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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
Other Titles: <Reports>Integrating Team-Based Learning and Problem-Based Learning in a Presentation Course: Development and Implementation
Authors: 中越, 元子  KAKEN_name
野原, 幸男  KAKEN_name
林, 正彦  KAKEN_name
川口, 基一郎  KAKEN_name
山崎, 洋次  KAKEN_name
Author's alias: Nakagoshi, Motoko
Nohara, Yukio
Hayashi, Masahiko
Kawaguchi, Kiichiro
Yamazaki, Yoji
Keywords: チーム基盤型学習(TBL)
Team-Based Learning (TBL)
Problem-Based Learning (PBL)
Active Learning, Presentation
Issue Date: 1-Dec-2014
Publisher: 京都大学高等教育研究開発推進センター
Journal title: 京都大学高等教育研究
Volume: 20
Start page: 17
End page: 29
Abstract: 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 accountablefor their preparedness and class contributions. The advantages of TBL, in contrast to Problem-Based Learning (PBL), areincreased pre-class preparedness and the facilitation of active learning even in environments where fewer teachers areavailable and average class sizes are larger.“Presentation” is a learning program developed by the Faculty of Pharmacy at Iwaki Meisei University for the fourthgrade of foundation learning. The program is based on a unique combination of the TBL and PBL methods, and it isdesigned to equip students with communication, problem-solving, and self-study skills, in addition to the ability to challengeconventions. These are fundamental skills necessary to ensure that the university’s graduates are able to contribute totheir communities as experts in the field of medicine, conduct quality research, and operate in teams working on a variety ofpharmacotherapy-related problems.
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