Factors influencing implementation of team-based learning in health sciences education.
BACKGROUND
Limited studies have looked at factors that lead to successful implementation of team-based learning (TBL). The purpose of this study was to identify contextual factors associated with implementation of TBL with a larger pool of individuals.


METHODS
The authors administered a questionnaire who had implemented TBL via the Web to participants who attended TBL workshops; 297 of 594 responded. We used the constant comparative method to analyze responses.


RESULTS
Analysis revealed five factors important to successful implementation of TBL: buy-in, expertise, resources, time, and course characteristics, with 60%, 38%, 37%, 36%, and 16% of respondents identifying each factor, respectively.


CONCLUSIONS
When health science faculty and administrators implement TBL or other educational innovations, they must have buy-in, ensure adequate time and resources, develop needed expertise, and determine best fit within a course. Although these results are specific to TBL, they are consistent with models of dissemination and have implications for other educational innovations.
Thompson
Britta M
BM
Office of Curriculum, M301, Baylor College of Medicine, Houston, TX 77030, USA. brittat@bcm.edu
Schneider
Virginia F
VF
Haidet
Paul
P
Perkowski
Linda C
LC
Richards
Boyd F
BF
D004504:Education, Medical, Undergraduate / Q000458:organization & administration*; D004521:Educational Measurement; D006126:Group Processes; D006801:Humans; D018794:Problem-Based Learning; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods*