I changed my teaching from traditional lecture to team based learning after seeing a class using TBL. I was impressed that this would be a better way to teach.

I try to have most of the content available in short recorded lectures and reading assignments. I prepare detailed learning objectives for each topic. During class we answer questions, take and grade quiz on topic and have discussion of complex ideas or current issues for a topic. I have a class with 6 teams of 6 second year students . The class focuses on the pathophysiology of periodontal diseases. This information forms basis for understanding diagnosis and treatment.

I find that I am able to help students use information and identify issues with their understanding of concepts by using these more active learning approaches. Why would you take time transmitting information when you can help students put the information to use or clarify concepts for them? That said, most clinical curricula focus on content transmission in the live setting.

The article by Prober and Heath in 2012 New England Journal of Medicine calls for change in clinical education. It takes much more effort to design content with the blended format delivery. Once created it is a good resource for learners.

N Engl J Med. 2012 May 3;366(18):1657-9. doi: 10.1056/NEJMp1202451.
Lecture halls without lectures--a proposal for medical education.
Prober CG1, Heath C.

I share the concern expressed in the NEJM article about how to make basic information 'stickier' so students can retain this for help in understanding complex diagnoses and treatment options as they learn to treat patients.