Editorial 2, Team-Based learning
Authors: Elameen Mohammed E. 
Published: October 2024

There is enough evidence from pedagogical research and learning theories to support the advantage of small-group learning methods over traditional methods (lecture). Team-Based learning (TBL) is a type of small-group learning that possesses all the generic features that characterize small-group learning. Alfajr College for Science and Technology (ACST), established in 2015, adopted the TBL method in all its ten programs with very good outcomes. ACST uses TBL as an instructional strategy described by its inventor professor Larry Michaelson in the late 1970s. He is a faculty member in the business school at Oklahoma University, USA. The main issue of TBL is to help the student learn how to apply concepts, rather than simply learn about them. So, the focus in TBL is on learning rather than on teaching. TBL dictates the development of a small-group into a cohesive team with trust among the students. TBL involves transforming the process of the small group into a learning team. The achievement of these changes needs a significant shift in the learning objectives and the role played by both instructors and students. The primary learning objective in TBL is to ensure that students have the chance to practice using course concepts to solve real-life problems. This is why some of the TBL class-time is utilized on ensuring that students master the course content while a large part of the TBL class time is spent on using the course content in solving problems. Consequently, the instructor’s role changes from just giving information to designing and managing the overall process of learning while the student’s role shifts from just passive recipient of information into accepting the responsibility of learning about the objective to prepare themselves before the in-class activities. These changes are not easy to achieve, they require strict steps: the group needs to be properly formed and managed; students need to be accountable for the work quality including their individual and teamwork; and the student must have immediate feedback. The team assignment must be challenging to promote learning and team development. Steps of applying TBL: For TBL to be effective redesigning of the course is needed to implement it in three phases as follows: · Phase One: - Before coming to the classroom on the specified day (in-class activity), the instructor identifies the instructional goals and objectives (this implies what the student will be able to do). Then divides the course into macro units and identifies the key concept for each unit. The macro units are the instruction units that consist of activities that expose the students to the course content - The students should be prepared through the individual readings and comply with the planned activities (Lectures, Seminars, Assignments …..etc) · Phase Two: (In-class activities):consists of the followings: - The Readiness Assuring Process (RAP) which consists of: o individual test (individual Readiness Assurance Test-iRAT) o group test (group Readiness Assurance Test-gRAT) using immediate feedback assessment technique (IF AT) - The Appeal process - The Instructor feedback (essential clarification presentation), which will be based on the results of the two tests and students appeal. · Phase Three: The final stage of TBL is the team application (tApp); in this activity students will be provided with tasks to deepen their understanding of the concept by solving real-life problems. This part of the in-class activities uses most of the in-class time. Alfajr College for Science and Technology practiced the TBL strategy after executing the necessary training and availed the required tools. The training involves the following: - Training of the instructor on the concept of TBL, identifying their role and on-hand training on its application by series of workshops. - Training the student on the concept of TBL and identifying their role. - Training the administrating staff on their role The College also conducted training workshops in TBL in other institutes, for example the Sudan Medical Specialization Board where TBL issues became one of the topics used frequently in the Master of Health Professional Education. The College availed the required tools. · The Immediate Feedback Assessment Tool (IF AT). · Modifying the large lecture room in a way that allows group sitting. · Upgrade the IF AT into an electronic device (Tablet) for the iRAT and the gRAT. The college conducted researches and published several papers on the subject. In this issue of the Journal, there is a cross-sectional study entitled (Medical Students’ Perception and Satisfaction towards Team-Based Learning at Alfajr College for Science and Technology, Sudan, 2022) authored by Sara Ali and her colleagues. The study showed that the overall positive opinion of students was strongly in favor of various aspects of TBL. We consider ACST to be the first institution in Sudan to use TBL in its proper way. ACST harvested the fruit of this innovative learning strategy in the performance of its students during their studying in the College and waiting to see the result on the graduates.