Title < 実践報告 > チーム基盤型学習 (TBL) と問題基盤型学習 (PBL) を統合した授業 プレゼンテーション の実践 Author(s) 中越, 元子 ; 野原, 幸男 ; 林, 正彦 ; 川口, 基一郎 ; 山崎, Citation 京都大学高等教育研究 (2014), 20: 17-29 Issue Date 2014-12-01 URL http://hdl.handle.net/2433/197288 Right Type Departmental Bulletin Paper Textversion publisher Kyoto University
TBL PBL Integrating Team-Based Learning and Problem-Based Learning in a Presentation Course: Development and Implementation Motoko Nakagoshi (Faculty of Pharmacy, Iwaki Meisei University) Yukio Nohara (Faculty of Pharmacy, Iwaki Meisei University) Masahiko Hayashi (Faculty of Pharmacy, Iwaki Meisei University) Kiichiro Kawaguchi (Faculty of Pharmacy, Iwaki Meisei University) Yoji Yamazaki (Faculty of Pharmacy, Iwaki Meisei University) Summary Team-Based Learning (TBL) is a special form of collaborative learning involving a specific sequence of individual work, teamwork, and immediate feedback to create a motivational framework in which students become increasingly accountable for their preparedness and class contributions. The advantages of TBL, in contrast to Problem-Based Learning (PBL), are increased pre-class preparedness and the facilitation of active learning even in environments where fewer teachers are available and average class sizes are larger. Presentation is a learning program developed by the Faculty of Pharmacy at Iwaki Meisei University for the fourth grade of foundation learning. The program is based on a unique combination of the TBL and PBL methods, and it is designed to equip students with communication, problem-solving, and self-study skills, in addition to the ability to challenge conventions. These are fundamental skills necessary to ensure that the university s graduates are able to contribute to their communities as experts in the field of medicine, conduct quality research, and operate in teams working on a variety of pharmacotherapy-related problems. 17
In a survey of sixth grade students undertaken in the 2013 and 2012 academic years, approximately 60% of the respondents indicated that they felt the program supported their personal development. In another survey conducted during the 2014 academic year, most fourth-grade students attributed their enhanced ability to work in teams, as well as their continued progress in their studies to participation in the program. TBL PBL Keywords: Team-Based Learning (TBL), Problem-Based Learning (PBL), Active Learning, Presentation 1 Team-Based Learning TBL 1980 Larry K. Michaelsen 2009 TBL TBL Web NPO Team-Based Learning Collaborative, TBLC 2011 Okubo et al., 2012 2013 2014 2014 2014 2011 2014 Problem-Based Learning PBL 2011 1 2010 2010 2013 TBL PBL TBL 2 19 ignite 1 3 3 1 7 8 2 PBL 2 18
3 TBL 4 4 3 3 TBL Michaelsen TBL 4 Michaelsen, 2002: Michaelsen & Sweet, 2008 2011 2009 1 2 3 4 4 S Significant Same Specific Simultaneous 1 TBL 3 2 1 TBL 1 IRAT: Individual Readiness Assurance Test GRAT: Group Readiness Assurance Test 1 RAT 2 3 TBL 8 4 Michaelsen TBL Michaelsen, 2002 2009 A4 1 3 2013 TBL TBL 10 1 50 10 IRAT: Individual Readiness Assurance Test 30 20 GRAT: Group Readiness Assuransce Test 30 RAT 10 10 10 10 19
3 4 270 2 2 1 Phase 3 2014 Phase 1 Phase 3 TBL 1 RAT Readiness Assurance Test 3 TBL PBL 2014 Phase 1 2 1 1 IRAT GRAT IRAT GRAT 3 2 2014 90 60 IRAT GRAT 50 Small Group Discussion: SGD 160 165 90 15 180 SGD 90 180 20 50 10 10 3 RAT 2 10 1 1 10 meq/l 2 4.5 meq/l 3 3.5 meq/l 4 140 meq/l 5 140 meq/l 2 1 0.2 meq/kg/ 2 7.5 3 4 0.5 meq/kg/ 5 20
1 GRAT 4 TBL 1 1 2 IRAT GRAT 3 4 5 6 TBL PBL 1 2 PBL TBL 3 4 1 2 3 2 3 4 1 GRAT 1 1 4 5 0 IRAT 64 GRAT 1 98 39/40 4 PBL 2010 5 RAT PBL 2 2 3 2 2 1 6 21
5 52 1 T2N1M0 2 FP CDDP 80 mg/m 2 day 1 5-FU 800 mg/m 2 day 1 5 4 1,000 ml 6 1,500 3,000 ml 100 ml/ D- 172 cm 58 kg 6,300/μL Hb 12.8 g/dl Na 150 meq/l K 2.6 meq/l Ca 9.6 meq/l BUN 18 mg/dl Cr 1.0 mg/dl AFP 45 ng/dl T 1 2 3 2 A D 5 e manab@imu 1 3 22
6 3 12 A4 1 2 2 10 manab@imu 4 3 10 5 1 1 2 7 manab@imu ICT Phase 2 23
7 PBL 5 4A D 2010 2014 5 7 5 4A Phase 1 Phase 3 Phase 3 4 4B Phase 1 9 4C D Phase 1 Phase 3 4 5 8 3 4 8 6 1 2 6 3 12 24
4 8 6 1 2012 2013 2012 2013 2012 2013 23.4 20.4 10.4 8.2 26.0 24.5 32.5 44.9 39.0 42.9 42.9 46.9 2 23.4 16.3 14.3 20.4 10.4 8.2 40.3 51.0 45.5 40.8 32.5 32.7 3 14.3 30.6 16.9 30.6 15.6 16.3 54.5 42.9 50.6 46.9 48.1 51.0 14.3 14.3 3.9 12.2 15.6 6.1 36.4 57.1 53.2 46.9 40.3 30.6 1 2 7 4 2 25
5 6 PROG 2014 4 Phase 6 8 5 5 2 1 r 0.4516 2014 4 PROG 2 4 4 PROG 6A C 4 PROG PROG PROG CBT 3 2 6D 26
6 PBL 2011 PBL 2009 37 29 2010 TBL 100 1 60 4 TBL PBL TBL 4 TBL TBL PBL PBL PBL TBL Okubo et al., 2012 PBL TBL Abdelkhalek, 2010 6 8 6 7 2014 4 2 3 2013 Michaelsen 2002 TBL 9 27
PROG 6 6 9 PROG 3 3 1 e manaba course 2 2 3 6 4 Computer-Based Testing Abdelkhalek, N., Hussein, A., & Gibbs, T., et al. (2010). Using Team-Based Learning to Prepare Medical Students for Future Problem-Based Learning, Medical Teacher, 32(2), 123 129. 2014 38 45-51 2011 e-learning 41 1-19 Michaelsen, L. K. (2002). Getting Started with Team-Based Learning. In Michaelsen, L. K., Kinight, A. B., Fink, L. D. (Eds), Team-Based Learning:A Transformative Use of Small Groups (pp. 27 51). Westport, CT: Praeger Publisher. Michaelsen, L. K., & Sweet, M. (2008). The Essentials of Team-Based Learning. In Michaelsen, L. K. Sweet, M. & Parmalee D. X. (Eds), Team-Based Learning:Small-Group Learning s Next Big Step. (pp. 7 27). John Wiley & Sons Ltd, Michaelsen, L. K., Parmalee, D. X., & McMahon, K. K., et al. (2008). Team-Based Learning for Health Professions Education: A Guid to Using Small Grroups for Improving Learning. Stylus Publishing, Virginia. L. K D. X. K. K. 2009 TBL 2011 TBL 7 1 20-23 2011 PBL 2014 Team-Based Learning TBL 134 2 171-177 2014 1 Team-Based Learning TBL 134 2 179-183 28
Okubo, T., Ishiguro, N., & Suganuma, T., et al. (2012). Team- based learning, a learning strategy for clinical reasoning, in students with problem-based learning tutorial experiences. Tohoku J. Med., 227, 23 29. 2013 TBL 133 10 1127-1134 2011 5 Problem-based Learning 131 9 1369-1382 2010 PBL TBL LEAD 2866 2010 2 8 2014 Team-Based Learning TBL 134 2 185-194 2010 1 PBL 2010 41-43 29