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yes / Introduction Combining Contents with Strategy: A Case for Team-Based Learning. The term "biosecurity‟ has been used in many different contexts for many different purposes. The present Handbook uses the concept of "biosecurity‟ (or biological security) to mean successful minimising of the risks that the biological sciences will be deliberately or accidentally misused in a way which causes harm for humans, animals, plants or the environment, including through awareness and understanding of the risks. Biosecurity thus involves a complex and rapidly evolving set of issues that concern a broad range of stakeholders: policy makers, legislators, industry, academia, the security community, science educators, life science students and practitioners, and the general public.1 Addressing those issues requires continuous cooperation among all concerned parties, that is, biosecurity awareness is a responsibility incumbent upon all. The need for fostering awareness of biological security among those engaged in the life sciences has been widely acknowledged in various fora and, as a result, over the past few years a number of important initiatives have been carried out, designed to further education about the broader social, ethical, security and legal implications of cutting-edge biotechnology.2 The chief objective of the present Handbook is to complement those efforts by combining teaching material in biological security with an active learning training approach – Team-Based Learning (TBL) – to empower educators, students and practitioners as they begin to engage with biological security. The Handbook seeks to supplement the Guide "Preventing Biological Threats: What You Can Do‟ by providing its users with tips and insights into how to implement its content in different educational settings. Part 5 of the Guide introduces the reader to the value of active learning in the context of biosecurity education and training. Chapter 20 in particular details the implementation of the TBL format at an interactive biosecurity seminar and the results achieved by the seminar participants. Consequently, the Handbook aims to: i. Highlight the strengths of the TBL format in teaching biological security. ii. Provide practical guidance on how to organise, run, and facilitate TBL biosecurity seminars. iii. Offer sample sets of exercises based on the individual chapters of the Guide. iv. Explain how each set of exercises can be used for achieving specific learning objectives. Each chapter of the Handbook introduces the reader to a key concept discussed in the respective chapter of the Guide and elaborates on the specific learning objectives, which the TBL exercises are aimed at. Each set comprises Individual and Team Readiness Assurance Test questions, and Application Exercises in the form of multiple-choice problem-solving tasks and practical scenarios (see below). A growing body of evidence suggests that the use of active learning approaches to teaching and training can significantly enhance the effectiveness of education programmes.3 Part of the reason behind this trend is the fact that active learning strategies aid the learner in „unlocking‟ their existing knowledge and linking new subject matter to their established conceptual framework.4 In other words, through case studies, scenarios, problem-solving games, role plays, and simulations – to name few examples of active learning methods – learners are prompted to think critically, reflect and develop understanding of unfamiliar concepts. Active learning approaches allow fostering a learner-centred environment where the learner rather than the instructor is at the centre of the activities taking place in the classroom.5 The Handbook focuses on a specific format of active learning instruction – Team Based Learning (TBL). This is a special form of collaborative learning which uses a specific sequence of individual work, group work, and immediate feedback to create a motivational framework, whereby the focus is shifted from conveying concepts by the instructor to the application of concepts by student teams.6 TBL is an easy-to-replicate, user-friendly approach, that can be applied in many different educational settings at various stages of instruction, and for different purposes. It enables the instructor to cover new material in a way that engages learners as active participants, allowing them to take ownership of their own learning, and develop reflection and self-evaluation skills.

Yes / The learning and teaching strategy for a pharmacy consultation skills module was changed to Team-Based Learning (TBL) with the aim of motivating students to engage with course material pre-class and take deeper approaches to learning during class. Results from administering a validated TBL instrument suggests that students are more accountable and are satisfied with and have preference for TBL over traditional methods. Exam results show a 13% improvement in mean end-of-year examinations compared with pre-TBL results. Thematic analysis of written comments on the module evaluation survey suggest that they enjoyed learning using TBL and found it more engaging, stimulating and more effective for their learning; however, it could be improved through better management of workshop timings and more effective facilitation of discussion. TBL appears to have potential as a pedagogic approach in pharmacy education.

O estudo da biologia animal, tendo como eixo integrador a evolução biológica, é uma forte recomendação no currículo nacional. A temática é bastante importante para a construção dos saberes científicos acerca da noção de diversidade, funcionamento dos ecossistemas e dos processos evolutivos, fisiológicos e morfológicos dos seres vivos. O foco no processo de ensino e de aprendizagem deve ser o desenvolvimento das capacidades de pesquisar e analisar informações, da capacidade de aprender e de adotar uma postura engajada em prol do meio ambiente. Dentro desse contexto o professor deve adotar estratégias metodologicamente ativas com valorização da contextualização, de atividades dinamizadas e colaborativas para contribuir para uma aprendizagem significativa. As atividades escolares devem ser pensadas sob a ótica da participação ativa do aluno, valorizando seus conhecimentos prévios para, desta forma, promover a aquisição do conhecimento e o desenvolvimento das habilidades e atitudes necessárias para o domínio das competências indicadas nos Parâmetros Curriculares Nacionais. A proposta para este trabalho envolveu a elaboração de uma sequência didática cuja fundamentação teórica foi pautada nos seguintes aspectos: a Aprendizagem Significativa de David Ausubel, a abordagem sociointeracionista de Vygostsky e a Metodologia Ativa da Aprendizagem Baseada em Equipes (ABE) proposta por Larry Michaelsen. A metodologia utilizada na pesquisa foi composta por diferentes estratégias sob uma abordagem quali e quantitativa de pesquisa-ação em duas turmas do segundo ano do Ensino Técnico Integrado ao Médio na disciplina de Biologia. Foram propostas atividades que, em sequência, possibilitaram o desenvolvimento de competências específicas da biologia e competências transversais: a aplicação adaptada da ABE e um projeto escolar de observação de aves. Ao mapear os resultados de todas as etapas, que incluiu análises de índices e formulários de opinião, o pesquisador pôde observar que atividades desencadeadas sob um viés construtivista contribuíram para o aproveitamento e satisfação escolar. / The study of animal biology, having as an integrating axis the biological evolution, is a strongly recommended topic in the national curriculum. The theme is very important for the construction of scientific knowledge about the notion of diversity, functioning of ecosystems and the evolutionary, physiological and morphological processes of living beings. The focus on the teaching and learning process should be the development of the research capacity and analytical skill, the ability to learn and to develop an awareness of the environmental issues. Within this context, the teacher must adopt methodologically active strategies with valuation of the contextualization, of dynamic and collaborative activities to contribute to a significant learning. School activities should be thought from the perspective of the active participation of the student, valuing their previous knowledge in order to promote the acquisition of knowledge and the development of the skills and attitudes necessary for the mastery of the competencies indicated in the National Curricular Parameters. The proposal for this work involved the elaboration of a didactic sequence whose theoretical foundation was based on the following aspects: Significant Learning of David Ausubel, the socio-interactionist approach of Vygostsky and the Active Methodology of the Team-Based Learning (TBL) proposed by Larry Michaelsen. The methodology used in this research was composed by different strategies under a qualitative and quantitative approaches of action- research in two classes of the second year of Integrated High School and Technical Education in the discipline of Biology. Activities were proposed that sequentially enabled the development of specific competences of biology and personal soft skills: the adapted application of the TBL methodology and the School Bird-watching Project. By mapping the results of all steps, which included numerical index analyzes and opinion forms, the researcher was able to observe that activities triggered under a constructivist bias contributed to academic achievement and satisfaction.

Made available in DSpace on 2016-04-27T13:10:26Z (GMT). No. of bitstreams: 1 Carlos Alberto de Oliveira.pdf: 2862192 bytes, checksum: f7f40d45250a304d594a733cc3b6a8e9 (MD5) Previous issue date: 2014-12-17 / The aim in proposing this intervention was to use and evaluate the use of TBL as a methodology of teaching and learning in a medical school. The hypothesis that it was possible to replace the lectures in our universities, for TBL sessions with teacher training and student participatory interest in compliance with the National Curriculum Guide was present. The importance of the work is grounded in the mandatory changes that must occur in medical education, due to these recently approved guidelines; in the valuation of medical professionals prepared to working in multidisciplinary teams, committed to ethical and humanitarian care and, finally, the challenge of teaching in large rooms, with huge amounts of students, heterogeneous and in need of individualized formative assessments. The session was held in TBL in the format proposed by the TBL Collaborative Group (USA), during the theoretical supports of the second year. Prior to the sessions was distributed articles with the content of the lesson, fully contemplating the module objectives. In summary, we highlight that the average individual score was much lower than the average score of the team, with 99.999% reliability. The best individual performance was worse than the performance of their own team. The students demonstrated in their responses to the questionnaire, acceptability to the method. Teachers approved the activities highlighting not being able to apply the TBL sessions. After the study, we believe that this active methodology will provide students with better knowledge building, provided they are responsible with their preparedness / O objetivo ao propor essa intervenção foi empregar e avaliar o uso do TBL como uma estratégia metodológica de ensino-aprendizagem em um curso de Medicina. A hipótese de que era possível substituir as aulas teóricas, em nossas universidades, por sessões em TBL, com a capacitação docente e o interesse participativo discente, em atendimento às Diretrizes Curriculares Nacionais esteve presente. A importância do trabalho se alicerça nas mudanças obrigatórias que devem ocorrer no ensino médico, em função destas diretrizes aprovadas recentemente; na valorização dos profissionais médicos, preparados para trabalharem em equipes multidisciplinares, comprometidos com a ética e cuidados humanitários e, por fim, no desafio de ensinar em salas grandes, com quantidades enormes de estudantes, heterogêneas e com necessidades de avaliações formativas individualizadas. A sessão em TBL foi realizada na formatação proposta pelo TBL Collaborative Group (EUA), durante a sustentação teórica do segundo ano. Previamente às sessões disponibilizamos artigos referentes ao conteúdo da aula, que atendesse plenamente aos objetivos propostos no módulo de Perturbações Hemodinâmicas. Como resumo dos achados, destacamos a diferença, com 99,999% de confiança, entre a média da pontuação individual quando comparada com a média da pontuação em equipe. O melhor desempenho individual foi pior do que o desempenho de sua equipe. Os discentes demonstraram, em suas respostas ao questionário, aceitabilidade ao método. Os docentes aprovaram as atividades destacando não estarem capacitados para realizar as sessões em TBL na sua plenitude. Após a realização do estudo, acreditamos que esta metodologia ativa propiciará aos estudantes uma melhor construção de conhecimentos, desde que sejam responsáveis com sua preparação prévia

O estudo da biologia animal, tendo como eixo integrador a evolução biológica, é uma forte recomendação no currículo nacional. A temática é bastante importante para a construção dos saberes científicos acerca da noção de diversidade, funcionamento dos ecossistemas e dos processos evolutivos, fisiológicos e morfológicos dos seres vivos. O foco no processo de ensino e de aprendizagem deve ser o desenvolvimento das capacidades de pesquisar e analisar informações, da capacidade de aprender e de adotar uma postura engajada em prol do meio ambiente. Dentro desse contexto o professor deve adotar estratégias metodologicamente ativas com valorização da contextualização, de atividades dinamizadas e colaborativas para contribuir para uma aprendizagem significativa. As atividades escolares devem ser pensadas sob a ótica da participação ativa do aluno, valorizando seus conhecimentos prévios para, desta forma, promover a aquisição do conhecimento e o desenvolvimento das habilidades e atitudes necessárias para o domínio das competências indicadas nos Parâmetros Curriculares Nacionais. A proposta para este trabalho envolveu a elaboração de uma sequência didática cuja fundamentação teórica foi pautada nos seguintes aspectos: a Aprendizagem Significativa de David Ausubel, a abordagem sociointeracionista de Vygostsky e a Metodologia Ativa da Aprendizagem Baseada em Equipes (ABE) proposta por Larry Michaelsen. A metodologia utilizada na pesquisa foi composta por diferentes estratégias sob uma abordagem quali e quantitativa de pesquisa-ação em duas turmas do segundo ano do Ensino Técnico Integrado ao Médio na disciplina de Biologia. Foram propostas atividades que, em sequência, possibilitaram o desenvolvimento de competências específicas da biologia e competências transversais: a aplicação adaptada da ABE e um projeto escolar de observação de aves. Ao mapear os resultados de todas as etapas, que incluiu análises de índices e formulários de opinião, o pesquisador pôde observar que atividades desencadeadas sob um viés construtivista contribuíram para o aproveitamento e satisfação escolar. / The study of animal biology, having as an integrating axis the biological evolution, is a strongly recommended topic in the national curriculum. The theme is very important for the construction of scientific knowledge about the notion of diversity, functioning of ecosystems and the evolutionary, physiological and morphological processes of living beings. The focus on the teaching and learning process should be the development of the research capacity and analytical skill, the ability to learn and to develop an awareness of the environmental issues. Within this context, the teacher must adopt methodologically active strategies with valuation of the contextualization, of dynamic and collaborative activities to contribute to a significant learning. School activities should be thought from the perspective of the active participation of the student, valuing their previous knowledge in order to promote the acquisition of knowledge and the development of the skills and attitudes necessary for the mastery of the competencies indicated in the National Curricular Parameters. The proposal for this work involved the elaboration of a didactic sequence whose theoretical foundation was based on the following aspects: Significant Learning of David Ausubel, the socio-interactionist approach of Vygostsky and the Active Methodology of the Team-Based Learning (TBL) proposed by Larry Michaelsen. The methodology used in this research was composed by different strategies under a qualitative and quantitative approaches of action- research in two classes of the second year of Integrated High School and Technical Education in the discipline of Biology. Activities were proposed that sequentially enabled the development of specific competences of biology and personal soft skills: the adapted application of the TBL methodology and the School Bird-watching Project. By mapping the results of all steps, which included numerical index analyzes and opinion forms, the researcher was able to observe that activities triggered under a constructivist bias contributed to academic achievement and satisfaction.

Thesis (Ph.D. (Curriculum Studies)) -- University of Limpopo, 2020 / Group Work Learning (GWL) has, over the past thirty years, grown in popularity as a pedagogy in Higher Education across the world, and has widely been documented as a more effective pedagogy in comparison to individualistic learning. However, research studies also warn against the uninformed use of GWL and the negative results thereof. Within popular modes of GWL such as cooperative learning, team because their use has proven to yield success and positive results. It is within this context that the study sought to reflect on the practices of GWL at the University of Limpopo with the view to arrive at refined contextual approaches- approaches that would be reflective and context driven. The study adopted a qualitative research approach, which is anchored in the interpretive research paradigm, and employed a descriptive and exploratory case study design to address the existing knowledge gaps. Semi-structured interviews with eight lecturers from the four faculties at University of Limpopo, observations with eight student groups and informal conversations with the eight student groups were used to collect data for the study. The key findings of the study were as follows: 1) Practitioners in the study did not employ any particular elements, guidelines, principles, models or theories to underpin their use of GWL as a teaching and learning strategy and 2) Individual and group accountability, poor participation and group dynamics remained a challenge in the use of GWL. The additional sub-findings were: 1) The intended or required learning was clearly articulated but focused mainly on learning content and minimally on skills development, values and attitudes, 2) Group formation and group size varied from group to group depending on class size and did not consider context. 3) Practitioners thought there was a need for the improvement of GWL, 4) The study identified challenges and possibilities for improvement. Based on these findings, I propose a guided, reflective and contextual approach to GWL that is cyclic in character, places the reflectiveness and context of the practices at the center of the process and in which the approach further connects the practices to all the other components that are key to GWL, namely: clear intended learning outcomes that are inclusive of skills, values and attitudes; clear task instruction; elements or guidelines underpinned by relevant group learning theories or models; as well as clear measures to xiii foster accountability. Group formation and group size based on a clear rationale, as well as continuous reflection on the process with a view to improving and refining the practices. Such an approach is likely to provide the student groups with some framework on how to learn together and complete their tasks/assignments and projects in a manner which is accountable.

Yes / CRISPR (clustered regularly interspaced short palindromic repeats) gene editing technologies appear to be a game-changer and suggest great potential for genome manipulation and for developments in next-generation therapeutics. Ethical, legal and social concerns have been raised in light of recent applications in humans. Concern also arises in relation to the potential of such developments for misuse. In addressing the post-COVID19 challenges raised by responsible research innovation and in confronting what to do about the vexed question of “dual-use”, we contend that awareness-raising and education concerning the ethical, legal and social implications of scientific research innovation represents a welcome and empowering alternative to top down regulatory responses that may serve to stifle innovation. The design and subsequent implementation of a novel transformative pedagogy combining Team-Based Learning and Threshold Concepts yields both empirical evidence-based metrics for real-time learning. As well as generating novel empirical data-sets for the identification of subject-specific threshold concepts across discrete specialisms in the life sciences, we argue that this hybrid methodology can be used to engage science professionals and students alike in meaningful and much-needed dialogue about developments relating to genome manipulation. We demonstrate how evidence-based threshold concepts can inform the design of bespoke subject-specific training as we suggest was the case from our deployment of team-based learning and threshold concepts during our proof of concept application, prior to the pandemic, during the course of two European Union Human Brain Project training programmes undertaken in 2017 and 2018, with experts in neuroscience research at the Karonlinska Institutet, Stockholm, Sweden.

O ensino de Física Geral nas universidades brasileiras é frequentemente relacionado a dois problemas correlacionados: dificuldade de aprendizagem e desmotivação. Ambos são agravados pela adoção estrita do método de ensino tradicional, com aulas essencialmente expositivas e praticamente sem o incentivo para a interação e colaboração entre os alunos para a aprendizagem dos conteúdos. O objetivo geral desta pesquisa é investigar a melhora na aprendizagem de Física e o desenvolvimento de crenças de autoeficácia em aprender física e em trabalhar colaborativamente por meio de uma adaptação do método de ensino ativo Team-Based Learning (TBL). Essas crenças estão diretamente ligadas à motivação, pois tratam-se de julgamentos que o sujeito tem sobre as próprias capacidades de organizar e executar cursos de ações específicos, os quais afetam seu desempenho, quantidade de esforço e persistência para alcançar seus objetivos. O TBL tem como foco melhorar a aprendizagem e desenvolver habilidades de trabalho colaborativo, por meio de uma estrutura que envolve: o gerenciamento de equipes de aprendizagem, tarefas de preparação e aplicação de conceitos, feedback constante e avaliação entre os colegas. Procuramos responder às seguintes questões: (i) Em relação ao desempenho dos alunos em testes padronizados sobre conceitos básicos de eletromagnetismo, quais os principais resultados alcançados com a implementação do TBL em uma disciplina de Física Geral (Eletromagnetismo) em um curso de Física numa universidade pública brasileira (UFRGS)? (ii) Quais as atitudes dos alunos em relação à mudança de método de ensino tradicional para o TBL? (iii) Como o TBL influencia os estudantes em relação às suas crenças de autoeficácia em aprender física e em trabalhar colaborativamente? Para responder a tais questões, adotamos as orientações metodológicas para estudo de caso de Yin e, a fim de responder a terceira questão de pesquisa, utilizamos a Teoria Social Cognitiva, em específico, o conceito de autoeficácia, de Bandura. Para a investigação, realizamos um estudo exploratório que teve duas unidades de análise, uma ampla (a turma, com 27 alunos concluintes) e outra específica, João, um sujeito cujo senso de autoeficácia inicial era baixo e que possuía um histórico de reprovações no curso de licenciatura em Física. Os resultados mostraram que os ganhos normalizados médios da turma nos três testes padronizados que foram aplicados foram semelhantes àqueles atingidos por outros métodos ativos de ensino e superiores a resultados obtidos nos mesmos testes em turmas com o método de ensino tradicional. João obteve resultados similares à média da turma em dois dos três testes. As atitudes dos alunos frente ao método de ensino foram positivas tendo sido destacadas principalmente, as tarefas de estudo prévio e as discussões em equipe. Como fatores negativos foram mencionados: o fato da disciplina ser muito trabalhosa e de não ter tempo suficiente em aula para a realização das atividades previstas. Sobre as crenças de autoeficácia em aprender física e em trabalhar colaborativamente, constatamos que as crenças dos alunos foram influenciadas positivamente pelas atividades desenvolvidas com o método de ensino, por meio das principais fontes destacadas por Bandura: experiências positivas e vicárias, persuasão social e redução de estresse. Concluímos que o TBL tem potencial para auxiliar na aprendizagem conceitual de Física e em desenvolver crenças de autoeficácia em aprender física e em trabalhar colaborativamente. Novas pesquisas são necessárias para dar continuidade a este estudo exploratório, investigando mais profundamente a aprendizagem, por meio de um referencial teórico específico, e relacioná-la com a mudança nas percepções de eficácia pessoal proporcionadas pelo TBL. / The introductory physics education in the Brazilian universities is frequently related to two correlated problems: students’ difficulties of learning and lack of motivation. In both cases, the strict adoption of traditional teaching method (lecturing), with a timid or non-existent incentive for interaction and collaboration among students, plays a major role. The main goal of this research is to investigate the improvement in the physics learning, the development of self-efficacy beliefs in learn physics and in work collaboratively through an adaptation of the active teaching method Team-Based Learning (TBL). These beliefs are directly linked to motivation, because they are based on judgments made by the individuals about their own capabilities to organize and execute specific courses, which affect their performance, amount of effort and persistence to achieve their goals. The TBL focuses on improving learning and develop collaborative work skills, through a structure which involves: management of learning teams, reading assignments and tests of concepts application, constant feedback and evaluation by peers. We tried to answer the following questions: (i) In relation to student performance on standardized tests about basic concepts of electromagnetism, what are the main results achieved with the implementation of the TBL in an introductory physics class (electromagnetism) in one physics course in a Brazilian public university (UFRGS)? (ii) What are the attitudes of the students regarding the change of the traditional teaching method for TBL? (iii) How TBL affects the students regarding their self-efficacy beliefs in learning physics and in work collaboratively? Therefore, to answer the questions, we have adopted the methodological guidelines for case study of Yin and in order to answer the third research question, we use the Social Cognitive Theory, in particular, the concept of self-efficacy, of Bandura. For the investigation, we conducted an exploratory study which had two units of analysis, a wide (the class, with 27 college students) and other specific, João, an individual whose sense of initial self-efficacy was short and had a history of failures in the course degree in physics. The results showed that the mean normalized gains of the three class standardized tests that were applied were similar to those achieved by other active teaching methods and superior to results obtained in the same tests in classes with the traditional teaching method. João achieved the class average in two of the three tests. The attitudes of the students about the method were positive having been highlighted mainly the reading assignments and team discussions. As negative factors were mentioned: the amount of work and not having enough time in class to carry out all the planned activities. About the self-efficacy beliefs in learn physics and in work collaboratively, we found that the beliefs of the students were positively influenced by the activities developed with the teaching method, through the main sources highlighted by Bandura: positive experiences, vicarious experiences, social persuasion and stress reduction. We conclude that TBL has the potential to assist in the conceptual learning of physics and developing self-efficacy beliefs in learn physics and in work collaboratively. Further research is necessary to continue this exploratory study, by investigating deeper into learning through a specific a theoretical reference and relate it to the change in perceptions of personal efficacy provided by the TBL.

Submitted by SABRINA RAMIRES SAKAMOTO null (ramiressabrina@hotmail.com) on 2017-12-14T23:27:03Z No. of bitstreams: 1 Dissertação Sabrina Ramires Sakamoto (1) 2.pdf: 3962981 bytes, checksum: e28df22cb165cea511578dd6166c823f (MD5) / Approved for entry into archive by ROSANGELA APARECIDA LOBO null (rosangelalobo@btu.unesp.br) on 2017-12-18T15:04:11Z (GMT) No. of bitstreams: 1 sakamoto_sr_me_bot.pdf: 3962981 bytes, checksum: e28df22cb165cea511578dd6166c823f (MD5) / Made available in DSpace on 2017-12-18T15:04:11Z (GMT). No. of bitstreams: 1 sakamoto_sr_me_bot.pdf: 3962981 bytes, checksum: e28df22cb165cea511578dd6166c823f (MD5) Previous issue date: 2017-11-21 / RESUMO Introdução. As metodologias ativas e os métodos inovadores de ensino-aprendizagem mostram uma movimentação do ensinar para o aprender e o desvio do foco do docente para o aluno, que assume a corresponsabilidade pelo seu aprendizado. A Aprendizagem Baseada em Equipes (ABE) é uma ferramenta relativamente nova, baseada em equipes, construtivismo, raciocínio aprofundado e no pensamento crítico. Objetivo. Analisar após 30 dias a apreensão do conhecimento em segurança cirúrgica em alunos de um curso de graduação em enfermagem, comparando aula expositiva dialogada presencial à aula com a utilização da ABE; Elaborar um produto e validar esse vídeo educativo direcionado aos professores do ensino superior. Método. O estudo foi realizado em duas etapas, (entre os meses de janeiro a março de 2017). A primeira, um ensaio clínico randomizado, desenvolvido na Universidade Estadual Paulista “Júlio de Mesquita Filho”, na Faculdade de Medicina de Botucatu, Curso de Graduação em Enfermagem junto à Disciplina de Enfermagem em Centro Cirúrgico. A amostra foram os alunos regularmente matriculados no 3º ano de graduação em enfermagem da disciplina. Foram randomizados em dois grupos, um com 14 alunos para intervenção experimental (ABE) e outro com 14 alunos para o grupo controle (aula expositiva dialogada). O desfecho primário foi a apreensão do conhecimento, após 30 dias da realização das aulas, comparando-se os grupos. A segunda etapa consistiu em uma pesquisa metodológica, de caráter descritivo, e no desenvolvimento e validação de um vídeo educativo, pelo Software Powtoon realizado no Núcleo de Educação a Distância Tecnologia Informação em Saúde (NEAD. TIS). O vídeo foi validado por 16 juízes especialistas na área de saúde e com experiência no uso de ABE, que responderam um questionário com 13 requisitos. Aspectos éticos e legais, foi cadastrado no Registro Brasileiro de Ensaios Clínicos ReBEC (número: RBR-4F32XY) e Resolução 466/12. Resultados. No ensaio clínico os alunos da avaliação do pré-teste mostraram no grupo ABE mais acertos do que no grupo da aula expositiva dialogada. Após 30 dias o grupo ABE também apresentou mais acertos, no entanto sem diferença significativa. Os índices de validação do vídeo tutorial criado variaram de 1,0 a 0,81, com média global de 0,89, valores considerados satisfatórios dentro do valor referencial teórico. Conclusões. Nesse estudo não houve diferença significativa entre os grupos. O vídeo foi construído embasado no referencial teórico de Falkembach e seu conteúdo foi validado por professores do ensino superior / ABSTRACT Introduction.As active methodologies and innovative teaching-learning methods, they show a move from teaching to learning and diverting the focus from the teacher to the student, who takes on a correspondence for their learning. Team-Based Learning (TBL) is a relatively new solution in equipment, constructivism, in-depth reasoning, and critical thinking. Objective. To analyze after 30 days the knowledge acquisition in surgical safety in students of a nursing undergraduate course, comparing the classroom with the use of TBL; Elaborate a product and validate this educational video directed to teachers of higher education. Method. The study was carried out in two stages (between January and March 2017). The first, a randomized clinical trial, developed at the Paulista State University "Júlio de Mesquita Filho", at the Faculty of Medicine of Botucatu, Undergraduate Degree following the course of Nursing in the Operating Room. A sample of the students regularly enrolled in the 3rd year of undergraduate nursing in the discipline. They were randomized into two groups, one with 14 students for the experimental intervention (TBL) and the other with 14 students for the control group (expository class). The primary endpoint was a knowledge seizure, 30 days after the classes, comparing the groups. The available information notice, technical description, categorized development, and no level and validation of an instrument warning, by our available numerical instrument powder. The video was validated by 16 expert judges in the area of health and experience without use of ABE, who answered a questionnaire with 13 requirements. Ethical and legal aspects, was registered in the Brazilian Registry of Clinical Trials ReBEC (number: RBR-4F32XY) and Resolution 466/12. Results. There is no clinical trial of the students of the pre-test evaluation showed any ABE group more successful than in the group of the dialogical expository class. After 30 days of the group ABE also presented more hits, however without significant difference. The validation indexes of the video tutorial created ranged from 1.0 to 0.81, with an overall mean of 0.89, values estimated within the theoretical reference value. Conclusions. In this study, there was no significant difference between groups. The video was built based on theoretical reference of Falkembach and its content to be validated by higher education teachers.