Team-based learning consists of modules that can be taught in a three-step cycle: preparation, in-class readiness assurance testing, and application-focused exercise.
In class, students complete an individual quiz called the IRAT, which consists of 5–20 multiple-choice questions based on the pre-work materials.
Finally, students work in teams to solve application problems that allow them to apply and expand on the knowledge they have just learned and tested.
[4] Vaughn et al. (2019) stated that team-based learning is an effective method for gaining better “content acquisition, vocabulary growth, and reading comprehension” (p. 121).
[6] Jakobsen and Knetemann (2017) further add that team-based learning allows students to take a much deeper look at course content and serve to hold their attention better than traditional methods.
[7] Its implementation in education can also be important for developing skills and abilities that are useful for businesses, organizations, careers, and industries where many projects and tasks are performed by teams.
Evidently, faculty of professional schools are thus directing their focus towards developing application and integration of knowledge beyond the content-based curricula, rather than simple course objectives such as simply memorizing a concept.
[9] Michaelsen adds that "assignments that require groups to make decisions and enable them to report their decisions in a simple form, will usually generate high levels of group interaction"[10] and are: Controlled studies of initial implementations of team learning have shown increases in student engagement and mixed results for other outcomes.