen, Michael A

    2013-05-01

    The science of team training in healthcare has progressed dramatically in recent years. Methodologies have been refined and adapted for the unique and varied needs within healthcare, where once team training approaches were borrowed from other industries with little modification. Evidence continues to emerge and bolster the case that team training is an effective strategy for improving patient safety. Research is also elucidating the conditions under which teamwork training is most likely to have an impact, and what determines whether improvements achieved will be maintained over time. The articles in this special issue are a strong representation of the state of the science, the diversity of applications, and the growing sophistication of teamwork training research and practice in healthcare. In this article, we attempt to situate the findings in this issue within the broader context of healthcare team training, identify high level themes in the current state of the field, and discuss existing needs.

  18. Starchitect: Building Worlds and Learning Astronomy on Facebook and Beyond

    Science.gov (United States)

    Harold, J. B.; Hines, D. C.

    2014-12-01

    Our team at the National Center for Interactive Learning at the Space Science Institute has developed Starchitect, an end-to-end stellar and planetary evolution game available both on Facebook and externally. Supported by NSF and NASA, the game uses the "sporadic play" model of games such as Farmville, where players might only take actions a few times a day, but continue playing for months. This framework is an excellent fit for teaching about the evolution of stars and planets. Players select regions of the galaxy to build their systems, and watch as they evolve in scaled real time (a million years to the minute). Massive stars will supernova within minutes, while lower mass stars like our sun will live for weeks, possibly evolving life before passing through a red giant stage and ending their lives as white dwarfs. Starchitect provides a wide variety of opportunities for communicating astronomy concepts, targeting known misconceptions, and encouraging players to dig deeper through external sites. The game directly addresses stellar lifecycles, habitable zones, and the roles of giant worlds in creating habitable solar systems as part of its core design. Meanwhile minigames can focus on additional concepts. For instance, the game's solar system visualization engine allows players to "fake" planetary scales to create more attractive images of their systems (which can then be posted to their Facebook wall), but this ability must be unlocked through completion of a minigame that looks at the relative scales of planets, moons, and solar system distances. Starchitect also incorporates current science through links to external content, science "Factlets", all-sky maps generated by missions, and more. Finally, the game is heavily instrumented to allow us to analyze the resulting gameplay in conjunction with Facebook's demographic data. This presentation will focus on the release, evaluation, and ongoing refinement of the game as well as its overall goals, which include

  19. Development and initial validation of the interprofessional team learning profiling questionnaire.

    Science.gov (United States)

    Nisbet, Gillian; Dunn, Stewart; Lincoln, Michelle; Shaw, Joanne

    2016-05-01

    Informal workplace interprofessional learning occurs as health professionals interact with each other as part of everyday work practice. Participation in interprofessional team meetings is a practical way to foster learning. However, a gap exists in the availability of a reliable and valid instrument that adequately captures the nuances of informal workplace interprofessional learning in this setting. The purpose of this study was to develop a questionnaire to measure the different components of interprofessional learning that contribute to the quality of interprofessional learning within the interprofessional team meeting. Questionnaire items were developed from a review of the literature and interviews with health professionals. Exploratory factor analysis was used to determine the underlying factor structure. Two hundred and eighty-five health professionals completed a 98-item questionnaire. After elimination of unreliable items, the remaining items (n = 41) loaded onto four factors named personal and professional capacity; turning words into action-"walk the talk"; the rhetoric of interprofessional learning-"talk the talk"; and inclusiveness. Internal consistency was high for all sub-scales (Cronbach's alpha 0.91, 0.87, 0.83, and 0.83, respectively). Content, construct, and concurrent validity were assessed. The instrument developed in this study indicated consistency and robust psychometric properties. Future studies that further test the psychometric properties of the questionnaire will help to establish the usefulness of this measure in establishing evidence for the perceived effectiveness of interprofessional learning in a healthcare setting.

  20. A pilot use of team-based learning in graduate public health education.

    Science.gov (United States)

    Van der Putten, Marc; Vichit-Vadakan, Nuntavarn

    2010-05-01

    This pilot study was undertaken to determine the impact of team-based learning (TBL) on graduate students of public health in a Thai context. The pilot project adopted Michaelsen's approach with the aim of improving learning among Thai graduate students enrolled in public health ethics. This TBL approach attempted to motivate students to do pre-class reading and be active "in-class" learners. Pre-class preparation allowed teachers to address and concentrate on learning gaps, while team work promoted peer interaction and active learning. TBL was found to be useful in fostering student preparedness and to transform "passive" into "active" learning, which especially benefited students "academically at risk" through peer teaching opportunities. With TBL, students valued the relevance of the course content and learning materials. They had positive opinions regarding the effect of TBL on individual and group learning. TBL was perceived to be instrumental in translating conceptual into applicable knowledge, and stimulated individual efforts as well as accountability. This study should be useful to those considering using TBL for public health education.

  1. The effect of web quest and team-based learning on students’ self-regulation

    Directory of Open Access Journals (Sweden)

    ZOHREH BADIYEPEYMAIE JAHROMI

    2016-04-01

    Full Text Available Introduction: In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students’ self-direction, self-regulation, and academic achievement. Methods: This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the Web Quest approach as a teaching strategy (n=38, while the other group was taught using team-based learning (n=39. Data gathering was based on Guglielmino’s self-directed learning readiness scale (SDLRS and Buford’s self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR, Wilcoxon signed-rank test, and the Mann–Whitney U-test in SPSS software, version 13. p<0.05 was considered as the significance level. Results: The results of the Mann–Whitney U test showed that the participants’ self- directed (self-management and self-regulated learning differed between the two groups (p=0.04 and p=0.01, respectively. Wilcoxon test revealed that self-directed learning indices (self-control and self-management were differed between the two strategies before and after the intervention. However, the scores related to learning (students’ final scores were higher in the WebQuest approach than in team-based learning. Conclusion: By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required.

  2. THE ANALYSIS OF STUDENTS’ TEAM ACHIEVEMENT DIVISIONS (STAD USED IN LEARNING PRACTICE OF TRANSLATING AND INTERPRETING

    Directory of Open Access Journals (Sweden)

    Anita Rakhman

    2015-12-01

    Full Text Available This research deals with The Analysis of Student Teams Achievement Division (STAD used in Learning Practice of Translating and Interpreting. This research explores the implementation of STAD and find out the advantages and disadvantages of STAD used in learning Practice of Translating and Interpreting. The objective of the research was to motivate students and encourage them to be active in learning, to accelerate student achievement, to improve behavior in learning, and to find out the students’ ability with STAD method. Data collection technique focused on participant observation, interviews, and documentation. STAD is one type of cooperative learning model using small groups with a number of members of each group of 4-5 students in heterogenic way. It begins by delivering the objectives of learning, delivering of material, group activities, quizzes and group rewards. STAD method also is an effective method of cooperative learning. As with other learning methods, STAD method also has advantages and disadvantages. In the learning process there are good interactions among students, good attitude, increased interpersonal skills. It’s effective in increasing student participation and can train students to be more focus, more concentrate in answering questions from the teacher. It can make students eager to learn. But if the chief of the group can not resolve conflicts that arise constructively, it will be less effective in a group work. And if the number of groups is not considered, that is less than four, it would tend to withdraw and less active during the discussion. And if the number of groups of more than five, then chances for them to be passive in task completion   Keywords: Student Team Achievement Division (STAD, Cooperative Learning.

  3. Teaching & Learning for International Students in a 'Learning Community': Creating, Sharing and Building Knowledge

    Directory of Open Access Journals (Sweden)

    Linzi Kemp, PhD

    2010-08-01

    Full Text Available This article considers the culture of learning communities for effective teaching. A learning community is defined here as an environment where learners are brought together to share information, to learn from each other, and to create new knowledge. The individual student develops her/his own learning by building on learning from others. In a learning community approach to teaching, educators can ensure that students gain workplace skills such as collaboration, creativity, critical thinking, and problem solving. In this case study, it is shown how an active learning community, introduced into a blended teaching environment (face-to-face and virtual, effectively supported international undergraduates in the building of knowledge and workplace skills.

  4. Effectiveness of simulation with team-based learning in newborn nursing care.

    Science.gov (United States)

    Kang, Kyung-Ah; Kim, Shin-Jeong; Oh, Jina; Kim, Sunghee; Lee, Myung-Nam

    2016-06-01

    This study determines the effect of simulation with team-based learning (TBL) on newborn nursing care. This randomized controlled trial included 74 nursing students from one university located in Seoul, South Korea. Participants were categorized into two groups according to educational modality: one group involved both simulation and TBL, and the other involved simulation alone. Learning attitudes, academic achievement, and simulation performance were examined to assess effectiveness. The mean difference in learning attitudes between the two groups was non-significant. Low academic achievement differed significantly between the two groups (t = 3.445, P = 0.002). There was no significant difference in mean scores for simulation performance between the two groups. In this study, simulation with TBL was effective in improving learning outcomes. In current nursing education, various learning methods are employed within complex nursing situations and require flexibility and problem-solving approaches. © 2015 Wiley Publishing Asia Pty Ltd.

  5. Measuring Responsibility and Cooperation in Learning Teams in the University Setting: Validation of a Questionnaire

    Science.gov (United States)

    León-del-Barco, Benito; Mendo-Lázaro, Santiago; Felipe-Castaño, Elena; Fajardo-Bullón, Fernando; Iglesias-Gallego, Damián

    2018-01-01

    Cooperative learning are being used increasingly in the university classroom, in order to promote teamwork among students, improve performance and develop interpersonal competences. Responsibility and cooperation are two fundamental pillars of cooperative learning. Team members’ responsibility is a necessary condition for the team’s success in the assigned tasks. Students must be aware that they depend on each other and should make their maximum effort. On the other hand, in efficient groups, the members cooperate and pool their efforts to achieve the proposed goals. In this research, we propose to create a Questionnaire of Group Responsibility and Cooperation in Learning Teams (CRCG). Participants in this work were 375 students from the Faculty of Teacher Training of the University of Extremadura (Spain). The CRCG has very acceptable psychometric characteristics, good internal consistency, and temporal reliability. Moreover, structural equation analysis allowed us to verify that the latent variables in the two factors found are well defined and, therefore, their assessment is adequate. Besides, we found high significant correlations between the Learning Team Potency Questionnaire (CPEA) and the total score and the factors of the CRCG. This tool will evaluate cooperative skills and offer faculty information in order to prepare students for teamwork and conflict resolution. PMID:29593622

  6. Developing professional attributes in critical care nurses using Team-Based Learning.

    Science.gov (United States)

    Currey, Judy; Eustace, Paula; Oldland, Elizabeth; Glanville, David; Story, Ian

    2015-05-01

    Australian nurses prepare for specialty practice by undertaking postgraduate theoretical and clinical education in partnership models between universities and hospitals. In our global healthcare system, nurses require advanced critical thinking and strong communication skills to provide safe, high quality patient care. Yet, few education programs focus on developing these skills. Team-Based Learning (TBL) is a specific educational strategy that encourages and rewards students to think critically and solve clinical problems individually and in teams. The aim of this study was to investigate critical care nursing students' perceptions and experiences of TBL after it was introduced into the second half of their postgraduate specialty course. Following Ethics Committee approval, thirty-two students were invited to participate in an extended response questionnaire on their perceptions of TBL as part of a larger study. Data were analyzed thematically. Postgraduate students perceived their professional growth was accelerated due to the skills and knowledge acquired through TBL. Four themes underpinned the development and accelerated acquisition of specialty nurse attributes due to TBL: Engagement, Learning Effectiveness, Critical Thinking, and Motivation to Participate. Team-Based Learning offered deep and satisfying learning experiences for students. The early acquisition of advanced critical thinking, teamwork and communication skills, and specialty practice knowledge empowered nurses to provide safe patient care with confidence. Copyright © 2015 Elsevier Ltd. All rights reserved.

  7. Measuring Responsibility and Cooperation in Learning Teams in the University Setting: Validation of a Questionnaire

    Directory of Open Access Journals (Sweden)

    Benito León-del-Barco

    2018-03-01

    Full Text Available Cooperative learning are being used increasingly in the university classroom, in order to promote teamwork among students, improve performance and develop interpersonal competences. Responsibility and cooperation are two fundamental pillars of cooperative learning. Team members’ responsibility is a necessary condition for the team’s success in the assigned tasks. Students must be aware that they depend on each other and should make their maximum effort. On the other hand, in efficient groups, the members cooperate and pool their efforts to achieve the proposed goals. In this research, we propose to create a Questionnaire of Group Responsibility and Cooperation in Learning Teams (CRCG. Participants in this work were 375 students from the Faculty of Teacher Training of the University of Extremadura (Spain. The CRCG has very acceptable psychometric characteristics, good internal consistency, and temporal reliability. Moreover, structural equation analysis allowed us to verify that the latent variables in the two factors found are well defined and, therefore, their assessment is adequate. Besides, we found high significant correlations between the Learning Team Potency Questionnaire (CPEA and the total score and the factors of the CRCG. This tool will evaluate cooperative skills and offer faculty information in order to prepare students for teamwork and conflict resolution.

  8. The challenge of executive team building in the aftermath of a hostile takeover

    International Nuclear Information System (INIS)

    Scott, R. G.

    1997-01-01

    In a hostile takeover, the executives of the acquired company are likely to have strong feelings that they may be unwanted by and considered disloyal to the the new company. They are likely to be filled with a sense that the 'new company' will 'get even with them' for the resistance put up to the merger. Therefore, the new company must be conscious of and sensitive to the fact that a strained environment exists and one of its first priorities should be to reduce that strain. Experience shows that a well informed Transition Team can minimize the emotional impacts of a hostile takeover and contribute significantly to the eventual success of the merger. To assure success, the Transition Team should be appointed early in the negotiating phase. It should have ready access to the negotiating team and the CEO to keep them fully informed of risk management issues caused by human resource. It should be involved in the strategic planning process during the pre-merger stage. It should have major responsibility for developing human resource impact studies, the development of organizational structure, the integration and implementation planning and monitoring of the progress of implementation. A list of Transition Team responsibilities and a list of proven techniques for turning a hostile environment into a productive win/win team environment are also included

  9. Regional Stability & Lessons Learned in Regional Peace Building

    DEFF Research Database (Denmark)

    Vestenskov, David; Johnsen, Anton Asklund

    , as none of the countries is able to deal with the intrastate and interstate conflicts on its own. The conference Regional Stability & Lessons Learned in Regional Peace Building was the result of comprehensive cooperation between Pakistan’s National Defence University and the Royal Danish Defence College......The NATO-led intervention in Afghanistan is coming to an end, and the necessity of regional peace building solutions for the region’s security issues seems more exigent than ever before. Regional states have to come to terms with each other in some ways if violent extremists are to be countered...

  10. The implementation of e-learning with team builder at vocational high schools

    Directory of Open Access Journals (Sweden)

    Mahmud Al Haq Patwary

    2015-06-01

    Full Text Available This research is aimed at: (1 producing an appropriate e-learning for English language studies in vocational high school, (2 evaluating the suitability of the developed e-learning in terms of appropriateness, accuracy and clarity, screen presentation and design, and appropriateness of the team builder module aspect, and (3 evaluating the effectiveness of the e-learning in practical application. This research and development (R&D study used Alessi and Trollip’s model rearranged following ADDIE model, where the development of instruction followed Dick and Carey’s model and the need assessment procedures were adapted from Lee & Owens. Overall appropriateness and quality of the e-learning from alpha testing is ‘very appropriate’ and from beta testing is ‘excellent’. Alpha testing reveals that, the Team Builder Module is ‘very appropriate’ and beta testing reveals that, its overall quality is ‘excellent’. The e-learning is highly effective. The average score of the students raises 3.82 points (or 42.44% in the post-test from pre-test score. The minimum score of the post-test (i.e. 8 is more than the maximum score of the pre-test (i.e. 7, so it is concluded that the use of e-learning does not deteriorate the performance of the students, but improves their performance.

  11. Cooperative Learning through Team-Based Projects in the Biotechnology Industry.

    Science.gov (United States)

    Luginbuhl, Sarah C; Hamilton, Paul T

    2013-01-01

    We have developed a cooperative-learning, case studies project model that has teams of students working with biotechnology professionals on company-specific problems. These semester-long, team-based projects can be used effectively to provide students with valuable skills in an industry environment and experience addressing real issues faced by biotechnology companies. Using peer-evaluations, we have seen improvement in students' professional skills such as time-management, quality of work, and level of contribution over multiple semesters. This model of team-based, industry-sponsored projects could be implemented in other college and university courses/programs to promote professional skills and expose students to an industry setting.

  12. BSC Final Report: Lessons Learned from Building America Participation; February 1995 - December 2002

    Energy Technology Data Exchange (ETDEWEB)

    Hendron, Bob [National Renewable Energy Lab. (NREL), Golden, CO (United States)

    2004-04-01

    This report chronicles the how and why of the key BSC Building America outcomes. It is organized and put in the context of what the Building Science Consortium has learned from and with its building industry partners.

  13. Building online learning communities in a graduate dental hygiene program.

    Science.gov (United States)

    Rogo, Ellen J; Portillo, Karen M

    2014-08-01

    The literature abounds with research related to building online communities in a single course; however, limited evidence is available on this phenomenon from a program perspective. The intent of this qualitative case study inquiry was to explore student experiences in a graduate dental hygiene program contributing or impeding the development and sustainability of online learning communities. Approval from the IRB was received. A purposive sampling technique was used to recruit participants from a stratification of students and graduates. A total of 17 participants completed semi-structured interviews. Data analysis was completed through 2 rounds - 1 for coding responses and 1 to construct categories of experiences. The participants' collective definition of an online learning community was a complex synergistic network of interconnected people who create positive energy. The findings indicated the development of this network began during the program orientation and was beneficial for building a foundation for the community. Students felt socially connected and supported by the network. Course design was another important category for participation in weekly discussions and group activities. Instructors were viewed as active participants in the community, offering helpful feedback and being a facilitator in discussions. Experiences impeding the development of online learning communities related to the poor performance of peers and instructors. Specific categories of experiences supported and impeded the development of online learning communities related to the program itself, course design, students and faculty. These factors are important to consider in order to maximize student learning potential in this environment. Copyright © 2014 The American Dental Hygienists’ Association.

  14. A Study of Work Based Learning For Construction Building Workers

    Science.gov (United States)

    Siregar, Syafiatun

    2018-03-01

    Work-based learning (WBL) is designed to improve the competence of participants. This study aims to apply the WBL and to develop attitudes, knowledge, skills, behaviors, and habits, which in turn can improve the competence of construction workers in the field to be sampled. This research was conducted on building construction workers in Medan City with 30 research subjects. The results showed that the evaluation of learning increased in phase I obtained the difference of the average score of 20.9 (the meeting I) and 25.50 (meeting II). The final result shows that the level of activity and competence increased significantly after WBL

  15. A pilot study on the effects of a team building process on the perception of work environment in an integrative hospital for neurological rehabilitation

    OpenAIRE

    Ostermann, Thomas; Bertram, Mathias; Büssing, Arndt

    2010-01-01

    Abstract Background Neurological rehabilitation is one of the most care-intensive challenges in the health care system requiring specialist therapeutic and nursing knowledge. In this descriptive pilot study, we investigated the effects of a team building process on perceived work environment, self-ascribed professional competence, life satisfaction, and client satisfaction in an anthroposophic specialized hospital for neurological rehabilitation. The team-building process consisted of didacti...

  16. Identifying Keys to Success in Innovative Teaching: Student Engagement and Instructional Practices as Predictors of Student Learning in a Course Using a Team-Based Learning Approach

    Directory of Open Access Journals (Sweden)

    Rosa M. Alvarez-Bell

    2017-09-01

    Full Text Available When implementing innovative teaching techniques, instructors often seek to gauge the success of their methods. Proposing one approach to assessing classroom innovation, this study examines the ability of students’ ratings of engagement and instructional practices to predict their learning in a cooperative (team-based framework. After identifying the factor structures underlying measures of student engagement and instructional practices, these factors were used as predictors of self-reported student learning in a general chemistry course delivered using a team-based learning approach. Exploratory factor analyses showed a four-factor structure of engagement: teamwork involvement, investment in the learning process, feelings about team-based learning, level of academic challenge; and a three-factor structure of instructional practices: instructional guidance, fostering self-directed learning skills, and cognitive level. Multiple linear regression revealed that feelings about team-based learning and perceptions of instructional guidance had significant effects on learning, beyond other predictors, while controlling gender, GPA, class level, number of credit hours, whether students began college at their current institution, expected highest level of education, racial or ethnic identification, and parental level of education. These results yield insight into student perceptions about team-based learning, and how to measure learning in a team-based learning framework, with implications for how to evaluate innovative instructional methods.

  17. How Learning Goal Orientation Fosters Leadership Recognition in Self-managed Teams

    DEFF Research Database (Denmark)

    Lee, Yih-Teen; Paunova, Minna

    2017-01-01

    understudied. Drawing on social exchange theory, we propose and test an individual-level two-stage process model of generalised exchange linking LGO and leadership recognition in self-managed teams. Specifically, we posit that learning-oriented individuals will tend to feel safer in self-managed teams, which......Defined as a mental framework for how individuals interpret and respond to achievement situations, learning goal orientation (LGO) has received increasing attention in organisational research. However, its effect on leadership, especially in contexts absent of formal leadership, remains......, but that contextual role behavior alone does not mediate the effect of LGO on leadership recognition. LGO has an indirect effect on leadership recognition through the joint mediation of felt safety and contextual role behavior. Our results offer insight on the link between LGO and leadership, with practical...

  18. Reliability assessment of a peer evaluation instrument in a team-based learning course

    Directory of Open Access Journals (Sweden)

    Wahawisan J

    2016-03-01

    Full Text Available Objective: To evaluate the reliability of a peer evaluation instrument in a longitudinal team-based learning setting. Methods: Student pharmacists were instructed to evaluate the contributions of their peers. Evaluations were analyzed for the variance of the scores by identifying low, medium, and high scores. Agreement between performance ratings within each group of students was assessed via intra-class correlation coefficient (ICC. Results: We found little variation in the standard deviation (SD based on the score means among the high, medium, and low scores within each group. The lack of variation in SD of results between groups suggests that the peer evaluation instrument produces precise results. The ICC showed strong concordance among raters. Conclusions: Findings suggest that our student peer evaluation instrument provides a reliable method for peer assessment in team-based learning settings.

  19. Building a Team of Passionate Callers to Enrich Education in Croatia

    Science.gov (United States)

    Gojsic, Jasenka; Magzan, Masa

    2010-01-01

    This article is about a group of eight people joined by a common idea--a strong call to enrich education in Croatia so that it motivates leadership and empowers children. Through use of philosophy and methodology of Appreciative Inquiry, this informal group of people has gradually developed into the core team of a potential national movement.…

  20. Building a Community of Research Practice: Intragroup Team Social Dynamics in Interdisciplinary Mixed Methods

    Science.gov (United States)

    Hemmings, Annette; Beckett, Gulbahar; Kennerly, Susan; Yap, Tracey

    2013-01-01

    This article explicates the intragroup social dynamics and work of a nursing and education research team as a community of research practice interested in organizational cultures and occupational subcultures. Dynamics were characterized by processes of socialization through reeducation and group social identity formation that enabled members to…

  1. The role of VET Colleges in stimulating teachers’ engagement in team learning

    OpenAIRE

    Bouwmans, Machiel

    2018-01-01

    The necessity of VET teachers’ engagement in team learning Secondary vocational education and training, here abbreviated as VET, has a central position in the Dutch education system. It is the second largest education sector and qualifies large numbers of students for many professions. To ensure the smooth transition of students to the labour market, VET colleges have implemented competence-based education (CBE) programmes, which are designed to develop relevant professional competencies. VE...

  2. Building machines that learn and think like people

    OpenAIRE

    Lake, Brenden M.; Ullman, Tomer David; Tenenbaum, Joshua B; Gershman, Samuel J

    2016-01-01

    Recent progress in artificial intelligence (AI) has renewed interest in building systems that learn and think like people. Many advances have come from using deep neural networks trained end-to-end in tasks such as object recognition, video games, and board games, achieving performance that equals or even beats humans in some respects. Despite their biological inspiration and performance achievements, these systems differ from human intelligence in crucial ways. We review progress in cognitiv...

  3. ARMAGH OBSERVATORY – HISTORIC BUILDING INFORMATION MODELLING FOR VIRTUAL LEARNING IN BUILDING CONSERVATION

    Directory of Open Access Journals (Sweden)

    M. Murphy

    2017-08-01

    Full Text Available In this paper the recording and design for a Virtual Reality Immersive Model of Armagh Observatory is presented, which will replicate the historic buildings and landscape with distant meridian markers and position of its principal historic instruments within a model of the night sky showing the position of bright stars. The virtual reality model can be used for educational purposes allowing the instruments within the historic building model to be manipulated within 3D space to demonstrate how the position measurements of stars were made in the 18th century. A description is given of current student and researchers activities concerning on-site recording and surveying and the virtual modelling of the buildings and landscape. This is followed by a design for a Virtual Reality Immersive Model of Armagh Observatory use game engine and virtual learning platforms and concepts.

  4. Armagh Observatory - Historic Building Information Modelling for Virtual Learning in Building Conservation

    Science.gov (United States)

    Murphy, M.; Chenaux, A.; Keenaghan, G.; GIbson, V..; Butler, J.; Pybusr, C.

    2017-08-01

    In this paper the recording and design for a Virtual Reality Immersive Model of Armagh Observatory is presented, which will replicate the historic buildings and landscape with distant meridian markers and position of its principal historic instruments within a model of the night sky showing the position of bright stars. The virtual reality model can be used for educational purposes allowing the instruments within the historic building model to be manipulated within 3D space to demonstrate how the position measurements of stars were made in the 18th century. A description is given of current student and researchers activities concerning on-site recording and surveying and the virtual modelling of the buildings and landscape. This is followed by a design for a Virtual Reality Immersive Model of Armagh Observatory use game engine and virtual learning platforms and concepts.

  5. Revitalizing pathology laboratories in a gastrointestinal pathophysiology course using multimedia and team-based learning techniques.

    Science.gov (United States)

    Carbo, Alexander R; Blanco, Paola G; Graeme-Cooke, Fiona; Misdraji, Joseph; Kappler, Steven; Shaffer, Kitt; Goldsmith, Jeffrey D; Berzin, Tyler; Leffler, Daniel; Najarian, Robert; Sepe, Paul; Kaplan, Jennifer; Pitman, Martha; Goldman, Harvey; Pelletier, Stephen; Hayward, Jane N; Shields, Helen M

    2012-05-15

    In 2008, we changed the gastrointestinal pathology laboratories in a gastrointestinal pathophysiology course to a more interactive format using modified team-based learning techniques and multimedia presentations. The results were remarkably positive and can be used as a model for pathology laboratory improvement in any organ system. Over a two-year period, engaging and interactive pathology laboratories were designed. The initial restructuring of the laboratories included new case material, Digital Atlas of Video Education Project videos, animations and overlays. Subsequent changes included USMLE board-style quizzes at the beginning of each laboratory, with individual readiness assessment testing and group readiness assessment testing, incorporation of a clinician as a co-teacher and role playing for the student groups. Student responses for pathology laboratory contribution to learning improved significantly compared to baseline. Increased voluntary attendance at pathology laboratories was observed. Spontaneous student comments noted the positive impact of the laboratories on their learning. Pathology laboratory innovations, including modified team-based learning techniques with individual and group self-assessment quizzes, multimedia presentations, and paired teaching by a pathologist and clinical gastroenterologist led to improvement in student perceptions of pathology laboratory contributions to their learning and better pathology faculty evaluations. These changes can be universally applied to other pathology laboratories to improve student satisfaction. Copyright © 2012 Elsevier GmbH. All rights reserved.

  6. A Team Formation and Project-based Learning Support Service for Social Learning Networks

    NARCIS (Netherlands)

    Spoelstra, Howard; Van Rosmalen, Peter; Van de Vrie, Evert; Obreza, Matija; Sloep, Peter

    2014-01-01

    The Internet affords new approaches to learning. Geographically dispersed self-directed learners can learn in computer-supported communities, forming social learning networks. However, self-directed learners can suffer from a lack of continuous motivation. And surprisingly, social learning networks

  7. Implementation Of Management Strategic To Team Learning Cohesion In Study Program Of Nursing

    Directory of Open Access Journals (Sweden)

    Dr. Susila Sumartiningsih

    2015-06-01

    Full Text Available ABSTRACT The purpose of this research is to analyze the empiric of management strategic Driving Factor DF and Pull Factor PF to team learning cohesion among nursing program in Banten Provinsion. The study was designed in the quantitative descriptive correlational study and the method was a cross sectional. The total sampling n192 were manager n3 lecturers n45 and students n144 at nursing program study among Banten provice in Indonesia. The data were analyzed by using the Chi-Square.Theresults were showngood category 83.33 in DF and PF of Management Stratgict Implementataion and high category 59.72 in Team Learning Cohesion. There was not a statistically significant relationship p 0.543 p amp8805 0.05 between the DF and PF of team learning cohesion in implementation of Management Stratgic. In view of this it can be concluded that the nursing lecturer should be able to be a good motivator in order to encourage the student academic achievement.

  8. Building flexibility and managing complexity in community mental health: lessons learned in a large urban centre.

    Science.gov (United States)

    Stergiopoulos, Vicky; Saab, Dima; Francombe Pridham, Kate; Aery, Anjana; Nakhost, Arash

    2018-01-24

    Across many jurisdictions, adults with complex mental health and social needs face challenges accessing appropriate supports due to system fragmentation and strict eligibility criteria of existing services. To support this underserviced population, Toronto's local health authority launched two novel community mental health models in 2014, inspired by Flexible Assertive Community Team principles. This study explores service user and provider perspectives on the acceptability of these services, and lessons learned during early implementation. We purposively sampled 49 stakeholders (staff, physicians, service users, health systems stakeholders) and conducted 17 semi-structured qualitative interviews and 5 focus groups between October 23, 2014 and March 2, 2015, exploring stakeholder perspectives on the newly launched team based models, as well as activities and strategies employed to support early implementation. Interviews and focus groups were audio recorded, transcribed verbatim and analyzed using thematic analysis. Findings revealed wide-ranging endorsement for the two team-based models' success in engaging the target population of adults with complex service needs. Implementation strengths included the broad recognition of existing service gaps, the use of interdisciplinary teams and experienced service providers, broad partnerships and collaboration among various service sectors, training and team building activities. Emerging challenges included lack of complementary support services such as suitable housing, organizational contexts reluctant to embrace change and risk associated with complexity, as well as limited service provider and organizational capacity to deliver evidence-based interventions. Findings identified implementation drivers at the practitioner, program, and system levels, specific to the implementation of community mental health interventions for adults with complex health and social needs. These can inform future efforts to address the health

  9. Active Learning Outside the Classroom: Implementation and Outcomes of Peer-Led Team-Learning Workshops in Introductory Biology

    OpenAIRE

    Kudish, Philip; Shores, Robin; McClung, Alex; Smulyan, Lisa; Vallen, Elizabeth A.; Siwicki, Kathleen K.

    2016-01-01

    Study group meetings (SGMs) are voluntary-attendance peer-led team-learning workshops that supplement introductory biology lectures at a selective liberal arts college. While supporting all students? engagement with lecture material, specific aims are to improve the success of underrepresented minority (URM) students and those with weaker backgrounds in biology. Peer leaders with experience in biology courses and training in science pedagogy facilitate work on faculty-generated challenge prob...

  10. Teaming up

    DEFF Research Database (Denmark)

    Warhuus, Jan; Günzel-Jensen, Franziska; Robinson, Sarah

    2016-01-01

    types of team formation: random teacher pre-assigned, student selection, and teacher directed diversity. In each of these modules, ethnographic methods (interviews and observations) were employed. Additionally, we had access to students learning logs, formative and summative assessments, and final exams...... functioning entrepreneurial student teams as most teams lack personal chemistry which makes them anchor their work too much in a pre-defined project. In contrast, we find that students that can form their own teams aim for less diverse teams than what is achieved by random assignment. However, the homophily......Questions we care about (Objectives): When students have to work on challenging tasks, as it is often the case in entrepreneurship classrooms that leverage experiential learning, team success becomes central to the students learning. Yet, the formation of teams is often left up to the students...

  11. Towards a team-based, collaborative approach to embedding e-learning within undergraduate nursing programmes.

    Science.gov (United States)

    Kiteley, Robin J; Ormrod, Graham

    2009-08-01

    E-learning approaches are incorporated in many undergraduate nursing programmes but there is evidence to suggest that these are often piecemeal and have little impact on the wider, nurse education curriculum. This is consistent with a broader view of e-learning within the higher education (HE) sector, which suggests that higher education institutions (HEIs) are struggling to make e-learning a part of their mainstream delivery [HEFCE, 2005. HEFCE Strategy for E-Learning 2005/12. Bristol, UK, Higher Education Funding Council for England (HEFCE). [online] Available at: Accessed: 30 May 07]. This article discusses some of the challenges that face contemporary nurse education and seeks to account for reasons as to why e-learning may not be fully embedded within the undergraduate curriculum. These issues are considered within a wider debate about the need to align e-learning approaches with a shift towards a more student focused learning and teaching paradigm. The article goes on to consider broader issues in the literature on the adoption, embedding and diffusion of innovations, particularly in relation to the value of collaboration. A collaborative, team-based approach to e-learning development is considered as a way of facilitating sustainable, responsive and multidisciplinary developments within a field which is constantly changing and evolving.

  12. Social Learning Strategies: Bridge-Building between Fields.

    Science.gov (United States)

    Kendal, Rachel L; Boogert, Neeltje J; Rendell, Luke; Laland, Kevin N; Webster, Mike; Jones, Patricia L

    2018-07-01

    While social learning is widespread, indiscriminate copying of others is rarely beneficial. Theory suggests that individuals should be selective in what, when, and whom they copy, by following 'social learning strategies' (SLSs). The SLS concept has stimulated extensive experimental work, integrated theory, and empirical findings, and created impetus to the social learning and cultural evolution fields. However, the SLS concept needs updating to accommodate recent findings that individuals switch between strategies flexibly, that multiple strategies are deployed simultaneously, and that there is no one-to-one correspondence between psychological heuristics deployed and resulting population-level patterns. The field would also benefit from the simultaneous study of mechanism and function. SLSs provide a useful vehicle for bridge-building between cognitive psychology, neuroscience, and evolutionary biology. Copyright © 2018. Published by Elsevier Ltd.

  13. Comparison of Two Team Learning and Team Entrepreneurship Models at a Finnish University of Applied Sciences. Setting the Scene for Future Development

    Directory of Open Access Journals (Sweden)

    Pasi Juvonen

    2017-02-01

    Full Text Available This team learning and team entre-preneurship model of education has been deployed at the Bachelor’s level in the degree programmes of IT and Business Administration (BA. In BA studies the students who take part in team learning have specialized in marketing since 2009 at the Saimaa University of Applied Sciences (SUAS. The model called ICT entrepreneurship study path (ICT-ESP has been developed for IT education. The ICT-ESP has been built on the theory of experien-tal learning and theories of knowledge creation and knowledge management. The students study and complete their degree as team entrepreneurs. The model has been further developed in the Business Administration Degree Programme with students who specialize in marketing. The Degree Programme in IT at the Bachelor’s level was terminated in 2011 by Finnish Min-istry of Education and Culture. Cur-rently, there are severe discussions on bringing it back – not as an IT but as an ICT Degree Programme. This article makes a cross-section of what has already been explored with the team learning and team entrepreneurship model and what the next steps will be. It makes a comparison of two originally sep-arately developed models and dis-cusses their best practices. The arti-cle also argues whether the upcom-ing ICT education should be orga-nized in a conventional way – as curriculum of courses, or as expan-sion of the current team learning and team entrepreneurship model. The data consists of field notes, meeting memos, and dozens of un-official discussions with colleagues and company representatives. Liter-ature studies made during the ongo-ing research, development, and in-novation (RDI projects offered an extra view of how the business con-text is changing and what should be done to make benefit out of the change. The results suggest that the up-coming ICT Degree Programme at SUAS should be integrated into the existing deployment of team learning and team entrepreneurship learning

  14. Challenges in interdisciplinary weight management in primary care: lessons learned from the 5As Team study.

    Science.gov (United States)

    Asselin, J; Osunlana, A M; Ogunleye, A A; Sharma, A M; Campbell-Scherer, D

    2016-04-01

    Increasingly, research is directed at advancing methods to address obesity management in primary care. In this paper we describe the role of interdisciplinary collaboration, or lack thereof, in patient weight management within 12 teams in a large primary care network in Alberta, Canada. Qualitative data for the present analysis were derived from the 5As Team (5AsT) trial, a mixed-method randomized control trial of a 6-month participatory, team-based educational intervention aimed at improving the quality and quantity of obesity management encounters in primary care practice. Participants (n = 29) included in this analysis are healthcare providers supporting chronic disease management in 12 family practice clinics randomized to the intervention arm of the 5AsT trial including mental healthcare workers (n = 7), registered dietitians (n = 7), registered nurses or nurse practitioners (n = 15). Participants were part of a 6-month intervention consisting of 12 biweekly learning sessions aimed at increasing provider knowledge and confidence in addressing patient weight management. Qualitative methods included interviews, structured field notes and logs. Four common themes of importance in the ability of healthcare providers to address weight with patients within an interdisciplinary care team emerged, (i) Availability; (ii) Referrals; (iii) Role perception and (iv) Messaging. However, we find that what was key to our participants was not that these issues be uniformly agreed upon by all team members, but rather that communication and clinic relationships support their continued negotiation. Our study shows that firm clinic relationships and deliberate communication strategies are the foundation of interdisciplinary care in weight management. Furthermore, there is a clear need for shared messaging concerning obesity and its treatment between members of interdisciplinary teams. © 2016 World Obesity.

  15. Student Perceptions of and Confidence in Self-Care Course Concepts Using Team-based Learning.

    Science.gov (United States)

    Frame, Tracy R; Gryka, Rebecca; Kiersma, Mary E; Todt, Abby L; Cailor, Stephanie M; Chen, Aleda M H

    2016-04-25

    Objective. To evaluate changes in student perceptions of and confidence in self-care concepts after completing a team-based learning (TBL) self-care course. Methods. Team-based learning was used at two universities in first professional year, semester-long self-care courses. Two instruments were created and administered before and after the semester. The instruments were designed to assess changes in student perceptions of self-care using the theory of planned behavior (TPB) domains and confidence in learning self-care concepts using Bandura's Social Cognitive Theory. Wilcoxon signed rank tests were used to evaluate pre/post changes, and Mann Whitney U tests were used to evaluate university differences. Results. Fifty-three Cedarville University and 58 Manchester University students completed both instruments (100% and 92% response rates, respectively). Student self-care perceptions with TPB decreased significantly on nine of 13 items for Cedarville and decreased for one of 13 items for Manchester. Student confidence in self-care concepts improved significantly on all questions for both universities. Conclusion. Data indicate TBL self-care courses were effective in improving student confidence about self-care concepts. Establishing students' skill sets prior to entering the profession is beneficial because pharmacists will use self-directed learning to expand their knowledge and adapt to problem-solving situations.

  16. Building teams in primary care: what do nonlicensed allied health workers want?

    Science.gov (United States)

    Saba, George W; Taché, Stephanie; Ward, Lisa; Chen, Ellen H; Hammer, Hali

    2011-01-01

    Nonlicensed allied health workers are becoming increasingly important in collaborative team care, yet we know little about their experiences while filling these roles. To explore their perceptions of working as health coaches in a chronic-disease collaborative team, the teamlet model, we conducted a qualitative study to understand the nature and dynamics of this emerging role. During semistructured interviews, 11 health coaches reflected on their yearlong experience in the teamlet model at an urban underserved primary care clinic. Investigators conducted a thematic analysis of transcriptions of the interviews using a grounded theory process. Four themes emerged: 1) health-coach roles and responsibilities included acting as a patient liaison between visits, providing patient education and cultural brokering during medical visits, and helping patients navigate the health care system; 2) communication and relationships in the teamlet model of care were defined by a triad of the patient, health coach, and resident physician; 3) interest in the teamlet model was influenced by allied health workers' prior education and health care roles; and 4) factors influencing the effectiveness of the model were related to clinical and administrative time pressures and competing demands of other work responsibilities. Nonlicensed allied health workers participating in collaborative teams have an important role in liaising between patients and their primary care physicians, advocating for patients through cultural brokering, and helping patients navigate the health care system. To maximize their job satisfaction, their selection should involve strong consideration of motivation to participate in these expanded roles, and protected time must be provided for them to carry out their responsibilities and optimize their effectiveness.

  17. Building administrative capacities in developing countries: Swat teams or beat cops?

    NARCIS (Netherlands)

    S. Tankha (Sunil)

    2009-01-01

    textabstractAfter reading Professor Ali Farazmand's essay "Building Administrative Capacity in the Age of Rapid Globalization: A Modest Prescription for the Twenty-First Century," one is reminded that the list of capacities we need to develop is long, the tasks are diverse, and the challenges are

  18. Assessment of first-year medical students' perceptions of teaching and learning through team-based learning sessions.

    Science.gov (United States)

    Obad, Adam S; Peeran, Ahmed A; Shareef, Mohammad Abrar; Alsheikh, Wissal J; Kalagi, Dana A; AlAmodi, Abdulhadi A; Khan, Tehreem A; Shaikh, Abdul Ahad; Ganguly, Paul; Yaqinuddin, Ahmed

    2016-12-01

    Team-based learning (TBL) is an emerging teaching and learning strategy being employed in medical schools. The College of Medicine at Alfaisal University has adopted a TBL approach as an instructional method for first-year medical students. The aim of the present study was to describe the TBL method employed at Alfaisal University College of Medicine and to assess first-year medical students' perceptions of this learning modality for the anatomy- and physiology-based blocks/courses in organ systems form of curriculum. A five-point Likert scale questionnaire was structured based on Kirkpatrick's theory and assessed three major domains: reaction, learning, and behavior. Confirmatory factor analysis (CFA) and Cronbach's α-coefficient tests were used to assess the validity and reliability of the construct, respectively. CFA showed an adequate validity of the survey and Cronbach's α revealed an acceptable internal uniformity (0.69). A total of 185 respondents rated reaction, learning, and behavior toward introduction of TBL as 3.53 ± 1.01, 3.59 ± 1.12, and 3.57 ± 1.12, respectively. Excellent students rated TBL highly in all major domains compared with borderline students (reaction, behavior, and learning domains with P values of teaching and learning strategy for functional anatomy, and prior involvement in teamwork and academic performance correlates with higher ratings of TBL. Copyright © 2016 the American Physiological Society.

  19. Army, Presidential, and Corporate Strategic Transitions: The Importance of Transition Teams and the Application of Lessons Learned

    Science.gov (United States)

    2006-05-25

    accessed from http://www.american.edu/15pointplan/WhatIsABestPractice.html on 17 Feb 2006. Argenti , Paul A., Corporate Communication . 3rd ed. Boston...Army, Presidential, and Corporate Strategic Transitions: The Importance of Transition Teams and the Application of Lessons Learned A Monograph...SUBTITLE Army, Presidential, and Corporate Strategic Transitions: The Importance of Transition Teams and the Application of Lessons Learned 5c

  20. A systematic review of the published literature on team-based learning in health professions education.

    Science.gov (United States)

    Reimschisel, Tyler; Herring, Anna L; Huang, Jennifer; Minor, Tara J

    2017-12-01

    Summarize the published literature on team-based learning (TBL) in health professions education (HPE) using the TBL conceptual framework to identify gaps that can guide future research Methods: PubMed, Web of Science, ERIC, and Google Scholar were searched through May 2016 for English-language articles regarding the use of TBL in HPE. Reviewers independently extracted data and coded for the seven elements in Michaelsen's Model of TBL. A total of 118 articles met inclusion criteria. The number of articles published yearly on TBL has grown steadily, more than tripling between 2011 and 2016. Most studies (55; 47%) involved undergraduate medical students and took place in the US (72; 61%). The most commonly studied framework component was Teacher and Learner Attitudes (97; 82%). Other commonly studied elements included Learning Outcomes (85; 72%) and Team Characteristics (25; 21%). Contextual Factors affecting TBL was addressed in one study. A substantial body of literature examines the effect that TBL has on traditional measures of achievement. However, many dimensions of TBL have not been well studied, including Teacher Decisions about TBL, Contextual Factors that affect TBL, Learners' Engagement, and Pattern of Engagement within Teams. Future research in these areas could determine the best use of TBL in HPE.

  1. Incentive structure in team-based learning: graded versus ungraded Group Application exercises.

    Science.gov (United States)

    Deardorff, Adam S; Moore, Jeremy A; McCormick, Colleen; Koles, Paul G; Borges, Nicole J

    2014-04-21

    Previous studies on team-based learning (TBL) in medical education demonstrated improved learner engagement, learner satisfaction, and academic performance; however, a paucity of information exists on modifications of the incentive structure of "traditional" TBL practices. The current study investigates the impact of modification to conventional Group Application exercises by examining student preference and student perceptions of TBL outcomes when Group Application exercises are excluded from TBL grades. During the 2009-2010 and 2010-2011 academic years, 175 students (95.6% response rate) completed a 22-item multiple choice survey followed by 3 open response questions at the end of their second year of medical school. These students had participated in a TBL supplemented preclinical curriculum with graded Group Application exercises during year one and ungraded Group Application exercises during year two of medical school. Chi-square analyses showed significant differences between grading categories for general assessment of TBL, participation and communication, intra-team discussion, inter-team discussion, student perceptions of their own effort and development of teamwork skills. Furthermore, 83.8% of students polled prefer ungraded Group Application exercises with only 7.2% preferring graded and 9.0% indicating no preference. The use of ungraded Group Application exercises appears to be a successful modification of TBL, making it more "student-friendly" while maintaining the goals of active learning and development of teamwork skills.

  2. Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study.

    Science.gov (United States)

    Burgess, Annette; Roberts, Chris; Ayton, Tom; Mellis, Craig

    2018-04-10

    While Problem Based Learning (PBL) has long been established internationally, Team-based learning (TBL) is a relatively new pedagogy in medical curricula. Both PBL and TBL are designed to facilitate a learner-centred approach, where students, in interactive small groups, use peer-assisted learning to solve authentic, professionally relevant problems. Differences, however, exist between PBL and TBL in terms of preparation requirements, group numbers, learning strategies, and class structure. Although there are many similarities and some differences between PBL and TBL, both rely on constructivist learning theory to engage and motivate students in their learning. The aim of our study was to qualitatively explore students' perceptions of having their usual PBL classes run in TBL format. In 2014, two iterations in a hybrid PBL curriculum were converted to TBL format, with two PBL groups of 10 students each, being combined to form one TBL class of 20, split into four groups of five students. At the completion of two TBL sessions, all students were invited to attend one of two focus groups, with 14 attending. Thematic analysis was used to code and categorise the data into themes, with constructivist theory used as a conceptual framework to identify recurrent themes. Four key themes emerged; guided learning, problem solving, collaborative learning, and critical reflection. Although structured, students were attracted to the active and collaborative approach of TBL. They perceived the key advantages of TBL to include the smaller group size, the preparatory Readiness Assurance Testing process, facilitation by a clinician, an emphasis on basic science concepts, and immediate feedback. The competitiveness of TBL was seen as a spur to learning. These elements motivated students to prepare, promoted peer assisted teaching and learning, and focussed team discussion. An important advantage of PBL over TBL, was the opportunity for adequate clinical reasoning within the problem

  3. Applying interprofessional Team-Based Learning in patient safety: a pilot evaluation study.

    Science.gov (United States)

    Lochner, Lukas; Girardi, Sandra; Pavcovich, Alessandra; Meier, Horand; Mantovan, Franco; Ausserhofer, Dietmar

    2018-03-27

    Interprofessional education (IPE) interventions are not always successful in achieving learning outcomes. Team-Based Learning (TBL) would appear to be a suitable pedagogical method for IPE, as it focuses on team performance; however, little is known about interprofessional TBL as an instructional framework for patient safety. In this pilot-study, we aimed to (1) describe participants' reactions to TBL, (2) observe their achievement with respect to interprofessional education learning objectives, and (3) document their attitudinal shifts with regard to patient safety behaviours. We developed and implemented a three-day course for pre-qualifying, non-medical healthcare students to give instruction on non-technical skills related to 'learning from errors'. The course consisted of three sequential modules: 'Recognizing Errors', 'Analysing Errors', and 'Reporting Errors'. The evaluation took place within a quasi-experimental pre-test-post-test study design. Participants completed self-assessments through valid and reliable instruments such as the Mennenga's TBL Student Assessment Instrument and the University of the West of England's Interprofessional Questionnaire. The mean scores of the individual readiness assurance tests were compared with the scores of the group readiness assurance test in order to explore if students learned from each other during group discussions. Data was analysed using descriptive (i.e. mean, standard deviation), parametric (i.e. paired t-test), and non-parametric (i.e. Wilcoxon signed-rank test) methods. Thirty-nine students from five different bachelor's programs attended the course. The participants positively rated TBL as an instructional approach. All teams outperformed the mean score of their individual members during the readiness assurance process. We observed significant improvements in 'communication and teamwork' and 'interprofessional learning' but not in 'interprofessional interaction' and 'interprofessional relationships

  4. A Comparison between Learning Style Preferences, Gender, Sport and Achievement in Elite Team Sport Athletes

    Directory of Open Access Journals (Sweden)

    Andrea Braakhuis

    2015-11-01

    Full Text Available Athletes have preferences for the way in which they internalize and process information, whether that is visual, aural, by-doing (kinesthetic, reading or a mixture of preferences. Health professionals that interact with athletes rarely consider the individual learning style prior to any communication or education, despite mounting evidence for the benefits of learning-style tailored education. The aim of this study was to characterize athletes with regards to their preferred learning style. Athletes (n = 93 from 24 sports and various sport achievement levels completed a questionnaire, including the visual (V, auditory (A, reading/writing (R, kinesthetic (K/(VARK Questionnaire for Athletes. Questionnaire outcomes were analysed by X2 analysis on SPSS. The main findings were: (1 very few athletes have a visual learning-style preference; (2 there was a significant relationship between gender and VARK preference (X2 = 13.84, p = 0.003; (3 and between athletic status and VARK preference (X2 = 9.2, p = 0.025; (4 there was a trivial association between individual/ team sport athletes and assessed VARK preference (X2 = 3.95, p = 0.265. Our findings show significant variation in learning-style preference between males and females, and those of different athletic status. Health professionals should be aware of the inadequacy of visual information presentation when working with athletes. Furthermore, health professionals working with elite and female athletes should be comfortable using a mixture of learning styles (multi-modal.

  5. Use of Team-Based Learning Pedagogy for Internal Medicine Ambulatory Resident Teaching.

    Science.gov (United States)

    Balwan, Sandy; Fornari, Alice; DiMarzio, Paola; Verbsky, Jennifer; Pekmezaris, Renee; Stein, Joanna; Chaudhry, Saima

    2015-12-01

    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 with TBL in internal medicine residency ambulatory education. Survey and nominal group technique methodologies were used to assess learner engagement and faculty/resident satisfaction. We assessed medical learning using individual (IRAT) and group (GRAT) readiness assurance tests. Residents (N = 111) involved in TBL sessions reported contributing to group discussions and actively discussing the subject material with other residents. Faculty echoed similar responses, and residents and faculty reported a preference for future teaching sessions to be offered using the TBL pedagogy. The average GRAT score was significantly higher than the average IRAT score by 22%. Feedback from our nominal group technique rank ordered the following TBL strengths by both residents and faculty: (1) interactive format, (2) content of sessions, and (3) competitive nature of sessions. We successfully implemented TBL pedagogy in the internal medicine ambulatory residency curriculum, with learning focused on the care of patients in the ambulatory setting. TBL resulted in active resident engagement, facilitated group learning, and increased satisfaction by residents and faculty. To our knowledge this is the first study that implemented a TBL program in an internal medicine residency curriculum.

  6. On knowledge transfer management as a learning process for ad hoc teams

    Science.gov (United States)

    Iliescu, D.

    2017-08-01

    Knowledge management represents an emerging domain becoming more and more important. Concepts like knowledge codification and personalisation, knowledge life-cycle, social and technological dimensions, knowledge transfer and learning management are integral parts. Focus goes here in the process of knowledge transfer for the case of ad hoc teams. The social dimension of knowledge transfer plays an important role. No single individual actors involved in the process, but a collective one, representing the organisation. It is critically important for knowledge to be managed from the life-cycle point of view. A complex communication network needs to be in place to supports the process of knowledge transfer. Two particular concepts, the bridge tie and transactive memory, would eventually enhance the communication. The paper focuses on an informational communication platform supporting the collaborative work on knowledge transfer. The platform facilitates the creation of a topic language to be used in knowledge modelling, storage and reuse, by the ad hoc teams.

  7. Cultivating Self-Awareness with Team-Teaching: Connections between Classroom Learning and Experiential Learning

    Science.gov (United States)

    Polk, Denise M.

    2013-01-01

    The Honors College program prepares leaders for the 21st century to become forces for positive change through problem-solving, scholarship, service, teamwork, and leadership. Its structure involves nine sequenced courses familiarizing students with challenges facing communities. Courses are team-taught by professors in different disciplines to…

  8. eProblem-Based Learning: Problem-Based Learning Using Virtual Teams

    Science.gov (United States)

    Brodie, L. M.

    2009-01-01

    Literature on engineering education stresses the need for graduates to have skills such as working globally in a multicultural environment; working in interdisciplinary teams; sharing of tasks on a global, around the clock basis; working with digital communication tools and in a virtual environment. In addition, accreditation criteria include…

  9. STORYLINE APPROACH AS ENHANCEMENT OF LEARNING FOREIGN LANGUAGE AND CHARACTER BUILDING AT ELEMENTARY SCHOOL

    Directory of Open Access Journals (Sweden)

    Frimadhona Syafri

    2017-04-01

    Full Text Available Using stories in teaching foreign language, it forces the teacher to be crative and innovative to encourage the young learners to enjoy reading stories. The teacher has to be smart to select which one approaches or methods which can enhance learning foreign language and character building in the teaching foreign language process.The storyline approach was specifically designed for the use at primary schools. The storyline method (Storyline for teaching children at primary schools was mainly developed in 1967 by a team of teachers from Jordanhill College of Education (now known as University of Strathclyde in Glasgow, Scotland. The primary schools in Scotland use a curriculum that involves integration of new topics, such as environmental studies and expressive arts, in their teaching foreign language process. This method could be one of alternative method that be applied in teaching foreign language to Elementary School or English Courses for Children in Indonesia.

  10. Meeting the Challenge of Chronic Conditions in a Sustainable Manner: Building on the AHC Learning.

    Science.gov (United States)

    Delgado, Pedro

    2016-01-01

    The Atlantic Healthcare Collaboration for Innovation and Improvement in Chronic Disease (AHC) set out to achieve three aims: to create a patient- and family-centred approach to manage chronic diseases; to build a network of organizational, regional and provincial teams to share evidence-informed, systems-level solutions and work together to develop, implement and sustain improvement initiatives; and to promote the sustainability of the participating health systems. Important elements of all three aims were achieved and the synthesis provides a meaningful contribution to systems working to improve chronic care. This paper explores those achievements as well as some of the areas for improvement, including replicability, expanded outcome measurement, greater detail around patient and family engagement, increased focus on specific outcomes and processes, and further articulation of lessons learned and recommendations.

  11. Reflecting Team as an Evaluation/learning Instrument for Self-reflection of Teachers

    Directory of Open Access Journals (Sweden)

    Michling Malgorzata D.

    2017-12-01

    Full Text Available The Reflecting Team (RT is a method derived from systemic therapy in the 1980s by the social psychiatrist Tom Andersen. It is increasingly being used in training and evaluation contexts. The aim of the method is to create a space for the development of diverse perspectives and appropriate ideas and solutions in which the integrity of the students/customers/clients is preserved and the acceptance of proposals is facilitated. To this end, the systems involved (advice seekers, consultants, and observers enter a common process of alternately directed and non-directed communication. The RT is not only suitable to address communication problems in group work and other educational situations, but it can also help to consider the traditional teaching and learning processes in a reflective way. Reflecting teams can also significantly improve the feedback and quality of teaching and learning. The article deals with the use of RT in the context of the collective exchange of teaching staff with their students. It uses a problem as an evaluation form and learning instrument to reflect on their pedagogical approach and, at the same time, their relationship with students during the lessons. This is to present the RT method for collegial exchange (Process Flow: Advice-seeker, teacher, Interviewer, RT and their need for teacher reflection as well as the experience of self-efficacy (empowerment and self-sufficiency.

  12. Applying established guidelines to team-based learning programs in medical schools: a systematic review.

    Science.gov (United States)

    Burgess, Annette W; McGregor, Deborah M; Mellis, Craig M

    2014-04-01

    Team-based learning (TBL), a structured form of small-group learning, has gained popularity in medical education in recent years. A growing number of medical schools have adopted TBL in a variety of combinations and permutations across a diversity of settings, learners, and content areas. The authors conducted this systematic review to establish the extent, design, and practice of TBL programs within medical schools to inform curriculum planners and education designers. The authors searched the MEDLINE, PubMed, Web of Knowledge, and ERIC databases for articles on TBL in undergraduate medical education published between 2002 and 2012. They selected and reviewed articles that included original research on TBL programs and assessed the articles according to the seven core TBL design elements (team formation, readiness assurance, immediate feedback, sequencing of in-class problem solving, the four S's [significant problem, same problem, specific choice, and simultaneous reporting], incentive structure, and peer review) described in established guidelines. The authors identified 20 articles that satisfied the inclusion criteria. They found significant variability across the articles in terms of the application of the seven core design elements and the depth with which they were described. The majority of the articles, however, reported that TBL provided a positive learning experience for students. In the future, faculty should adhere to a standardized TBL framework to better understand the impact and relative merits of each feature of their program.

  13. Teaming up

    DEFF Research Database (Denmark)

    Warhuus, Jan; Günzel-Jensen, Franziska; Robinson, Sarah

    or pre-arranged at random. Therefore we investigate the importance of team formation in the entrepreneurial classroom and ask: (i) What are the underlying factors that influence outcomes of teamwork in student groups? (ii) How does team formation influence student perception of learning?, and (iii) Do...... different team formation strategies produce different teamwork and learning outcomes? Approach: We employed a multiple case study design comprising of 38 student teams to uncover potential links between team formation and student perception of learning. This research draws on data from three different....... A rigorous coding and inductive analysis process was undertaken. Pattern and relationship coding were used to reveal underlying factors, which helped to unveil important similarities and differences between student in different teams’ project progress and perception of learning. Results: When students...

  14. The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective

    Science.gov (United States)

    Jeno, Lucas M.; Raaheim, Arild; Kristensen, Sara Madeleine; Kristensen, Kjell Daniel; Hole, Torstein Nielsen; Haugland, Mildrid J.; Mæland, Silje

    2017-01-01

    We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest–posttest design. The results show that the students’ intrinsic motivation, identified regulation, perceived competence, and perceived autonomy support significantly increased going from lectures to TBL. The results further show that students’ engagement and perceived learning significantly increased. Finally, students’ amotivation decreased from pretest to posttest; however, students reported higher external regulation as a function of TBL. Path analysis shows that increases in intrinsic motivation, perceived competence, and external regulation positively predict increases in engagement, which in turn predict increases in perceived learning. We argue that the characteristics of TBL, as opposed to lectures, are likely to engage students and facilitate feelings of competence. TBL is an active-learning approach, as opposed to more passive learning in lectures, which might explain the increase in students’ perception of teachers as autonomy supportive. In contrast, the greater demands TBL puts on students might account for the increase in external regulation. Limitations and practical implications of the results are discussed. PMID:29146665

  15. Building a Team of Teachers for Designing and Implementation of Modul Educational Programs

    Directory of Open Access Journals (Sweden)

    Kashtanova S.N.

    2015-11-01

    Full Text Available This article can be classified as thematic review, since it shows the actual experience of a human resources choice for the design and implementation of modular educational programs. It illustrates the main issues and initiative solutions to the team strategies modeling in a modernization of pedagogical education in Russia. We presents the basic ideological orientations of the modern university teacher from the point of view of reflective pedagogy and pedagogical management. We analyzed the experience of studying the teachers’ readiness to innovative activity and gave examples of dealing with the expectations and needs of potential employers and consumers of educational products using the foresight studies. A model of a graduate and the role of the teacher were analyzed based on expert panels method. Functional mechanisms, and technical aspects of teacher performance, designing and implementing modular educational programs were described with the projection of properties and qualities of the educational product on the professional and personal characteristics of the teacher.

  16. Are High Achievers Successful in Collaborative Learning? An Explorative Study of College Students' Learning Approaches in Team Project-Based Learning

    Science.gov (United States)

    Lee, Hye-Jung; Kim, Hyekyung; Byun, Hyunjung

    2017-01-01

    This study analyses how high-achieving students approach team project-based learning (TPBL) and aims to identify the implications and challenges of TPBL practice in higher education. After interviewing 32 high-achieving students and surveying 1022 additional students at a South Korean university, we found that four factors were particularly…

  17. A trial of team-based versus small-group learning for second-year medical students: does the size of the small group make a difference?

    Science.gov (United States)

    Willett, Laura Rees; Rosevear, G Craig; Kim, Sarang

    2011-01-01

    Team-based learning is a large-group instructional modality intended to provide active learning with modest faculty resources. The goal is to determine if team-based learning could be substituted for small-group learning in case sessions without compromising test performance or satisfaction. One hundred and sixty-seven students were assigned to team-based or small-group learning for 6 case discussion sessions. Examination scores and student satisfaction were compared. Instruction modality had no meaningful effect on examination score, 81.7% team based versus 79.7% small-group, p=.56 after multivariate adjustment. Student satisfaction was lower with team-based learning, 2.45 versus 3.74 on a 5-point scale, pgroups influenced the preference for small-group learning. Team-based learning does not adversely affect examination performance. However, student satisfaction may be inferior, especially if compared to instruction in very small groups of 10 or fewer students.

  18. Collective Machine Learning: Team Learning and Classification in Multi-Agent Systems

    Science.gov (United States)

    Gifford, Christopher M.

    2009-01-01

    This dissertation focuses on the collaboration of multiple heterogeneous, intelligent agents (hardware or software) which collaborate to learn a task and are capable of sharing knowledge. The concept of collaborative learning in multi-agent and multi-robot systems is largely under studied, and represents an area where further research is needed to…

  19. Building an undergraduate physics program with Learning Assistants

    Science.gov (United States)

    Price, Edward

    2013-04-01

    In 2007, the CSUSM Physics Department began offering a B.S. in Applied Physics, its first physics bachelors degree program. The program has grown from 11 majors in 2008 to over 80 in 2012, due in part to recruiting students from local high schools and community colleges. More broadly, because most CSUSM students come from the local region, the longer-term health of the Department is coupled with the vitality and strength of local high school physics education. In addition, establishing a new physics degree required curriculum development and offered the opportunity to incorporate recent innovations in physics education when developing courses. A Learning Assistants (LA) Program, established by the Department in 2008, has been a critical component in these efforts to recruit students, build local educational networks, and implement innovative curricula. In an LA Program, undergraduate Learning Assistants assist faculty in class, meet regularly with the course instructor, and participate in a weekly seminar on teaching and learning, which provides guidance on effective instruction and an opportunity to reflect on their experiences in the classroom. The LA program promotes course transformation, improved student learning, and teacher recruitment. This talk will describe the CSUSM LA Program and its role in support of our growing applied physics degree program.

  20. Self-regulated learning, team learning and project performance in entrepreneurship education: Learning in a lean startup environment

    NARCIS (Netherlands)

    Harms, Rainer

    2015-01-01

    Contemporary entrepreneurship education (EE) is often based around a team-based challenge such as creating a new venture or solving a startup problem. A creative and professional solution to such a challenge requires individual and team efforts. At the level of the individual student, self-regulated

  1. Team-Based Learning in the Gross Anatomy Laboratory Improves Academic Performance and Students' Attitudes toward Teamwork

    Science.gov (United States)

    Huitt, Tiffany W.; Killins, Anita; Brooks, William S.

    2015-01-01

    As the healthcare climate shifts toward increased interdisciplinary patient care, it is essential that students become accomplished at group problem solving and develop positive attitudes toward teamwork. Team-based learning (TBL) has become a popular approach to medical education because of its ability to promote active learning, problem-solving…

  2. Competitive Team-Based Learning versus Group Investigation with Reference to the Language Proficiency of Iranian EFL Intermediate Students

    Science.gov (United States)

    Hosseini, Seyed Mohammad Hassan

    2014-01-01

    This paper is a report on an experimental study which intended to look into the possible effects of Competitive Team-Based Learning (CTBL) vis-à-vis Group Investigation (GI) method of Cooperative Learning (CL) on the language proficiency of Iranian EFL intermediate students. Seventy homogeneous Iranian intermediate students were selected out of a…

  3. Undergraduate Social Work Students' Perceptions of a Team-Based Learning Approach to Exploring Adult Development

    Science.gov (United States)

    Watkins, Karen; Forge, Nicholas; Lewinson, Terri; Garner, Brittany; Carter, Larance D.; Greenwald, Lindsay

    2018-01-01

    Social work educators are challenged to adopt innovative instructional methods and pedagogies to prepare students to meet the contemporary needs of diverse client populations. A team-based learning (TBL) approach is a pedagogical strategy that utilizes cooperative and collaborative learning principles to inspire academic, professional, and…

  4. Team building: electronic management-clinical translational research (eM-CTR) systems.

    Science.gov (United States)

    Cecchetti, Alfred A; Parmanto, Bambang; Vecchio, Marcella L; Ahmad, Sjarif; Buch, Shama; Zgheib, Nathalie K; Groark, Stephen J; Vemuganti, Anupama; Romkes, Marjorie; Sciurba, Frank; Donahoe, Michael P; Branch, Robert A

    2009-12-01

    Classical drug exposure: response studies in clinical pharmacology represent the quintessential prototype for Bench to Bedside-Clinical Translational Research. A fundamental premise of this approach is for a multidisciplinary team of researchers to design and execute complex, in-depth mechanistic studies conducted in relatively small groups of subjects. The infrastructure support for this genre of clinical research is not well-handled by scaling down of infrastructure used for large Phase III clinical trials. We describe a novel, integrated strategy, whose focus is to support and manage a study using an Information Hub, Communication Hub, and Data Hub design. This design is illustrated by an application to a series of varied projects sponsored by Special Clinical Centers of Research in chronic obstructive pulmonary disease at the University of Pittsburgh. In contrast to classical informatics support, it is readily scalable to large studies. Our experience suggests the culture consequences of research group self-empowerment is not only economically efficient but transformative to the research process.

  5. THE IMPLEMENTATION OF JOBSHEET-BASED STUDENT TEAMS ACHIEVEMENT DIVISION LEARNING MODEL TO IMPROVE STUDENTS LEARNING OUTCOMES

    Directory of Open Access Journals (Sweden)

    Kadek Dodi Permana

    2016-09-01

    Full Text Available This study aims to improve the Information and Communications Technology (ICT learning outcomes of the students in SMA N 2 Singaraja through the learning model of Job sheet-based Student Team Achievement Division (STAD. This is a classroom action research. The data analysis reveals that learning outcomes in cycle I gain a mean score of 80. 51 and a classical provisions of 15%. There are three students who pass with a minimum score of 85 in cycle I. From these categories, the students’ learning outcomes in the first cycle have not met the criterion of 85%. The mean score of cycle II is 88. 57 and the classical provisions is 90%. In the second cycle, there are 18 students who gain a minimum score of 85. Based on the success criterion, a research study is successful if the minimum completeness criterion reaches 85 and the minimum classical completeness criterion reaches 85%. From the categories, the students’ learning outcomes have been successfully improved since the percentage of classical completeness in the second cycle has reached its expected results.

  6. Validity of Peer Evaluation for Team-Based Learning in a Dental School in Japan.

    Science.gov (United States)

    Nishigawa, Keisuke; Hayama, Rika; Omoto, Katsuhiro; Okura, Kazuo; Tajima, Toyoko; Suzuki, Yoshitaka; Hosoki, Maki; Ueda, Mayu; Inoue, Miho; Rodis, Omar Marianito Maningo; Matsuka, Yoshizo

    2017-12-01

    The aim of this study was to determine the validity of peer evaluation for team-based learning (TBL) classes in dental education in comparison with the term-end examination records and TBL class scores. Examination and TBL class records of 256 third- and fourth-year dental students in six fixed prosthodontics courses from 2013 to 2015 in one dental school in Japan were investigated. Results of the term-end examination during those courses, individual readiness assurance test (IRAT), group readiness assurance test (GRAT), group assignment projects (GAP), and peer evaluation of group members in TBL classes were collected. Significant positive correlations were found between all combinations of peer evaluation, IRAT, and term-end examination. Individual scores also showed a positive correlation with group score (total of GRAT and GAP). From the investigation of the correlations in the six courses, significant positive correlations between peer evaluation and individual score were found in four of the six courses. In this study, peer evaluation seemed to be a valid index for learning performance in TBL classes. To verify the effectiveness of peer evaluation, all students have to realize the significance of scoring the team member's performance. Clear criteria and detailed instruction for appropriate evaluation are also required.

  7. Better team management--better team care?

    Science.gov (United States)

    Shelley, P; Powney, B

    1994-01-01

    Team building should not be a 'bolt-on' extra, it should be a well planned, integrated part of developing teams and assisting their leaders. When asked to facilitate team building by a group of NHS managers we developed a framework which enabled individual members of staff to become more effective in the way they communicated with each other, their teams and in turn within the organization. Facing the challenge posed by complex organizational changes, staff were able to use 3 training days to increase and develop their awareness of the principles of teamwork, better team management, and how a process of leadership and team building could help yield better patient care.

  8. Team Resilience Training in the Workplace: E-Learning Adaptation, Measurement Model, and Two Pilot Studies.

    Science.gov (United States)

    Bennett, Joel B; Neeper, Michael; Linde, Brittany D; Lucas, Gale M; Simone, Lindsay

    2018-05-02

    The majority of resilience interventions focus on the individual. Workplace resilience is a growing field of research. Given the ever-increasing interconnectedness in businesses, teamwork is a guarantee. There is also growing recognition that resilience functions at the team level. The objective of our work was to address three shortcomings in the study of workplace resilience interventions: lack of interventions focusing on group-level or team resilience, the need for brief interventions, and the need for more theoretical precision in intervention studies. The authors took an established evidence-based program (Team Resilience) and modified it based on these needs. A working model for brief intervention evaluation distinguishes outcomes that are proximal (perceptions that the program improved resilience) and distal (dispositional resilience). A total of 7 hypotheses tested the model and program efficacy. Two samples (n=118 and n=181) of engineering firms received the Web-based training and provided immediate reactions in a posttest-only design. The second sample also included a control condition (n=201). The findings support the model and program efficacy. For example, workplace resilience was greater in the intervention group than in the control group. Other findings suggest social dissemination effects, equal outcomes for employees at different stress levels, and greater benefit for females. This preliminary research provides evidence for the capabilities of e-learning modules to effectively promote workplace resilience and a working model of team resilience. ©Joel B Bennett, Michael Neeper, Brittany D Linde, Gale M Lucas, Lindsay Simone. Originally published in JMIR Mental Health (http://mental.jmir.org), 02.05.2018.

  9. A multi-instructor, team-based, active-learning exercise to integrate basic and clinical sciences content.

    Science.gov (United States)

    Kolluru, Srikanth; Roesch, Darren M; Akhtar de la Fuente, Ayesha

    2012-03-12

    To introduce a multiple-instructor, team-based, active-learning exercise to promote the integration of basic sciences (pathophysiology, pharmacology, and medicinal chemistry) and clinical sciences in a doctor of pharmacy curriculum. A team-based learning activity that involved pre-class reading assignments, individual-and team-answered multiple-choice questions, and evaluation and discussion of a clinical case, was designed, implemented, and moderated by 3 faculty members from the pharmaceutical sciences and pharmacy practice departments. Student performance was assessed using a multiple-choice examination, an individual readiness assurance test (IRAT), a team readiness assurance test (TRAT), and a subjective, objective, assessment, and plan (SOAP) note. Student attitudes were assessed using a pre- and post-exercise survey instrument. Students' understanding of possible correct treatment strategies for depression improved. Students were appreciative of this true integration of basic sciences knowledge in a pharmacotherapy course and to have faculty members from both disciplines present to answer questions. Mean student score on the on depression module for the examination was 80.4%, indicating mastery of the content. An exercise led by multiple instructors improved student perceptions of the importance of team-based teaching. Integrated teaching and learning may be achieved when instructors from multiple disciplines work together in the classroom using proven team-based, active-learning exercises.

  10. Supportive Supervision: Meeting to Build Interdisciplinary Teams in the Northern Central Regional Office of the CEN CINAI

    Directory of Open Access Journals (Sweden)

    Georgianella Araya-Alegría

    2015-01-01

    Full Text Available This article is the result of a participatory action research project aimed at providing a novel approach for the Northern Central Regional Office of the CEN CINAI [Education and Nutrition Centers (CEN and the Children’s Nutrition and Comprehensive Care Centers (CINAI] to build knowledge on an unfinished process: “Supportive Supervision” (supervisión capacitante.  Based on a naturalistic premise, we tried to answer a question that guided us in the group creation and transformation, switching our meetings from a vertical standpoint to a horizontal relationship providing accompaniment, support and construction, as well as analysis and reflection. The article shows the aspects that justified the development of the participative action research process under a methodological proposal that involves those of us who participated and contributed to build knowledge with our experience and from different locations within the Region.  A total of 29 professionals participated, willing to jointly meet a purpose: construct knowledge based on team work and on a process full of uncertainty that encourages us to constantly revise what has already been built and enables us to re-read and retake what has already been written and to systematize what could not be written before. In order words, to make this process a new way of developing knowledge that implies a more concrete standpoint to understand what “Supportive Supervision” is and how it is done, with the purpose of always looking for improvement within the National Directorate of CEN CINAI.

  11. Effectiveness of E-Learning for Students Vocational High School Building Engineering Program

    Science.gov (United States)

    Soeparno; Muslim, Supari

    2018-04-01

    Implementation of vocational learning in accordance with the 2013 curriculum must meet the criteria, one of which is learning to be consistent with advances in technology and information. Technology-based learning in vocational commonly referred to as E-Learning, online (in the network) and WBL (Web-Based Learning). Facts on the ground indicate that based learning technology and information on Vocational High School of Building Engineering is still not going well. The purpose of this research is to know: advantages and disadvantages of learning with E-Learning, conformity of learning with E-Learning with characteristics of students on Vocational High School of Building Engineering and effective learning method based on E-Learning for students on Vocational High School of Building Engineering. Research done by literature method, get the following conclusion as follow: the advantages of E-Learning is learning can be done anywhere and anytime, efficient in accessing materials and tasks, ease of communication and discussion; while the shortage is the need for additional costs for good internet access and lack of social interaction between teachers and students. E-learning is appropriate to basic knowledge competencies, and not appropriate at the level of advanced competencies and skills. Effective E-Learning Based Learning Method on Vocational High School of Building Engineering is a Blended method that is a mix between conventional method and e-learning.

  12. Building Energy-Efficient Schools in New Orleans: Lessons Learned (Brochure)

    Energy Technology Data Exchange (ETDEWEB)

    2011-12-01

    This case study presents the lessons learned from incorporating energy efficiency in the rebuilding and renovating of New Orleans K-12 schools after Hurricanes Katrina and Rita. Hurricane Katrina was the largest natural disaster in the United States, striking the Gulf Coast on August 29, 2005, and flooding 80% of New Orleans; to make matters worse, the city was flooded again only three weeks later by the effects of Hurricane Rita. Many of the buildings, including schools, were heavily damaged. The devastation of schools in New Orleans from the hurricanes was exacerbated by many years of deferred school maintenance. This case study presents the lessons learned from incorporating energy efficiency in the rebuilding and renovating of New Orleans K-12 schools after Hurricanes Katrina and Rita. The experiences of four new schools-Langston Hughes Elementary School, Andrew H. Wilson Elementary School (which was 50% new construction and 50% major renovation), L.B. Landry High School, and Lake Area High School-and one major renovation, Joseph A. Craig Elementary School-are described to help other school districts and design teams with their in-progress and future school building projects in hot-humid climates. Before Hurricane Katrina, New Orleans had 128 public schools. As part of the recovery planning, New Orleans Public Schools underwent an assessment and planning process to determine how many schools were needed and in what locations. Following a series of public town hall meetings and a district-wide comprehensive facility assessment, a Master Plan was developed, which outlined the renovation or construction of 85 schools throughout the city, which are expected to be completed by 2017. New Orleans Public Schools expects to build or renovate approximately eight schools each year over a 10-year period to achieve 21st century schools district-wide. Reconstruction costs are estimated at nearly $2 billion.

  13. Evaluation of Team-Based Learning and Traditional Instruction in Teaching Removable Partial Denture Concepts.

    Science.gov (United States)

    Echeto, Luisa F; Sposetti, Venita; Childs, Gail; Aguilar, Maria L; Behar-Horenstein, Linda S; Rueda, Luis; Nimmo, Arthur

    2015-09-01

    The aim of this study was to evaluate the effectiveness of team-based learning (TBL) methodology on dental students' retention of knowledge regarding removable partial denture (RPD) treatment. The process of learning RPD treatment requires that students first acquire foundational knowledge and then use critical thinking skills to apply that knowledge to a variety of clinical situations. The traditional approach to teaching, characterized by a reliance on lectures, is not the most effective method for learning clinical applications. To address the limitations of that approach, the teaching methodology of the RPD preclinical course at the University of Florida was changed to TBL, which has been shown to motivate student learning and improve clinical performance. A written examination was constructed to compare the impact of TBL with that of traditional teaching regarding students' retention of knowledge and their ability to evaluate, diagnose, and treatment plan a partially edentulous patient with an RPD prosthesis. Students taught using traditional and TBL methods took the same examination. The response rate (those who completed the examination) for the class of 2013 (traditional method) was 94% (79 students of 84); for the class of 2014 (TBL method), it was 95% (78 students of 82). The results showed that students who learned RPD with TBL scored higher on the examination than those who learned RPD with traditional methods. Compared to the students taught with the traditional method, the TBL students' proportion of passing grades was statistically significantly higher (p=0.002), and 23.7% more TBL students passed the examination. The mean score for the TBL class (0.758) compared to the conventional class (0.700) was statistically significant with a large effect size, also demonstrating the practical significance of the findings. The results of the study suggest that TBL methodology is a promising approach to teaching RPD with successful outcomes.

  14. [Practical chemistry education provided by team-based learning (TBL) and peer evaluation].

    Science.gov (United States)

    Yasuhara, Tomohisa; Konishi, Motomi; Nishida, Takahiro; Kushihata, Taro; Sone, Tomomichi; Kurio, Wasako; Yamamoto, Yumi; Nishikawa, Tomoe; Yanada, Kazuo; Nakamura, Mitsutaka

    2014-01-01

    Learning chemistry is cumulative: basic knowledge and chemical calculation skills are required to gain understanding of higher content. However, we often suffer from students' lack of learning skills to acquire these concepts. One of the reasons is the lack of adequate training in the knowledge and skills of chemistry, and one of the reasons for this lack is the lack of adequate evaluation of training procedures and content. Team-based learning (TBL) is a strong method for providing training in the knowledge and skills of chemistry and reaffirms the knowledge and skills of students of various levels. In our faculty, TBL exercises are provided for first-year students concurrently with lectures in physical chemistry and analytical chemistry. In this study, we researched the adoption of a peer evaluation process for this participatory learning model. Questionnaires taken after TBL exercises in the previous year showed a positive response to TBL. Further, a questionnaire taken after TBL exercises in the spring semester of the current year also yielded a positive response not only to TBL but also to peer evaluation. In addition, a significant correlation was observed between the improvement of students' grades in chemistry classes and the feeling the percentage (20%) of peer evaluation in overall evaluation low (logistic regression analysis, p=0.022). On the basis of the findings, we argue that TBL provides a generic, practical learning environment including an effective focus on learning strategy and evaluation of knowledge, skills, and attitudes, and studies on the educational effects of TBL and peer evaluation.

  15. Why turnover matters in self-managing work teams : Learning, social integration, and task flexibility

    NARCIS (Netherlands)

    van der Vegt, G.S.; Bunderson, S.; Kuipers, B.

    This study considers how turnover in self-managing work teams influences the team interaction processes that promote effective task accomplishment. Drawing from research on self-managing work teams and group process, the authors propose that team turnover affects performance in self-managing teams

  16. MILITARY ETHICAL META-KNOWLEDGE AND INDOOR TEAM BUILDING GAMES. FROM PROMISE TO PRAXIS

    Directory of Open Access Journals (Sweden)

    Aura CODREANU

    2014-10-01

    Full Text Available Contemporary asymmetric warfare raises challenges that can be best described as volatile, uncertain, complex, ambiguous (VUCA. These features translate into a conundrum for both the forces involved in multinational theatres of operations, and for academics, researchers, educators and trainers in charge of finding novel means of approaching the needs of the military human resource both domestically and during deployment periods. One specific requirement of the military when deployed is to act in accordance with their code of values, but to also show consideration for other cultures, attitudes and behaviors. Nonetheless, these requirements may more often than clash. Consequently, this paper is built on the assumption that: asymmetric warfare requires a new set of approaches in terms of military education and training that should involve a change in the learning paradigm of cadets and adult officers so they can measure up to the features of this type of warfare. Therefore, its aim is to propose a possible new framework through which one’s own ethical otherness may be discovered and reflected upon in a novel and, we dare say, a challenging manner for the military field and for the didactics of military ethics.

  17. Is a Team-based Learning Approach to Anatomy Teaching Superior to Didactic Lecturing?

    Science.gov (United States)

    Ghorbani, Naghme; Karbalay-Doust, Saied; Noorafshan, Ali

    2014-02-01

    Team-based learning (TBL) is used in the medical field to implement interactive learning in small groups. The learning of anatomy and its subsequent application requires the students to recall a great deal of factual content. The aims of this study were to evaluate the students' satisfaction, engagement and knowledge gain in anatomy through the medium of TBL in comparison to the traditional lecture method. This study, carried out from February to June 2012, included 30 physical therapy students of the Shiraz University of Medical Science, School of Rehabilitation Sciences. Classic TBL techniques were modified to cover lower limb anatomy topics in the first year of the physical therapy curriculum. Anatomy lectures were replaced with TBL, which required the preparation of assigned content, specific discussion topics, an individual self-assessment test (IRAT) and the analysis of discussion topics. The teams then subsequently retook the assessment test as a group (GRAT). The first eight weeks of the curriculum were taught using traditional didactic lecturing, while during the second eight weeks the modified TBL method was used. The students evaluated these sessions through a questionnaire. The impact of TBL on student engagement and educational achievement was determined using numerical data, including the IRAT, GRAT and final examination scores. Students had a higher satisfaction rate with the TBL teaching according to the Likert scale. Additionally, higher scores were obtained in the TBL-based final examination in comparison to the lecture-based midterm exam. The students' responses showed that the TBL technique could be used alone or in conjunction with traditional didactic lecturing in order to teach anatomy more effectively.

  18. JOM BACA@PHS: Building Foundation for Lifelong Learning

    Directory of Open Access Journals (Sweden)

    Mohd Napiah Mohd Kamal

    2016-01-01

    Full Text Available Universiti Sains Malaysia (USM is a pioneering university that strives to empower future talent and next generation towards a sustainable knowledge transformation. Hamzah Sendut Library in supporting this effort has formed the Reading Campaign Committee with the tagline ‘Jombaca@PHS’. This committee is established to promote love for books and reading culture to Universiti Sains Malaysia (USM community in particular and society in general. The Library realizes that the expertise to manage reading materials shouldn’t be keep by its own, but rather to be shared to others in need. Since its inception in 2009, various programs have been carried out to meet the objective. Numerous programs were conducted under three main programs, namely Community Network, Exhibition and Sharing is Caring. Starting as small-scale projects, now these initiatives have shown its positive impacts especially in building foundation for lifelong learning among USM community.

  19. Lessons Learned and Challenges in Building a Filipino Health Coalition

    Science.gov (United States)

    Aguilar, David E.; Abesamis-Mendoza, Noilyn; Ursua, Rhodora; Divino, Lily Ann M.; Cadag, Kara; Gavin, Nicholas P.

    2010-01-01

    In recent years, community-based coalitions have become an effective channel to addressing various health problems within specific ethnic communities. The purpose of this article is twofold: (a) to describe the process involved in building the Kalusugan Coalition (KC), a Filipino American health coalition based in New York City, and (b) to highlight the lessons learned and the challenges from this collaborative venture. The challenges described also offer insights on how the coalition development process can be greatly affected by the partnership with an academic institution on a community-based research project. Because each cultural group has unique issues and concerns, the theoretical framework used by KC offers creative alternatives to address some of the challenges regarding coalition infrastructures, leadership development, unexpected change of coalition dynamics, and cultural nuances. PMID:19098260

  20. Peer-led team learning in an online course on controversial medication issues and the US healthcare system.

    Science.gov (United States)

    Pittenger, Amy L; LimBybliw, Amy L

    2013-09-12

    To implement peer-led team learning in an online course on controversial issues surrounding medications and the US healthcare system. The course was delivered completely online using a learning management system. Students participated in weekly small-group discussions in online forums, completed 3 reflective writing assignments, and collaborated on a peer-reviewed grant proposal project. In a post-course survey, students reported that the course was challenging but meaningful. Final projects and peer-reviewed assignments demonstrated that primary learning goals for the course were achieved and students were empowered to engage in the healthcare debate. A peer-led team-learning is an effective strategy for an online course offered to a wide variety of student learners. By shifting some of the learning and grading responsibility to students, the instructor workload for the course was rendered more manageable.

  1. Tackling student neurophobia in neurosciences block with team-based learning

    Directory of Open Access Journals (Sweden)

    Khurshid Anwar

    2015-07-01

    Full Text Available Introduction: 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 conferences. Recently, team-based learning (TBL, a student-centered instructional strategy, has increasingly been regarded by many undergraduate medical courses as an effective method to assist student learning. Methods: In this study, 156 students of year-three neuroscience block were divided into seven male and seven female groups, comprising 11–12 students in each group. TBL was introduced during the 6 weeks of this block, and a total of eight TBL sessions were conducted during this duration. We evaluated the effect of TBL on student learning and correlated it with the student's performance in summative assessment. Moreover, the students’ perceptions regarding the process of TBL was assessed by online survey. Results: We found that students who attended TBL sessions performed better in the summative examinations as compared to those who did not. Furthermore, students performed better in team activities compared to individual testing, with male students performing better with a more favorable impact on their grades in the summative examination. There was an increase in the number of students achieving higher grades (grade B and above in this block when compared to the previous block (51.7% vs. 25%. Moreover, the number of students at risk for lower grades (Grade B- and below decreased in this block when compared to the previous block (30.6% vs. 55%. Students generally elicited a favorable response regarding the TBL process, as well as expressed satisfaction with the content covered and felt that such

  2. Team based learning in nursing and midwifery higher education; a systematic review of the evidence for change.

    Science.gov (United States)

    Dearnley, Chris; Rhodes, Christine; Roberts, Peter; Williams, Pam; Prenton, Sarah

    2018-01-01

    The aim of this study is to review the evidence in relation to the experiences and outcomes of students on nursing and/or midwifery higher education programmes, who experience team based learning. To examine the relationship between team based learning and attainment for nursing and midwifery students in professional higher education. To examine the relationship between team based learning and student satisfaction for nurses and midwifery students in higher education. To identify and report examples of good practice in the implementation of team based learning in Nursing and Midwifery higher education. A systematic Review of the literature was undertaken. The population were nurses and midwives studying on higher education pre and post registration professional programmes. The intervention was learning and teaching activities based on a team-based learning approach. Data sources included CINAHL and MEDLINE. ERIC and Index to Theses were also searched. International research papers published in English between 2011 and 2017 that met the inclusion criteria were included in the study. Papers that met the criteria were subjected to quality appraisal and agreement amongst authors for inclusion in the review. A total of sixteen papers were reviewed and four themes emerged for discussion. These were Student Engagement, Student Satisfaction, Attainment and Practice Development and Transformational Teaching and Learning. There is a tentative, though growing body of evidence to support TBL as a strategy that can impact on student engagement, student satisfaction, attainment, practice development and transformative teaching and learning. The literature indicates that implementing TBL within the curriculum is not without challenge and requires a sustained and structured approach. Staff and students need to understand the processes involved, and why they should be adhered to, in the pursuit of enhanced student experiences and outcomes for nurses and midwives in Higher Education

  3. Believing in "us": exploring leaders' capacity to enhance team confidence and performance by building a sense of shared social identity.

    Science.gov (United States)

    Fransen, Katrien; Haslam, S Alexander; Steffens, Niklas K; Vanbeselaere, Norbert; De Cuyper, Bert; Boen, Filip

    2015-03-01

    The present study examined the impact of athlete leaders' perceived confidence on their teammates' confidence and performance. Male basketball players (N = 102) participated in groups of 4. To manipulate leaders' team confidence, the appointed athlete leader of each newly formed basketball team (a confederate) expressed either high or low team confidence. The results revealed an effect of team confidence contagion such that team members had greater team confidence when the leader expressed high (rather than low) confidence in the team's success. Second, the present study sought to explain the mechanisms through which this contagion occurs. In line with the social identity approach to leadership, structural equation modeling demonstrated that this effect was partially mediated by team members' increased team identification. Third, findings indicated that when leaders expressed high team confidence, team members' performance increased during the test, but when leaders expressed low confidence, team members' performance decreased. Athlete leaders thus have the capacity to shape team members' confidence--and hence their performance--in both positive and negative ways. In particular, by showing that they believe in "our team," leaders are able not only to make "us" a psychological reality, but also to transform "us" into an effective operational unit. PsycINFO Database Record (c) 2015 APA, all rights reserved.

  4. Team-building through sailing: effects on health status, job satisfaction and work performance of health care professionals involved in organ and tissue donation.

    Science.gov (United States)

    Ponzin, Diego; Fasolo, Adriano; Vidale, Enrico; Pozzi, Annalaura; Bottignolo, Elisa; Calabrò, Francesco; Rupolo, Giampietro

    2015-01-01

    The aim of this study was to evaluate the effects of a team-building learning project on job satisfaction, psychological wellbeing, and performance of health care workers involved in the process of organ and tissue donation. The project was conducted between June and September 2011 and consisted of two one-day meetings and a one week sailing, involving 20 staff members. GHQ-12, MBI-HSS, and 25 items taken from the Multidimensional Organizational Health Questionnaire (MOHQ) were used to assess health status, burnout, and job satisfaction. Results of the descriptive analyses were expressed as mean ± SD and as counts and percentages; Chi-square test was used to evaluate statistical significance of differences before and after the initiative. 6 (30,0%) participants showed the likelihood to suffering from anxiety and depression (i.e. recognized as 'cases' by the GHQ-12), 3 (15.0%) of them at baseline and 3 (15.0%), different from the previous ones, in the post-intervention. The presence of stress was revealed in 9 (45.0%) and 12 subjects (60.0%) before and after the experience, respectively (6 subjects showed the presence of stress in both circumstances). We documented 4 burnout cases, 3 (15.0%) at baseline and 1 (5.0%) after the experience. Nevertheless, about 80% of the participants showed a high degree ofjob satisfaction, in terms of positive influence of job in the professional satisfaction and of clear satisfaction for the organization, during both evaluation. In respect to 2010, the number of organ donors and that of ocular tissue donors improved of about 16% and 10%, respectively, during the year of the project and in the following year (mean value). We recognize that our team-building project for personnel involved in the stressful and demanding setting of organ and tissue donation, worthwhile and recompensing at the same time, possibly influenced the personal commitment and the quality of job provided. The high level of stress showed by participants should be

  5. Utilizing Response to Intervention (RtI) as a Means of Studying Capacity Building and Motivation of Staff by School Leadership Teams

    Science.gov (United States)

    Mahoney, Brian J.

    2013-01-01

    This research study explored the concept of capacity building and motivation of staff by school leadership teams in the successful development and implementation of educational initiatives, specifically Response to Intervention (RtI). A great deal of scholarship has addressed leadership and its effect on motivation, but few studies have…

  6. How do primary health care teams learn to integrate intimate partner violence (IPV) management? A realist evaluation protocol.

    Science.gov (United States)

    Goicolea, Isabel; Vives-Cases, Carmen; San Sebastian, Miguel; Marchal, Bruno; Kegels, Guy; Hurtig, Anna-Karin

    2013-03-23

    Despite the existence of ample literature dealing, on the one hand, with the integration of innovations within health systems and team learning, and, on the other hand, with different aspects of the detection and management of intimate partner violence (IPV) within healthcare facilities, research that explores how health innovations that go beyond biomedical issues-such as IPV management-get integrated into health systems, and that focuses on healthcare teams' learning processes is, to the best of our knowledge, very scarce if not absent. This realist evaluation protocol aims to ascertain: why, how, and under what circumstances primary healthcare teams engage (if at all) in a learning process to integrate IPV management in their practices; and why, how, and under what circumstances team learning processes lead to the development of organizational culture and values regarding IPV management, and the delivery of IPV management services. This study will be conducted in Spain using a multiple-case study design. Data will be collected from selected cases (primary healthcare teams) through different methods: individual and group interviews, routinely collected statistical data, documentary review, and observation. Cases will be purposively selected in order to enable testing the initial middle-range theory (MRT). After in-depth exploration of a limited number of cases, additional cases will be chosen for their ability to contribute to refining the emerging MRT to explain how primary healthcare learn to integrate intimate partner violence management. Evaluations of health sector responses to IPV are scarce, and even fewer focus on why, how, and when the healthcare services integrate IPV management. There is a consensus that healthcare professionals and healthcare teams play a key role in this integration, and that training is important in order to realize changes. However, little is known about team learning of IPV management, both in terms of how to trigger such learning

  7. A Tool and Process that Facilitate Community Capacity Building and Social Learning for Natural Resource Management

    Directory of Open Access Journals (Sweden)

    Christopher M. Raymond

    2013-03-01

    Full Text Available This study presents a self-assessment tool and process that facilitate community capacity building and social learning for natural resource management. The tool and process provide opportunities for rural landholders and project teams both to self-assess their capacity to plan and deliver natural resource management (NRM programs and to reflect on their capacities relative to other organizations and institutions that operate in their region. We first outline the tool and process and then present a critical review of the pilot in the South Australian Arid Lands NRM region, South Australia. Results indicate that participants representing local, organizational, and institutional tiers of government were able to arrive at a group consensus position on the strength, importance, and confidence of a variety of capacities for NRM categorized broadly as human, social, physical, and financial. During the process, participants learned a lot about their current capacity as well as capacity needs. Broad conclusions are discussed with reference to the iterative process for assessing and reflecting on community capacity.

  8. Team-Based Learning in a Community Health Nursing Course: Improving Academic Outcomes.

    Science.gov (United States)

    Miles, Jane M; Larson, Kim L; Swanson, Melvin

    2017-07-01

    Population health concepts, such as upstream thinking, present challenging ideas to undergraduate nursing students grounded in an acute care orientation. The purpose of this study was to describe how team-based learning (TBL) influenced academic outcomes in a community health nursing course. A descriptive correlational design examined the relationship among student scores on individual readiness assurance tests (iRATs), team readiness assurance tests (tRATs), and the final examination. The sample included 221 nursing students who had completed the course. A large positive correlation was found between iRAT and final examination scores. For all students, the mean tRAT score was higher than the mean iRAT score. A moderate positive correlation existed between tRAT and final examination scores. The study contributes to understanding the effects of TBL pedagogy on student academic outcomes in nursing education. TBL is a valuable teaching method in a course requiring the application of challenging concepts. [J Nurs Educ. 2017;56(7):425-429.]. Copyright 2017, SLACK Incorporated.

  9. Peer led team learning in introductory biology: effects on peer leader critical thinking skills.

    Science.gov (United States)

    Snyder, Julia J; Wiles, Jason R

    2015-01-01

    This study evaluated hypothesized effects of the Peer-Led Team Learning (PLTL) instructional model on undergraduate peer leaders' critical thinking skills. This investigation also explored peer leaders' perceptions of their critical thinking skills. A quasi-experimental pre-test/post-test with control group design was used to determine critical thinking gains in PLTL/non-PLTL groups. Critical thinking was assessed using the California Critical Thinking Skills Test (CCTST) among participants who had previously completed and been successful in a mixed-majors introductory biology course at a large, private research university in the American Northeast. Qualitative data from open-ended questionnaires confirmed that factors thought to improve critical thinking skills such as interaction with peers, problem solving, and discussion were perceived by participants to have an impact on critical thinking gains. However, no significant quantitative differences in peer leaders' critical thinking skills were found between pre- and post-experience CCTST measurements or between experimental and control groups.

  10. The Role of Leadership in Facilitating Organisational Learning and Collective Capacity Building

    Science.gov (United States)

    Piranfar, Hosein

    2007-01-01

    The paper examines the role of leadership in facilitating collective learning and capacity building by utilising ideas from the fields of evolutionary learning, operations strategy, quality, project and risk management. Two contrasting cases are chosen to show how success and failure can depend upon collective capacity building through…

  11. Secondary Students Learning Mathematics through Digital Game Building: A Study of the Effects and Students' Perceptions

    Science.gov (United States)

    Li, Qing; Vandermeiden, Elise; Lemieux, Collette; Nathoo, Shahista

    2016-01-01

    This study explored secondary students' learning experiences in mathematics through digital game building. In this study, students were asked to become designers and builders in order to coauthor their own mathematics learning. Grounded in enactivism, this study examined the impact of game building on students' achievement. In addition, it…

  12. A pilot study on the effects of a team building process on the perception of work environment in an integrative hospital for neurological rehabilitation.

    Science.gov (United States)

    Ostermann, Thomas; Bertram, Mathias; Büssing, Arndt

    2010-03-09

    Neurological rehabilitation is one of the most care-intensive challenges in the health care system requiring specialist therapeutic and nursing knowledge. In this descriptive pilot study, we investigated the effects of a team building process on perceived work environment, self-ascribed professional competence, life satisfaction, and client satisfaction in an anthroposophic specialized hospital for neurological rehabilitation. The team-building process consisted of didactic instruction and training in problem-solving, teambuilding and constructive conflict resolution. Seventy seven staff members and 44 patients' relatives were asked to complete a survey that included the Work Environment Scale (WES-10), a Life Satisfaction Scale (BMLSS), the Conviction of Therapeutic Competency (CTC) scale and the Client Satisfaction Questionnaire (CSQ-8). To evaluate the outcome of the team building process, we analyzed changes over time in the WES-10 subscales. Additionally the interrelationship between the WES-10 subscales with other subscales and with sociodemographic parameters like age, gender was calculated by means of a bivariate correlation analysis. The team building process had a significant positive effect on perceived work environment in only one area. There was a significant improvement in the ward staffs' perception of their ability to constructively resolve conflicts 3 years after inception of the team building process than there was before inception. However, even in a unit that utilized holistic treatment and nursing in the care of severely disable patients, such care necessitating a very heavy workload, the measurements on the Self Realization, Life Satisfaction and Conviction of Therapeutic Competency scales remained high and unchanged over the three year time period of the study. Strategic interventions might be an option to improve interpersonal relationships and finally quality of patient care.

  13. A pilot study on the effects of a team building process on the perception of work environment in an integrative hospital for neurological rehabilitation

    Directory of Open Access Journals (Sweden)

    Büssing Arndt

    2010-03-01

    Full Text Available Abstract Background Neurological rehabilitation is one of the most care-intensive challenges in the health care system requiring specialist therapeutic and nursing knowledge. In this descriptive pilot study, we investigated the effects of a team building process on perceived work environment, self-ascribed professional competence, life satisfaction, and client satisfaction in an anthroposophic specialized hospital for neurological rehabilitation. The team-building process consisted of didactic instruction and training in problem-solving, teambuilding and constructive conflict resolution. Methods Seventy seven staff members and 44 patients' relatives were asked to complete a survey that included the Work Environment Scale (WES-10, a Life Satisfaction Scale (BMLSS, the Conviction of Therapeutic Competency (CTC scale and the Client Satisfaction Questionnaire (CSQ-8. To evaluate the outcome of the team building process, we analyzed changes over time in the WES-10 subscales. Additionally the interrelationship between the WES-10 subscales with other subscales and with sociodemographic parameters like age, gender was calculated by means of a bivariate correlation analysis. Results The team building process had a significant positive effect on perceived work environment in only one area. There was a significant improvement in the ward staffs' perception of their ability to constructively resolve conflicts 3 years after inception of the team building process than there was before inception. However, even in a unit that utilized holistic treatment and nursing in the care of severely disable patients, such care necessitating a very heavy workload, the measurements on the Self Realization, Life Satisfaction and Conviction of Therapeutic Competency scales remained high and unchanged over the three year time period of the study. Conclusions Strategic interventions might be an option to improve interpersonal relationships and finally quality of patient care.

  14. Optimisation of simulated team training through the application of learning theories: a debate for a conceptual framework

    Science.gov (United States)

    2014-01-01

    Background As a conceptual review, this paper will debate relevant learning theories to inform the development, design and delivery of an effective educational programme for simulated team training relevant to health professionals. Discussion Kolb’s experiential learning theory is used as the main conceptual framework to define the sequence of activities. Dewey’s theory of reflective thought and action, Jarvis modification of Kolb’s learning cycle and Schön’s reflection-on-action serve as a model to design scenarios for optimal concrete experience and debriefing for challenging participants’ beliefs and habits. Bandura’s theory of self-efficacy and newer socio-cultural learning models outline that for efficient team training, it is mandatory to introduce the social-cultural context of a team. Summary The ideal simulated team training programme needs a scenario for concrete experience, followed by a debriefing with a critical reflexive observation and abstract conceptualisation phase, and ending with a second scenario for active experimentation. Let them re-experiment to optimise the effect of a simulated training session. Challenge them to the edge: The scenario needs to challenge participants to generate failures and feelings of inadequacy to drive and motivate team members to critical reflect and learn. Not experience itself but the inadequacy and contradictions of habitual experience serve as basis for reflection. Facilitate critical reflection: Facilitators and group members must guide and motivate individual participants through the debriefing session, inciting and empowering learners to challenge their own beliefs and habits. To do this, learners need to feel psychological safe. Let the group talk and critical explore. Motivate with reality and context: Training with multidisciplinary team members, with different levels of expertise, acting in their usual environment (in-situ simulation) on physiological variables is mandatory to introduce

  15. The Role of the Pulmonary Embolism Response Team: How to Build One, Who to Include, Scenarios, Organization, and Algorithms.

    Science.gov (United States)

    Galmer, Andrew; Weinberg, Ido; Giri, Jay; Jaff, Michael; Weinberg, Mitchell

    2017-09-01

    Pulmonary embolism response teams (PERTs) are multidisciplinary response teams aimed at delivering a range of diagnostic and therapeutic modalities to patients with pulmonary embolism. These teams have gained traction on a national scale. However, despite sharing a common goal, individual PERT programs are quite individualized-varying in their methods of operation, team structures, and practice patterns. The tendency of such response teams is to become intensely structured, algorithmic, and inflexible. However, in their current form, PERT programs are quite the opposite. They are being creatively customized to meet the needs of the individual institution based on available resources, skills, personnel, and institutional goals. After a review of the essential core elements needed to create and operate a PERT team in any form, this article will discuss the more flexible feature development of the nascent PERT team. These include team planning, member composition, operational structure, benchmarking, market analysis, and rudimentary financial operations. Copyright © 2017 Elsevier Inc. All rights reserved.

  16. [Effectiveness of Team-Based Learning (TBL) as a new teaching approach for pharmaceutical care education].

    Science.gov (United States)

    Suno, Manabu; Yoshida, Toshiko; Koyama, Toshihiro; Zamami, Yoshito; Miyoshi, Tomoko; Mizushima, Takaaki; Tanimoto, Mitsune

    2013-01-01

    The concept of Team-Based Learning (TBL) was developed in the late 1970s by Larry Michaelsen, who wanted students to enjoy the benefits of small group learning within large classes in the business school environment. In contrast to problem-based learning (PBL), which is student centered, TBL is typically instructor centered. Recently, TBL is being used as a teaching method in over 60 health science professional schools in the US and other countries. In the present study, the impact of adopting TBL in teaching pharmaceutical care practices to students was evaluated. Students were required to answer a set of multiple-choice questions individually in individual readiness assessment test (IRAT) before the TBL sessions to assess their level of preparation. The same set of questions was then reattempted by the group readiness assessment test (GRAT) during TBL. Comparing the scores obtained in the GRAT and IRAT before the first TBL session, the scores from the GRAT were always higher than those of the IRAT, indicating that TBL has encouraged active learning. In addition, students were surveyed about their level of satisfaction with TBL and written comments about TBL were solicited. The results of the questionnaire showed that 87.3±9.3% of the students were satisfied. Moreover, no student commented that TBL was in any way inferior to the PBL. Implementation of a TBL approach was successfully integrated into the pharmaceutical care education course. In order to further improve the usefulness of TBL in teaching pharmaceutical care, a hybrid teaching approach that also comprises PBL and a lecture-based course is desirable.

  17. Meta-analysis on the effectiveness of team-based learning on medical education in China.

    Science.gov (United States)

    Chen, Minjian; Ni, Chunhui; Hu, Yanhui; Wang, Meilin; Liu, Lu; Ji, Xiaoming; Chu, Haiyan; Wu, Wei; Lu, Chuncheng; Wang, Shouyu; Wang, Shoulin; Zhao, Liping; Li, Zhong; Zhu, Huijuan; Wang, Jianming; Xia, Yankai; Wang, Xinru

    2018-04-10

    Team-based learning (TBL) has been adopted as a new medical pedagogical approach in China. However, there are no studies or reviews summarizing the effectiveness of TBL on medical education. This study aims to obtain an overall estimation of the effectiveness of TBL on outcomes of theoretical teaching of medical education in China. We retrieved the studies from inception through December, 2015. Chinese National Knowledge Infrastructure, Chinese Biomedical Literature Database, Chinese Wanfang Database, Chinese Scientific Journal Database, PubMed, EMBASE and Cochrane Database were searched. The quality of included studies was assessed by the Newcastle-Ottawa scale. Standardized mean difference (SMD) was applied for the estimation of the pooled effects. Heterogeneity assumption was detected by I 2 statistics, and was further explored by meta-regression analysis. A total of 13 articles including 1545 participants eventually entered into the meta-analysis. The quality scores of these studies ranged from 6 to 10. Altogether, TBL significantly increased students' theoretical examination scores when compared with lecture-based learning (LBL) (SMD = 2.46, 95% CI: 1.53-3.40). Additionally, TBL significantly increased students' learning attitude (SMD = 3.23, 95% CI: 2.27-4.20), and learning skill (SMD = 2.70, 95% CI: 1.33-4.07). The meta-regression results showed that randomization, education classification and gender diversity were the factors that caused heterogeneity. TBL in theoretical teaching of medical education seems to be more effective than LBL in improving the knowledge, attitude and skill of students in China, providing evidence for the implement of TBL in medical education in China. The medical schools should implement TBL with the consideration on the practical teaching situations such as students' education level.

  18. What can sales managers learn from coaches of professional sport teams?

    OpenAIRE

    G. Troilo; P. Guenzi

    2010-01-01

    Sales organizations are increasing their use of sales teams, but team selling is an under- researched area. In this perspective, the role of sales teams’ leaders deserves special attention. Sales teams have many characteristics in common with sport teams. Hence, sales managers often look to sport for inspirational examples and useful models of teamwork. Based on interviews with 31 coaches of professional sport teams, we developed a conceptual model providing sales managers with some useful le...

  19. Assessment of Chinese Students’ Progression and Perceptions in Blended Team-Based Learning Approach at an International College in China

    OpenAIRE

    Malekigorji, Maryam; Corbett, Dan; Rooney, David; Hanna, Lezley-Anne; Hall, Maurice

    2018-01-01

    Blended team-based learning (TBL) as a major component of an undergraduate course was implemented at a UK joint college in China. The core components of TBL were introduced in the course for Chinese students and their academic performance and course evaluation data with blended TBL approach was compared with solely flipped classroom and traditional lecture-based courses. Students’ perceptions regarding traditional learning and TBL were investigated and compared through the use of an online pe...

  20. Building a Model of Successful Collaborative Learning for Company Innovativeness

    Directory of Open Access Journals (Sweden)

    Agata Sudolska

    2014-01-01

    Full Text Available The aim of the paper is to develop a model of successful collaborative learning for company innovativeness. First of all, the paper explores the issue of inter-firm learning, focusing its attention on collaborative learning. Secondly, inter-firm learning relationships are considered. Thirdly, the ex ante conditions of collaborative learning and the intra-organizational enhancers of inter-firm learning processes are studied. Finally, a model of the critical success factors for collaborative learning is developed.

  1. Teaching neurology to medical students with a simplified version of team-based learning.

    Science.gov (United States)

    Brich, Jochen; Jost, Meike; Brüstle, Peter; Giesler, Marianne; Rijntjes, Michel

    2017-08-08

    To compare the effect of a simplified version of team-based learning (sTBL), an active learning/small group instructional strategy, with that of the traditionally used small group interactive seminars on the acquisition of knowledge and clinical reasoning (CR) skills. Third- and fourth-year medical students (n = 122) were randomly distributed into 2 groups. A crossover design was used in which 2 neurologic topics were taught by sTBL and 2 by small group interactive seminars. Knowledge was assessed with a multiple-choice question examination (MCQE), CR skills with a key feature problem examination (KFPE). Questionnaires were used for further methodologic evaluation. No group differences were found in the MCQE results. sTBL instruction of the topic "acute altered mental status" was associated with a significantly better student performance in the KFPE ( p = 0.008), with no differences in the other 3 topics covered. Although both teaching methods were highly rated by the students, a clear majority voted for sTBL as their preferred future teaching method. sTBL served as an equivalent alternative to small group interactive seminars for imparting knowledge and teaching CR skills, and was particularly advantageous for teaching CR in the setting of a complex neurologic topic. Furthermore, students reported a strong preference for the sTBL approach, making it a promising tool for effectively teaching neurology. © 2017 American Academy of Neurology.

  2. Effects of team-based learning on fixed prosthodontic education in a Japanese School of Dentistry.

    Science.gov (United States)

    Takeuchi, Hisahiro; Omoto, Katsuhiro; Okura, Kazuo; Tajima, Toyoko; Suzuki, Yoshitaka; Hosoki, Maki; Koori, Motoharu; Shigemoto, Shuji; Ueda, Mayu; Nishigawa, Keisuke; Rodis, Omar Marianito Maningo; Matsuka, Yoshizo

    2015-04-01

    The aims of this study were to evaluate the quality of team-based learning (TBL) in prosthodontics education for fourth-year dental students at Tokushima University School of Dentistry and to compare this teaching method with traditional lecture-based delivery. Participants in the study were 36 students (22 males and 14 females) who attended the TBL-style fixed prosthodontics course. Ten 60-minute classes were held. The first three were traditional lecture-style classes and were followed by one class introducing the TBL style. The remaining six classes constituted the TBL-format fixed prosthodontics course. The effectiveness of TBL was evaluated through student questionnaires at the end of each class and the results of the term-end examination. The questionnaire revealed high student approval for TBL-style learning, and active group discussion among students during TBL was a key factor in these ratings. In the results of the term-end examination, there were significantly higher scores on the questions that covered TBL-taught material than those covering traditional lecture-taught topics. The results of this study suggest that TBL-style lecture was more effective than traditional-style lecture for teaching fixed prosthodontics and that TBL was a more efficient mode of delivering dental education than traditional lecture-based teaching.

  3. Learning from Katrina: environmental health observations from the SWCPHP response team in Houston.

    Science.gov (United States)

    Elledge, Brenda L; Boatright, Daniel T; Woodson, Paul; Clinkenbeard, Rodney E; Brand, Michael W

    2007-09-01

    Hurricane Katrina provided an opportunity to observe the public health and medical care response system in practice and provided vital lessons about identifying and learning critical response measures as well as about ineffective investments of time and effort. The Southwest Center for Public Health Preparedness (SWCPHP) response team, while working among evacuees housed at Reliant Park in Houston, Texas, made a number of observations related to environmental public health. This summary reports firsthand observations which are, to a great extent, supported by the Federal Response to Hurricane Katrina: Lessons Learned report, and it provides a contextual backdrop for improvement in the areas of volunteer and citizen preparedness training and education. Katrina provided an opportunity to see public health in a highly stressed practice setting and to identify and reinforce the fundamental tenets of public health with which all individuals responding to an event should be familiar. Knowledge gained from Katrina should be integrated into future efforts related to disaster response planning; specifically, it is imperative that volunteers receive standardized training in the areas of incident command systems (ICS), basic hygiene, transmission of disease, and food and water safety principles.

  4. Effects of additional team-based learning on students' clinical reasoning skills: a pilot study.

    Science.gov (United States)

    Jost, Meike; Brüstle, Peter; Giesler, Marianne; Rijntjes, Michel; Brich, Jochen

    2017-07-14

    In the field of Neurology good clinical reasoning skills are essential for successful diagnosing and treatment. Team-based learning (TBL), an active learning and small group instructional strategy, is a promising method for fostering these skills. The aim of this pilot study was to examine the effects of a supplementary TBL-class on students' clinical decision-making skills. Fourth- and fifth-year medical students participated in this pilot study (static-group comparison design). The non-treatment group (n = 15) did not receive any additional training beyond regular teaching in the neurology course. The treatment group (n = 11) took part in a supplementary TBL-class optimized for teaching clinical reasoning in addition to the regular teaching in the neurology course. Clinical decision making skills were assessed using a key-feature problem examination. Factual and conceptual knowledge was assessed by a multiple-choice question examination. The TBL-group performed significantly better than the non-TBL-group (p = 0.026) in the key-feature problem examination. No significant differences between the results of the multiple-choice question examination of both groups were found. In this pilot study participants of a supplementary TBL-class significantly improved clinical decision-making skills, indicating that TBL may be an appropriate method for teaching clinical decision making in neurology. Further research is needed for replication in larger groups and other clinical fields.

  5. Building Team Belay

    Science.gov (United States)

    2014-09-01

    framework to the architecture of radicalization, recruitment, and targeting by terrorist organizations. In Multiculturalism and Intergroup... Multiculturalism and Intergroup Relations: Psychological Implications for Democracy in Global Context (Washington, DC: American Psychological Association...Management Agency, Emergency Support Function #8: Public Health and Medical Services Annex, 2013, http://www.fema.gov/media- library /assets/documents/32198

  6. The role of leadership in facilitating Organisational Learning and collective capacity building

    OpenAIRE

    Piranfar, Hosein

    2007-01-01

    The paper examines the role of leadership in facilitating collective learning and capacity building by utilising ideas from the fields of evolutionary learning, operations strategy, quality, project and risk management. Two contrasting cases are chosen to show how success and failure can depend upon collective capacity building through participative leadership and Organisational Learning (OL). The bulk of the literature surveyed concerns evolutionary OL in particular those that involve leader...

  7. The Impact of Structured Writing and Developing Awareness of Learning Preferences on the Performance and Attitudes of Engineering Teams

    Science.gov (United States)

    Dahm, Kevin; Newell, James; Newell, Heidi; Harvey, Roberta

    2009-01-01

    This paper discusses efforts to develop metacognition in teams of engineering students by: first, exploring personal learning patterns, and second, ongoing biweekly journaling exercises. Thirty-three junior and senior engineering students (30 chemical engineer, one each from mechanical, civil and electrical) working on semester-long projects in…

  8. Issues and Strategies for Establishing Work-Integrated Learning for Multidisciplinary Teams: A Focus on Degrees in Sustainability

    Science.gov (United States)

    Wilson, Robyn Fay

    2015-01-01

    This study was conducted to identify challenges and potential strategies to streamline work-integrated learning placements for multidisciplinary teams of students undertaking degrees in sustainability. Face-to-face interviews using a semi-structured questionnaire were conducted with 15 academics and senior university staff, from four universities…

  9. An e-Learning Team's Life on and Offline: A Collaborative Self-Ethnography in Postgraduate Education Development

    Science.gov (United States)

    Clapp, Alison

    2017-01-01

    This paper primarily discusses the methodology of a case study into interactions and working practices of an elearning team, on and offline. Although several ethnographies have been published on online learning, there are apparently none involving communities developing courses. This is a unique insight, bringing a new view of course and staff…

  10. Evaluation of a Core Team Centred Professional Development Programme for Building a Whole-School Cooperative Problem Solving Approach to Conflict

    Science.gov (United States)

    White, Andrew Jonathan; Wertheim, Eleanor H.; Freeman, Elizabeth; Trinder, Margot

    2013-01-01

    This study evaluated a professional learning approach using a core team (CT) model to assist primary (elementary) schools to develop whole-school collaborative conflict resolution processes. Thirteen schools were matched and randomly assigned to the enhancing relationships in school communities programme ("n"?=?10) or a non-programme…

  11. From E-learning to Blended Learning

    DEFF Research Database (Denmark)

    Hansen, Line Skov; Hansen, Ole

    2013-01-01

    . The project uses a ?capacity building strategy where new practice and skills are built through pedagogical interventions mostly designed as courses based on blended learning with a dialogue oriented and practice related team-work as an important part. Through this work the team learns how to use a specific...

  12. A controlled study of team-based learning for undergraduate clinical neurology education

    Directory of Open Access Journals (Sweden)

    Umapathi Thirugnanam

    2011-10-01

    Full Text Available Abstract Background Team-based learning (TBL, a new active learning method, has not been reported for neurology education. We aimed to determine if TBL was more effective than passive learning (PL in improving knowledge outcomes in two key neurology topics - neurological localization and neurological emergencies. Methods We conducted a modified crossover study during a nine-week internal medicine posting involving 49 third-year medical undergraduates, using TBL as the active intervention, compared against self-reading as a PL control, for teaching the two topics. Primary outcome was the mean percentage change in test scores immediately after (post-test 1 and 48 hours after TBL (post-test 2, compared to a baseline pre-test. Student engagement was the secondary outcome. Results Mean percentage change in scores was greater in the TBL versus the PL group in post-test 1 (8.8% vs 4.3%, p = 0.023 and post-test 2 (11.4% vs 3.4%, p = 0.001. After adjustment for gender and second year examination grades, mean percentage change in scores remained greater in the TBL versus the PL group for post-test 1 (10.3% vs 5.8%, mean difference 4.5%,95% CI 0.7 - 8.3%, p = 0.021 and post-test 2 (13.0% vs 4.9%, mean difference 8.1%,95% CI 3.7 - 12.5%, p = 0.001, indicating further score improvement 48 hours post-TBL. Academically weaker students, identified by poorer examination grades, showed a greater increase in scores with TBL versus strong students (p Conclusions Compared to PL, TBL showed greater improvement in knowledge scores, with continued improvement up to 48 hours later. This effect is larger in academically weaker students. TBL is an effective method for improving knowledge in neurological localization and neurological emergencies in undergraduates.

  13. Developing a Self-Learning Education Material for Learning Team Development

    OpenAIRE

    伊藤, 恵; 木塚, あゆみ; 奥野, 拓; 松原, 克弥; 大場, みち子

    2018-01-01

    実践的教育手法としてProject-Based Learning(以下PBL)が注目されており,情報系の学部や研究科においてもシステム開発を中心としたPBLが広く行われてきている.身に付けるべき技術が多岐にわたる場合,1回のPBL受講で習得できることに限りがあることから,複数回のPBL受講が望ましいが,限られた教育期間の中で複数の受講が難しい場合もある.そこで我々は個々の学生のPBL受講回数不足を補完するために,チーム開発を模擬的に個人学習で学ぶ自習教材を開発した.実際にこの教材を用いた教育試行を行い,開発した教材を受講した後に通常のPBLを受講した学生と,通常のPBLを2回受講した学生との比較分析を行い,通常のPBL受講に比べると不十分な点もあるものの,スキル習得に一定の効果が見られることがわかった....

  14. Physical therapy students’ perceptions of team-based learning in gross anatomy using the Team-Based Learning Student Assessment Instrument

    Directory of Open Access Journals (Sweden)

    Beven Livingston

    2014-01-01

    Conclusion: The physical therapy students reported an overall positive experience in using TBL to learn gross anatomy in terms of accountability, preference for learning mode, and satisfaction. This positive experience with TBL was accompanied by their successful academic performance. Given the traits and learning preferences in this generation of graduate students, TBL could be a teaching method that is received positively elsewhere and results in successful academic performance and learning.

  15. Building (e-)learning bridges between Portugal and Turkey

    OpenAIRE

    Lencastre, José Alberto; Bronze, José Carlos; Ilin, Sukru Çetin; Özonur, Mesut

    2014-01-01

    E-Learning has revolutionized learning as we know it [1]. Shifting beyond traditional mode of education, e-Learning has become an advantage for all learners in general. Further, e-Learning also bridges the gap of learning across borders, emerging as the new paradigm of modern education [2]. With e-Learning, learners can have access to training in other universities and to academic resource materials from other countries, thereby broadening the knowledge base of students. Despite these promisi...

  16. Community Learning Campus: It Takes a Simple Message to Build a Complex Project

    Science.gov (United States)

    Pearson, George

    2012-01-01

    Education Canada asked Tom Thompson, president of Olds College and a prime mover behind the Community Learning Campus (CLC): What were the lessons learned from this unusually ambitious education project? Thompson mentions six lessons he learned from this complex project which include: (1) Dream big, build small, act now; (2) Keep a low profile at…

  17. The Role of Learning Goals in Building a Knowledge Base for Elementary Mathematics Teacher Education

    Science.gov (United States)

    Jansen, Amanda; Bartell, Tonya; Berk, Dawn

    2009-01-01

    In this article, we describe features of learning goals that enable indexing knowledge for teacher education. Learning goals are the key enabler for building a knowledge base for teacher education; they define what counts as essential knowledge for prospective teachers. We argue that 2 characteristics of learning goals support knowledge-building…

  18. Building and Leading a Learning Culture among Teachers: A Case Study of a Shanghai Primary School

    Science.gov (United States)

    Haiyan, Qian; Walker, Allan; Xiaowei, Yang

    2017-01-01

    A positive teacher learning culture is important to effect meaningful changes in schools. Literature has established that successful school leaders can build and nurture learning cultures among teachers. However, less is known about how school leaders can shape the culture and make learning conditions happen at the schools in the Chinese education…

  19. Clinical interdisciplinary health team care: an educational experiment.

    Science.gov (United States)

    Mazur, H; Beeston, J J; Yerxa, E J

    1979-09-01

    With increasing concern for teamwork in clinical practice in health care settings, the need to identify the concepts, methods, and learning processes for improving interdisciplinary team skills is apparent. This paper describes patient-centered, clinical-research-demonstration programs for teams of students, preceptors, and faculty members from six disciplines who provided patient care in a long-term rehabilitation setting. The teams were involved in the theory and practice of team-building, including weekly sessions on leadership styles, communication, group decision-making, and team effectiveness assessment. Objective and subjective measurements were administered throughout the program. The results indicate that task-oriented patient care favors the learning of team skills, especially when all levels of administration support and participate in the processes. Question are raised concerning the effect of clinical teams on the quality of patient care, their cost-effectiveness, and the low priority given to teaching interdisciplinary team skills in professional education.

  20. Professional and pre-professional pharmacy students' perceptions of team based learning (TBL) at a private research-intensive university.

    Science.gov (United States)

    Miller, Danielle M; Khalil, Karen; Iskaros, Olivia; Van Amburgh, Jenny A

    2017-07-01

    Pharmacy students need to develop critical thinking and problem-solving skills as well as be a valuable team member. The use of team based learning (TBL) fosters effective team collaboration, enables continuous active and self-directed learning, and requires both individual and team accountability. The purpose was to evaluate pharmacy students' perceptions and experiences related to TBL in different years of the pharmacy curriculum. Two classes, Introduction to the Profession of Pharmacy (intro), a required course, and Self-Care/Non-Prescription Medications (self-care), an elective course, utilize the TBL approach. Students enrolled in both courses were recruited to complete a validated questionnaire during the last class. There was 100% participation; the majority of students, regardless of course, expressed positive attitudes towards TBL. Variations, relevance of TBL activities and the use of TBL as a learning strategy, between the required intro class and the elective self-care class were observed using a Mann-Whitney U test (peffectiveness. It's important to consider the differences in professional development in these students and how this may impact their perceptions of TBL. TBL imparts more responsibility and accountability on the individual student allowing for the development of self-directed learners. Students, regardless of their year, found TBL to be an effective learning strategy. Third professional year (P3) pharmacy students further along in the curriculum are more accepting of TBL and are better able to appreciate the benefits of active and self-directed learning as well as working within a team. Copyright © 2017 Elsevier Inc. All rights reserved.

  1. To reflect or not to reflect: Prior team performance as a boundary condition of the effects of reflexivity on learning and final team performance.

    NARCIS (Netherlands)

    Schippers, M.; Homan, A.C.; van Knippenberg, D.

    2013-01-01

    A small but growing body of literature adds to our understanding of the role of team reflexivity (i.e., reflecting upon team functioning) in predicting team performance. Although many studies conclude that reflexivity is an asset for teams, the contingencies of team reflexivity have received far

  2. Modified Team-Based Learning in an Ophthalmology Clerkship in China.

    Directory of Open Access Journals (Sweden)

    Zheqian Huang

    Full Text Available Team-based learning (TBL is an increasingly popular teaching method in medical education. However, TBL hasn't been well-studied in the ophthalmology clerkship context. This study was to examine the impact of modified TBL in such context and to assess the student evaluations of TBL.Ninety-nine students of an 8-year clinical medicine program from Zhongshan Ophthalmic Centre, Sun Yat-sen University, were randomly divided into four sequential units and assigned to six teams with the same faculty. The one-week ophthalmology clerkship module included traditional lectures, gross anatomy and a TBL module. The effects of the TBL module on student performance were measured by the Individual Readiness Assurance Test (IRAT, the Group Readiness Assurance Test (GRAT, the Group Application Problem (GAP and final examination scores (FESs. Students' evaluations of TBL were measured by a 16-item questionnaire. IRAT and GRAT scores were compared using a paired t-test. One-way analysis of variance (ANOVA and subgroup analysis compared the effects among quartiles that were stratified by the Basic Ophthalmology Levels (BOLs. The BOLs were evaluated before the ophthalmology clerkship.In TBL classes, the GRAT scores were significantly higher than the IRAT scores in both the full example and the BOL-stratified groups. It highlighted the advantages of TBL compared to the individual learning. Quartile-stratified ANOVA comparisons showed significant differences at FES scores (P < 0.01. In terms to IRAT, GRAT and GAP scores, there was no significant result. Moreover, IRAT scores only significantly differed between the first and fourth groups. The FES scores of the first three groups are significantly higher than the fourth group. Gender-specific differences were significant in FES but not the IRAT. Overall, 57.65% of student respondents agreed that TBL was helpful. Male students tended to rate TBL higher than female students.The application of modified TBL to the

  3. A Model to Evaluate the Effectiveness of Collaborative Online Learning Teams – Self-Disclosure and Social Exchange Theory Perspective

    Directory of Open Access Journals (Sweden)

    Ying-Chieh Liu

    2010-12-01

    Full Text Available Collaborative online learning teams (COLTs are teams that are comprised of groups of online students. Accompanying the popularity of online learning, both on campuses and as professional development within many industries, learning in groups has been attracting much attention. However, there is little research constructing intact frameworks to evaluate the effectiveness of COLTs. This study built a framework by incorporating six constructs: self-disclosure, social exchange, trust, cohesion, performance and satisfaction, and validated it by analyzing data from a five-week experiment. The results showed that social exchange had a significant impact on trust, but self-disclosure did not. Trust was significantly related to cohesion and cohesion was significantly related to performance and satisfaction. This study suggests that instructors should incorporate the number of students’ posts into parts of evaluation to facilitate self-disclosure, and to stop “social loafing” behaviors while encouraging social exchange activities.

  4. How teacher educators learn to use data in a data team

    NARCIS (Netherlands)

    Bolhuis, E.D.

    2017-01-01

    This dissertation is about a data team in a Teacher Education College in the Netherlands, and how a data team can contribute to de development of data skills, a more positive attitude towards data use and the use of data in practice. In order to study the research question, How does a data team

  5. The Influence of Complexity and Uncertainty on Self-Directed Team Learning

    Science.gov (United States)

    Gray, David

    2012-01-01

    To help increase the effectiveness of self-directed teams, this paper studies the attitudes and behaviour of self-directed team members during the course of a computer simulated marketing strategy game. Self-directed teams are used widely throughout organisations yet receive little scrutiny when they undertake a task which is subject to conditions…

  6. Project Leader's Dual Socialization and Its Impact on Team Learning and Performance: A Diagnostic Study

    Science.gov (United States)

    Gautam, Tanvi

    2009-01-01

    One of the important challenges for leadership in project teams is the ability to manage the knowledge, communication and coordination related activities of team. In cross-team collaboration, different boundaries contribute to the situated nature of knowledge and hamper the flow of knowledge and prevent shared understanding with those on the other…

  7. Learning from Abruzzo earthquake buildings behaviour seen from the Building According-to-the-book perspectives

    International Nuclear Information System (INIS)

    Bazurro, P.; Benedettini, F.; Clemente, P.; Salvatori, A.

    2009-01-01

    A brief description, with the related photographs, is reported on the effects of the recent Abruzzo earthquake on buildings, particularly reinforced-concrete and masonry buildings. Following an overview of the technical building codes particularly focused on the area of L'Aquila, mention is made of cultural heritage structures. [it

  8. Building a Learning Profession. ACER Policy Briefs. Issue 3

    Science.gov (United States)

    Ingvarson, Lawrence

    2003-01-01

    This paper falls into two main sections: (1) an overview of contemporary research on effective professional learning for practicing educators; and (2) recommendations for action to promote effective learning for practicing educators. Three central questions guide the paper: (1) When does professional learning lead to improved learning outcomes for…

  9. Comparison between flipped classroom and team-based learning in fixed prosthodontic education.

    Science.gov (United States)

    Nishigawa, Keisuke; Omoto, Katsuhiro; Hayama, Rika; Okura, Kazuo; Tajima, Toyoko; Suzuki, Yoshitaka; Hosoki, Maki; Shigemoto, Shuji; Ueda, Mayu; Rodis, Omar Marianito Maningo; Matsuka, Yoshizo

    2017-04-01

    We previously investigated the effects of team-based learning (TBL) on fixed prosthodontic education and reported that TBL could have higher efficiency with high student satisfaction than traditional lecture. In the current report, we introduced flipped classroom to the fixed prosthodontic education and compared their effectiveness based on the final examination score in addition to TBL. Participants were 41 students from Tokushima University School of Dentistry who attended a fixed prosthodontics course. The first six classes adopted the flipped classroom style while the latter eight classes adopted TBL. To evaluate the relationship between learning styles and their effectiveness, we compared results from the term-end examination between the curriculum covered by flipped classroom and TBL-style classes. To draw comparisons, a referential examination with the same questions was conducted to eight faculty members who had not attended any of these classes. Term-end examination results showed that TBL classes had slightly higher scores than flipped classroom classes. Referential examination results also showed higher scores for the same curriculum and no significant interaction was found between class formats and the term-end and referential examination scores. Analysis revealed no noticeable difference in the effectiveness of the class formats. Our previous study reported that TBL had higher efficiency than traditional style lecture. In the current study, there was no statistical difference in the examination score between flipped classroom and TBL. Therefore, we conclude that both styles are highly effective than traditional style lecture and constitute valid formats for clinical dental education. Copyright © 2016 Japan Prosthodontic Society. Published by Elsevier Ltd. All rights reserved.

  10. Health Professions Team Building through Pharmacy, Dentistry, Optometry, and Podiatry: The 1992-93 AACP Argus Commission Report.

    Science.gov (United States)

    Journal of Optometric Education, 1995

    1995-01-01

    The Argus Commission, asked to examine the interface between academic pharmacy and education programs in dentistry, optometry, and podiatry, envisioned a primary health care team and considered mechanisms for encouraging development of such teams and reducing competition. Its conclusions and recommendations are summarized here. (MSE)

  11. Building

    OpenAIRE

    Seavy, Ryan

    2014-01-01

    Building for concrete is temporary. The building of wood and steel stands against the concrete to give form and then gives way, leaving a trace of its existence behind. Concrete is not a building material. One does not build with concrete. One builds for concrete. MARCH

  12. Peer led team learning in introductory biology: effects on peer leader critical thinking skills.

    Directory of Open Access Journals (Sweden)

    Julia J Snyder

    Full Text Available This study evaluated hypothesized effects of the Peer-Led Team Learning (PLTL instructional model on undergraduate peer leaders' critical thinking skills. This investigation also explored peer leaders' perceptions of their critical thinking skills. A quasi-experimental pre-test/post-test with control group design was used to determine critical thinking gains in PLTL/non-PLTL groups. Critical thinking was assessed using the California Critical Thinking Skills Test (CCTST among participants who had previously completed and been successful in a mixed-majors introductory biology course at a large, private research university in the American Northeast. Qualitative data from open-ended questionnaires confirmed that factors thought to improve critical thinking skills such as interaction with peers, problem solving, and discussion were perceived by participants to have an impact on critical thinking gains. However, no significant quantitative differences in peer leaders' critical thinking skills were found between pre- and post-experience CCTST measurements or between experimental and control groups.

  13. Learning Team Review 2016-0001: Installing Outlets for Programmatic Equipment

    Energy Technology Data Exchange (ETDEWEB)

    Dunwoody, John Tyler [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Obrey, Kimberly Ann [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Bridgewater, Jon S. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Griego, Frank X. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Brenner, Andrew Karl [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Lopez, Ted T. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Henderson, Kevin C. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Gordon, Lloyd Baumgardner [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Blumberg, Paul A. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Wilburn, Dianne Williams [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

    2016-09-08

    The purpose of a Learning Team is to transfer and communicate the information into operational feedback and improvement. We want to pay attention to the small things that go wrong because they are often early warning signals and may provide insight into the health of the whole system. An ESR was placed in the October of 2015 to move/install a number of 120V and 208V outlets in 455-104B to support programmatic furnace needs. Electrical design review was completed for ESR 22217 on February 22, 2016 and a Design Change Form completed describing the modification needed as: demolish 1 existing receptacle and circuit leaving conduit and jbox for use to install new receptacle and 5 new receptacles/circuits are required and one existing receptacle is to be relocated, listed under FSR 149229. The FSR scope of work was written:: Please have the Electricians come out to perform demolition (1ea.), installation (6ea.)& relocation (1ea.) of receptacles / circuits. ESR 22217 & DCF-16-35-0455-1281 is in place for this work. Coordinate final receptacle locations with Laboratory Resident. Contact John Dunwoody or O-MC for this information. WO# 545580-01 was signed on April 20, 2016.: Electricians to perform demolition, installation, & relocation of receptacles / circuits PER attached DCF-16-0455-1281-SK-1.

  14. DEVELOPING FINAL COURSE MONOGRAPHS USING A TEAM-BASED LEARNING METHODOLOGY

    Directory of Open Access Journals (Sweden)

    Ani Mari Hartz

    2016-04-01

    Full Text Available This article describes an experience with the Team-Based Learning (TBL methodology in courses designed to support the planning and execution of final course monographs. It contains both professors’ and students’ perceptions, through observation and assessment. A qualitative approach using observation techniques and desk research was used in conjunction with a quantitative approach based on a questionnaire. The sample consisted of 49 students from a higher education institution, 27 of them in a Communication Course and the remaining 22 in a Business Administration course. Qualitative data analysis was performed through simple categorization with back-defined categories, while the quantitative data analysis employed descriptive statistics and cluster analysis using Minitab 17.1 software. The main findings include the identification of: three student profiles (designated as traditional, collaborative and practical; a preference for guidance and feedback from the professor rather than other students; and a need for a professor-led closing discussion when applying the TBL method. As regards the main benefits to students, they recognized that discussion in groups allowed them to realize how much they really know about the subject studied. Finally, most students seemed to like the TBL approach.

  15. Peer Led Team Learning in Introductory Biology: Effects on Peer Leader Critical Thinking Skills

    Science.gov (United States)

    Snyder, Julia J.; Wiles, Jason R.

    2015-01-01

    This study evaluated hypothesized effects of the Peer-Led Team Learning (PLTL) instructional model on undergraduate peer leaders’ critical thinking skills. This investigation also explored peer leaders’ perceptions of their critical thinking skills. A quasi-experimental pre-test/post-test with control group design was used to determine critical thinking gains in PLTL/non-PLTL groups. Critical thinking was assessed using the California Critical Thinking Skills Test (CCTST) among participants who had previously completed and been successful in a mixed-majors introductory biology course at a large, private research university in the American Northeast. Qualitative data from open-ended questionnaires confirmed that factors thought to improve critical thinking skills such as interaction with peers, problem solving, and discussion were perceived by participants to have an impact on critical thinking gains. However, no significant quantitative differences in peer leaders’ critical thinking skills were found between pre- and post-experience CCTST measurements or between experimental and control groups. PMID:25629311

  16. Collective Global Leadership in Self-Managed Multicultural Teams

    DEFF Research Database (Denmark)

    Paunova, Minna; Lee, Yih-Teen

    2016-01-01

    Arguing that it is necessary to look into specific global leadership processes in specific contexts, this article focuses on collective global leadership in self-managed multicultural teams using an input-process-output model. Building on a study of nationally and culturally diverse self-managed...... teams, our work demonstrates that collective global leadership in these teams is critical for team performance (output). Our study also examines some of the affective or attitudinal antecedents of collective global leadership in self-managed multicultural teams (process) and their members’ goal...... orientations (input). Our findings suggest that a team learning orientation may greatly help multicultural teams overcome the liability of cultural diversity, create a positive intra-team environment, and enable collective global leadership. Our research also suggests that team performance orientation...

  17. Modified Team-Based Learning Strategy to Improve Human Anatomy Learning: A Pilot Study at the Universidad Del Norte in Barranquilla, Colombia

    Science.gov (United States)

    Martínez, Emilio G.; Tuesca, Rafael

    2014-01-01

    As part of an institutional program sponsored by the Centre for Teaching Excellence at the Universidad del Norte, Barranquilla, Colombia, we developed an educational research study on two sessions of human anatomy in which we combined team-based learning (TBL) and the use of iPads. Study data included the TBL, assessments applied during the…

  18. Can Hybrid Educational Activities of Team and Problem Based Learning Program be Effective for Japanese Medical Students?

    Science.gov (United States)

    Iwata, Kentaro; Doi, Asako

    2017-11-10

    The purpose of this study is to investigate the medical students'perceptions of the Hybrid Educational Activities between team based learning (TBL) and problem based learning (PBL) Program (HEATAPP), a novel educational program that combines characteristics of PBL and TBL. A five-day HEATAPP on infectious diseases was provided to 4th year medical students at Kobe University School of Medicine, Kobe, Japan. After the program, a focus group discussion was held among 6 medical students who participated in HEATAPP. We qualitatively analyzed the recorded data to delineate the effectiveness of, and the perceptions on, HEATAPP. Some students considered HEATAPP being effective as an active learning, and in developing questions. However, some students found active learning difficult to execute, since they were so familiar with passive learning such as lectures and examinations. They also found it difficult to identify important points by reading authentic textbooks on given issues, particularly English textbooks. Even though active learning and group discussion are underscored as important in medicine, some Japanese medical students may be reluctant to shift towards these since they are so used to passive learning since childhood. English language is another barrier to active learning. The introduction of active learning in the earlier stages of education might be an effective solution. Teachers at medical schools in Japan should be mindful of the students'potentially negative attitudes towards active learning, which is claimed to be successful in western countries.

  19. Team-based learning in a preclinical removable denture prosthesis module in a United Arab Emirates dental school.

    Science.gov (United States)

    Haj-Ali, Reem; Al Quran, Firas

    2013-03-01

    The purpose of this article is to describe the implementation of a team-based learning (TBL) approach in a removable denture prosthesis (RDP) module and present the results of students' performance in individual and group TBL activities and exam scores, students' experience with TBL and end of course evaluations, and faculty feedback. Course material at the College of Dentistry, University of Sharjah, United Arab Emirates, was transformed into seven conventional lectures and seven TBL sessions. Each TBL session consisted of pre-assigned reading (self-directed learning), in-class individual and group readiness tests (accountability), team problem-solving of patient RDP cases, and faculty-led class discussion (knowledge application). The course was assessed through scores from TBL session activities and course examinations, student satisfaction survey, and faculty feedback. Course grades were found to be higher using the TBL method then the traditional lecture-based method. Student evaluation data and faculty response indicated strong support for TBL as it was implemented in the course. The faculty noted a higher level of student engagement with team learning than in conventional class lecturing. TBL is an active-learning instructional strategy for courses with high student-to-faculty ratios. This approach provides regular feedback and the opportunity for students to develop higher reasoning skills.

  20. An overview of game-based learning in building services engineering education

    Science.gov (United States)

    Alanne, Kari

    2016-03-01

    To ensure proper competence development and short graduation times for engineering students, it is essential that the study motivation is encouraged by new learning methods. In game-based learning, the learner's engagement is increased and learning is made meaningful by applying game-like features such as competition and rewarding through virtual promotions or achievement badges. In this paper, the state of the art of game-based learning in building services engineering education at university level is reviewed and discussed. A systematic literature review indicates that educational games have been reported in the field of related disciplines, such as mechanical and civil engineering. The development of system-level educational games that realistically simulate work life in building services engineering is still in its infancy. Novel rewarding practices and more comprehensive approaches entailing the state-of-the-art information tools such as building information modelling, geographic information systems, building management systems and augmented reality are needed in the future.

  1. Developing Expert Teams with a Strong Safety Culture

    Science.gov (United States)

    Rogers, David G.

    2010-01-01

    Would you like to lead a world renowned team that draws out all the talents and expertise of its members and consistently out performs all others in the industry? Ever wonder why so many organizations fail to truly learn from past mistakes only to repeat the same ones at a later date? Are you a program/project manager or team member in a high-risk organization where the decisions made often carry the highest of consequences? Leadership, communication, team building, critical decision-making and continuous team improvement skills and behaviors are mere talking points without the attitudes, commitment and strategies necessary to make them the very fabric of a team. Developing Expert Teams with a Strong Safety Culture, will provide you with proven knowledge and strategies to take your team soaring to heights you may have not thought possible. A myriad of teams have applied these strategies and techniques within their organization team environments: military and commercial aviation, astronaut flight crews, Shuttle flight controllers, members of the Space Shuttle Program Mission Management Team, air traffic controllers, nuclear power control teams, surgical teams, and the fire service report having spectacular success. Many industry leaders are beginning to realize that although the circumstances and environments of these teams may differ greatly to their own, the core elements, governing principles and dynamics involved in managing and building a stellar safety conscious team remain identical.

  2. Learning and Competence Building through Cross-cultural Linkages

    DEFF Research Database (Denmark)

    Sørensen, Olav Jull

    2006-01-01

    The aim of the chapter is to study upgrading of companies in developing countries in a learning perspective. Both formal and experiential and tacit knowledge is discussed. Learning effects of different management modes, expatriates, linkages to customers and suppliers are discussed as are learning...... thorugh actual production as well as through explicit transfer of knowledge. The chapter in this way makes an attempt to provide an overview of the multiplicity og learning interfaces. It is concluded that the learning perspective need to be adressed more both by managers and scholars....

  3. Learning for Teaching: Building Professional Knowledge on a National Scale

    Directory of Open Access Journals (Sweden)

    Elizabeth Hartnell-Young

    2009-09-01

    Full Text Available This paper takes a large-scale social perspective in describing a national project in Australia that was premised on local school communities working together and contributing ideas for the benefit of their students, and potentially, the whole country. The project was intended to improve schools’ capacity for educating boys, and in the long-term, the learning outcomes of under-performing boys, using evidence-based and action research methods. It was supported by the web spaces and tools of the National Quality Schooling Framework and Think.com. This paper emphasises the structures and processes teachers engaged in while building knowledge through their daily work, where the resulting ideas became the property of the whole community. Analyses focus on the extent to which an underlying social structure for knowledge building developed in various parts of the nation during the project, making it possible to characterize a process for innovations in education with commitment to continual idea improvement. Résumé Le présent article adopte une perspective sociale à grande échelle pour décrire un projet national en Australie fondé sur la collaboration des communautés scolaires locales et leur contribution d’idées au bénéfice de leurs élèves et, éventuellement, de l’ensemble du pays. Le projet avait pour but de rendre les écoles plus aptes à éduquer les garçons et, à long terme, d’améliorer les résultats d’apprentissage des garçons qui sous-performent à l’aide de méthodes de recherche-action fondées sur des données probantes. Il a bénéficié du soutien des espaces et des outils Web du National Quality Schooling Framework et de Think.com. Le présent article met l’accent sur les structures et les processus que les enseignants ont utilisés dans leur travail quotidien pour la coélaboration de connaissances; les idées qui en ont résulté sont par la suite devenues la propriété de l’ensemble de la communaut

  4. Learning in a landscape : Simulation-building as reflexive intervention

    NARCIS (Netherlands)

    Beaulieu, Anne; Ratto, Matt; Scharnhorst, Andrea

    2013-01-01

    This article makes a dual contribution to scholarship in science and technology studies (STS) on simulation-building. It both documents a specific simulation-building project, and demonstrates a concrete contribution to interdisciplinary work of STS insights. The article analyses the struggles that

  5. Improving the Learning Process in the Latest Prefabricated School Buildings

    Science.gov (United States)

    Pons, Oriol; Oliva, Josep-Manuel; Maas, Sandra-Ruth

    2010-01-01

    Since 2000 hundreds of school centers have been constructed in Catalonia using industrialized technologies. These centers are modern, useful, educational edifices built using advantageous prefabricated technologies that improve the building process and reduce the environmental impact of the building. This article analyses whether these…

  6. Developing Your Dream Team

    Science.gov (United States)

    Gatlin, Kenda

    2005-01-01

    Almost anyone has held various roles on a team, be it a family unit, sports team, or a project-oriented team. As an educator, one must make a conscious decision to build and invest in a team. Gathering the best team possible will help one achieve one's goals. This article explores some of the key reasons why it is important to focus on the team…

  7. Building Collaborative Learning Opportunities between Future Veterinary and Design Professionals

    Science.gov (United States)

    Magallanes, Fernando; Stoskopf, Michael K.; Royal, Kenneth D.

    2015-01-01

    Positive inter-professional collaborations and interactions facilitate the effectiveness of veterinarians working on professional teams addressing a wide range of societal challenges. The need for these interactions extend far beyond the different medical professions, which is the limit of many discussions of inter-professional relations for…

  8. Assisting School Management Teams to Construct Their School Improvement Plans: An Action Learning Approach

    Science.gov (United States)

    Van Der Voort, Geoffrey; Wood, Lesley

    2014-01-01

    This article reports on a first cycle of a larger action research study conducted to determine how Circuit Teams could support School Management Teams of underperforming high schools towards whole-school development. Although it is a mandated requirement by the Department of Education, none of the four schools involved in the study had developed a…

  9. An action-learning model to assist Circuit Teams to support School ...

    African Journals Online (AJOL)

    We report on the construction of a theoretical model to assist Circuit Teams to support School Management Teams of underperforming high schools towards whole-school development in which these improvement plans play a central role. We followed an action research design, employing qualitative data generation and ...

  10. Virtual Teams and International Business Teaching and Learning: The Case of the Global Enterprise Experience (GEE)

    Science.gov (United States)

    Gonzalez-Perez, Maria Alejandra; Velez-Calle, Andres; Cathro, Virginia; Caprar, Dan V.; Taras, Vasyl

    2014-01-01

    The increasing importance of global virtual teams in business is reflected in the classroom by the increased adoption of activities that facilitate real-time cross-cultural interaction. This article documents the experience of students from two Colombian universities who participated in a collaborative international project using virtual teams as…

  11. Service-Learning Enriches Advertising Knowledge, Builds Students' Portfolios, and Promotes Community Engagement after Graduation

    Science.gov (United States)

    Tucciarone, Krista

    2012-01-01

    This study investigated the influence of a service-learning component in an advertising course, specifically examining its ability to enrich advertising knowledge, build students' portfolios, and influence students' community engagement after graduation. The research revealed that service-learning positively affects students' understanding of…

  12. Building a New Generation of Learning: Conversations to Catalyze Our Construction

    Science.gov (United States)

    Milliron, Mark David; Plinske, Kathleen; Noonan-Terry, Coral

    2008-01-01

    Rather than focus primarily on the next generation of learners, the authors argue we are best served to focus on building out our on-ground and online infrastructures for a new generation of learning--blending multiple learning modes, technologies, and techniques over the course of the next 15-20 years to serve the diverse array of students from…

  13. Competence-Based Blended Learning in Building Automation: Towards a EU Curriculum in "Domotica"

    Science.gov (United States)

    Sommaruga, L.; De Angelis, E.

    2007-01-01

    A competence-based approach was applied to a blended learning on line distance training in the Euroinno EU project aimed at vocational training in building automation. The current paper describes the experience gathered during the learning process and the definition of the curriculum. A number of issues emerged during the sessions concerning…

  14. Designing Capacity-Building in E-Learning Expertise: Challenges and Strategies

    Science.gov (United States)

    Aczel, J. C.; Peake, S. R.; Hardy, P.

    2008-01-01

    This research study looks at how organizations in developing countries perceive the challenge of building capacity in e-learning expertise. Data was collected on six such organizations, and a range of perceived rationales and constraints were identified. The paper hypothesizes a four-part framework to define the e-learning capacity gaps that these…

  15. Active Learning Outside the Classroom: Implementation and Outcomes of Peer-Led Team-Learning Workshops in Introductory Biology.

    Science.gov (United States)

    Kudish, Philip; Shores, Robin; McClung, Alex; Smulyan, Lisa; Vallen, Elizabeth A; Siwicki, Kathleen K

    2016-01-01

    Study group meetings (SGMs) are voluntary-attendance peer-led team-learning workshops that supplement introductory biology lectures at a selective liberal arts college. While supporting all students' engagement with lecture material, specific aims are to improve the success of underrepresented minority (URM) students and those with weaker backgrounds in biology. Peer leaders with experience in biology courses and training in science pedagogy facilitate work on faculty-generated challenge problems. During the eight semesters assessed in this study, URM students and those with less preparation attended SGMs with equal or greater frequency than their counterparts. Most agreed that SGMs enhanced their comprehension of biology and ability to articulate solutions. The historical grade gap between URM and non-URM students narrowed slightly in Biology 2, but not in other biology and science, technology, engineering, and mathematics courses. Nonetheless, URM students taking introductory biology after program implementation have graduated with biology majors or minors at the same rates as non-URM students, and have enrolled in postcollege degree programs at equal or greater rates. These results suggest that improved performance as measured by science grade point average may not be necessary to improve the persistence of students from underrepresented groups as life sciences majors. © 2016 P. Kudish et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  16. Learning from Local Wisdom: Friction Damper in Traditional Building

    Directory of Open Access Journals (Sweden)

    Pudjisuryadi P.

    2012-01-01

    Full Text Available Indonesia is situated in the so called “Ring of Fire” where earthquake are very frequent. Despite of all the engineering effort, due to the March 28, 2005 strong earthquake (8.7 on Richter scale a lot of modern buildings in Nias collapsed, while the traditional Northern Nias house (omohada survived without any damage. Undoubtedly many other traditional buildings in other area in Indonesia have survived similar earthquake. Something in common of the traditional building are the columns which usually are not fixed on the ground, but rest on top of flat stones. In this paper some traditional building are subjected to non linear time history analysis to artificial earthquake equivalent to 500 years return period earthquake. This study shows that apparently the columns which rest on top of flat stone acts as friction damper or base isolation. The presence of sliding at the friction type support significantly reduces the internal forces in the structure.

  17. Construction of Buildings on Peat: Case Studies and Lessons Learned

    Directory of Open Access Journals (Sweden)

    Mahmod Ali Abdul-Wadoud

    2016-01-01

    Full Text Available Building construction on soft soils including on peat has many challenges and difficulties. The failed and deteriorated buildings have a big impact on the community. The IConCEES International Workshop 2015 which was conducted on October 2015 convened as a joint venture between Universiti Tun Hussein Onn Malaysia (UTHM and the University College of Technology Sarawak (UCTS. The aim was to invite regional experts from academia and the industry to formally present and discuss the various construction problems encountered when working with peat. The discussions were divided into two divisions; infrastructure and building construction. This paper discusses the outcomes of the workshop and focuses on the factors and relevant challenges when constructing buildings on peat. The experts have discussed regulatory and construction issues including: drainage issues, site investigation practices, monitoring and construction guidelines. A few suggestions were outlined as a remedy to these problems and to better assist the peat practitioner at work.

  18. Leadership Team | Wind | NREL

    Science.gov (United States)

    Leadership Team Leadership Team Learn more about the expertise and technical skills of the wind Initiative and provides leadership in the focus areas of high-fidelity modeling, wind power plant controls

  19. Why Buildings Fail: Are We Learning From Our Mistakes?

    Directory of Open Access Journals (Sweden)

    M. Kevin Parfitt

    2012-09-01

    Full Text Available Most building professionals have investigated or performed remedial designs for at least one architectural or engineering system failure during their careers. Other practitioners, especially those who work for forensic consultants or firms specializing in disaster response and repair, are more familiar with the variety and extent of building failures as they assist their clients in restoring damaged or deficient buildings. The advent of social medial and twenty-four-hour news channels along with the general ease of finding more examples of failures in the Internet have made us realize that building failures in the broad sense are much more common than we may have realized.Relatively recent events leading to building failures such as the Christchurch, New Zealand earthquakes, the roof/parking deck of the Algo Centre mall in the northern Ontario, Canada city of Elliot Lake and the Indiana State Fairground stage collapse in the US are just a few reminders that much more work needs to be done on a variety of fronts to prevent building failures from a life safety standpoint. The need is compounded by economic concerns from what would be considered more mundane or common failures. Inspections by the author after Hurricane Katrina revealed a huge number of failures associated rain water alone as roofs, windows, flashing, mechanical penetrations etc. failed leading to interior water penetration often resulting in more damage from damp conditions and mold propagation than outright structural collapses.

  20. Building a Learning Community: Telecommunications, Collaborations, and Sharing on Long Island.

    Science.gov (United States)

    Schneiderman, Bette E.; Carriero, Corinne

    The Long Island Team is a collaborative system of K-12 students and teachers, university students and faculty, and community members who have been linked by telecommunications and in-person sessions. Since 1993 the group has culminated their work together at an annual sharing event. This paper provides the history of the learning community, a list…