Synchronous vs Asynchronous
Flipped Classroom Model
Competency vs Mastery Learning
Looking to improve your teaching or target specific student needs? The TLC looks for Teaching Strategies that can work in our specific course or clinical settings.
Sample Learning Activities
On this page you'll find a number of learning activities and strategies, from flipping your classroom to working with case studies, along with supporting documentation and information. In the meantime here are just a handful of learning activities that ATSU faculty like to employ:
For more information check out the TLC Learning Activities Deck.
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Cooperative learning is the process of breaking a classroom of students into small groups so they can discover a new concept together and help each other learn.
Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts.
It is worth noting that this approach differs from Case Based learning in the scope and degree of student participation.
Team-Based Learning (TBL) is a highly structured form of small-group learning that emphasizes student preparation out of class and application of knowledge in class. The groups of students remain the same throughout the entire course and the way in which students engage with the material is managed through a series of tests: first the Individual Readiness Assurance Test (iRAT) and then the Group Readiness Assurance Test (gRAT).
Albanese, M.A., & Mitchell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine, 68, 52-81.
Bate, E., Hommes, J., Duvivier, R., & Taylor, D. C. M. (2014). Problem-based learning (PBL): getting the most out of your students - their roles and responsibilities: AMEE Guide No. 84. Medical Teacher, 36(1), 1–12.
Davis, M. H. (1999). AMEE Medical Education Guide No. 15: Problem-based learning: a practical guide. Medical Teacher, 21(2), 130–140.
Dolmans, D., Michaelsen, L., van Merriënboer, J., & van der Vleuten, C. (2015). Should we choose between problem-based learning and team-based learning? No, combine the best of both worlds! Medical Teacher, 37(4), 354–359.
Echeto, L. (2016). Removable Partial Denture Components and Applications: A Team-Based Learning Module. MedEdPORTAL : The Journal of Teaching and Learning Resources, 12, 10408.
Edmunds, S., & Brown, G. (2010). Effective small group learning: AMEE Guide No. 48. Medical Teacher, 32(9), 715–726.
Fearon, C. (2012). Using student group work in higher education to emulate professional communities of practice. Education + Training, 54(2/3), 114–125.
Ho Bryant, Ishizaki Allison, Ko Andrew, Homan Ann, Hyland Katherine, Muller Jessica, Chan June, & Azzam Amin. (2013). Kim Lee: Problem-Based Learning (PBL) Case for Delivering Uncertain News. MedEdPORTAL, 9. https://doi.org/10.15766/mep_2374-8265.9525
Hodges, L. C. (2017). Ten-research based steps for effective group work. IDEA, 65(11).
Koh, G. C.-H., Khoo, H. E., Wong, M. L., & Koh, D. (2008). The effects of problem-based learning during medical school on physician competency: a systematic review. CMAJ: Canadian Medical Association Journal = Journal de l’Association Medicale Canadienne, 178(1), 34–41.
Loyd Gary. (2014). Small Group Learning. MedEdPORTAL, 10. https://doi.org/10.15766/mep_2374-8265.9911
Maris F. Cutting & Norma Susswein Saks (2012) Twelve tips for utilizing principles of learning to support medical education, Medical Teacher, 34:1, 20-24,
Michaelsen, L. K., & Sweet, M. (2008). The essential elements of team-based learning. New Directions for Teaching and Learning, 2008(116), 7–27.
Palsole, S., & Awalt, C. (2008). Team-Based Learning in Asynchronous Online Settings. New Directions for Teaching and Learning. https://doi.org/10.1002/tl.336
Parmelee, D., Michaelsen, L. K., Cook, S., & Hudes, P. D. (2012). Team-based learning: a practical guide: AMEE guide no. 65. Medical Teacher, 34(5), e275–e287.
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