title: Implementing team based learning in large classes: nurse educators' experiences.
abstract: Team-based learning (TBL) is an interactive teaching method promoted as an alternative to traditional lectures. TBL was implemented in four large second year classes in a baccalaureate nursing program but the implementation process was found to require much more effort than indicated in the literature. A predominant theme during the implementation phase was the importance of collegial support. Faculty workload increased significantly and they were challenged by occasional student confrontations and technological difficulties. The benefits for students included reduced attrition, reading workloads, and enhanced preparedness for classes, which allowed for more time to be spent in class discussing complex realistic nursing problems. Although TBL was not enthusiastically embraced by all of the students, the majority indicated that they liked and valued TBL, hence commitment to continuing to teach using the TBL method remains.
authors.affiliation: University of British Columbia - Okanagan, Canada. elizabeth.andersen@ubc.ca
authors.forename: Elizabeth Ann
authors.initials: EA
authors.lastname: Andersen
authors.forename: Charlene
authors.initials: C
authors.lastname: Strumpel
authors.forename: Irene
authors.initials: I
authors.lastname: Fensom
authors.forename: Wendy
authors.initials: W
authors.lastname: Andrews
mesh_terms: D001955:British Columbia; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D004521:Educational Measurement; D005181:Faculty, Nursing; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D009746:Nursing, Team; D018794:Problem-Based Learning / Q000379:methods*; D011361:Professional Competence; D012579:Schools, Nursing / Q000706:statistics & numerical data*