Very apt analogy. No news to Larry, I know, but based on 7 yrs using TBL w 1st yr med students and mentoring others in the approach, would say meaningful grades assigned to well constructed iRATs and gRATS very useful and sort of approach to this risks failure
L
Lindsay Davidson
On 2012-04-15, at 4:21 PM, "Larry Michaelsen" <[log in to unmask]<mailto:[log in to unmask]>> wrote:
Kevin,
I have a couple of concerns with your plan--especially if your "one aspect" is giving a Readiness Assurance Test. First, almost without exception, students will complain about their first experience with having to take responsibility for doing ANYTHING but coming to class and listening to someone lecture. Second, if it doesn't count, only a small percentage will put in enough effort to handle questions that are difficult enough to elicit meaningful discussions during the team RAT. Given that combination, you'll get all of the negatives and few if any positives and the "doubters" on your faculty will see what they will interpret as evidence that TBL doesn't work with your students (or that particular discipline--or something else) when the real problem is that you haven't really applied TBL. I'm not a doctor but, I think an appropriate metaphor would be a patient taking an antibiotic for only the one day when it's prescribed for a week and concluding that the doctor (or the drug) didn't do their/its job.
If you are going to "dabble", the only safe way is to design a really good 4-S application and give it as an enrichment to whatever you are doing now.
Larry
On Sat, Apr 14, 2012 at 12:18 PM, Kevin McConville <[log in to unmask]<mailto:[log in to unmask]>> wrote:
Naomi,
We are introducing the TBL into one aspect of the Dundee curriculum and will monitor the process in the first year.
We plan to use the TBL scores formatively in the first instance but will use the questions ( or similar versions of them) in the students online examination which forms part of their yearly examination process so that they recognise the concepts / questions and ensure that the "assessment drives learning" process is not overlooked.
Dr Kevin McConville
Clinical Teacher & Clinical Research Fellow
Division of Clinical & Population Sciences & Education
Undergraduate Dept. of Tayside Centre for General Practice (uTCGP)
College of Medicine, Dentistry & Nursing
University of Dundee
MacKenzie Building
Kirsty Semple Way
Dundee
DD2 4BF
________________________________
From: Team-Based Learning [[log in to unmask]<mailto:[log in to unmask]>] on behalf of Sandy Cook [[log in to unmask]<mailto:[log in to unmask]>]
Sent: Saturday, April 14, 2012 4:35 AM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: TBL grades - formative vs summative
Dear Naomi,
I would be happy to discuss how our TBL works any time (in Singapore) – as we are neighbors. But for the purpose of the listserv – your question is an important one.
I would recommend that you NOT use the TBL elements only formatively. It clearly does give you routine information, but students in general, and Singaporean students in particular will not take something serious if it is not graded. And then the whole process falls apart. If the IRAT is not a part of the grade, there is little incentive for them to all come prepared. If they all don’t come prepared, there is less learning that can take place at the team level and if not graded, less incentive or worry about getting the GRAT scores high. It is common that some folks don’t grade the applications, but if students are not prepared (by not doing well on RAT portion) they might not be in the best position AS A TEAM to solve the application. There may be one or two in team – but then they do all the work, which is what TBL is meant to minimize.
In addition, there are many different weights that people give to the TBL elements – and I’m not certain that the actual % is as important then the fact that it counts. We chose (rightly or wrongly) to base 50% of the grade on individual elements and 50% on team. In some of our blocks that means the IRAs are the only individual element – and their individual weight/proportion is 50/# RATs. In some courses; however, we also have summative exams at the end. And they combined with the RATs make up the 50% of the grade.
The team component is made up of the GRAT, Application, and Peer assessment. We valued the team component so by having it count as well – we have expressed our schools values to both individual and team elements.
Anecdotally, I can tell you that during our first year, our students did complain a great deal about the number of tests that counted. But we stuck to our principles. At the beginning of the year, I asked them, what would they do differently if these tests did not count towards their grade – and their response was that they would not have studied as hard. (not a very compelling argument). At the end of the year, I asked them again, if they thought we should not count the TBL elements and their answer was a resounding NO. They came to appreciate that not only did the frequent testing (that counted) help (motivated, forced…) them to keep up with a huge volume of material, kept them engaged, and ultimately learned more than they had ever imagined. We now do not have any discussions about the grading of TBL components – as they have learned from their seniors that it is worth the effort and to trust the process.
We also use the TBL performance formatively to identify students at risk. Those who are consistently falling below the target score and their peers are those who we explore what might be happening (personal issues, test taking challenges, etc). This allows us to intervene if necessary. If the RATs were not counted, I would fear that we would miss identify individuals at risk.
I hope this helps.
Sandy Cook, PhD,
Assoc. Prof.
Senior Associate Dean
Duke-NUS Graduate Medical School, Singapore
W: (65) 6516 8722
Administrative Executive: Belinda Yeo | [log in to unmask]<mailto:[log in to unmask]> | 6516-8511
Important: This email is confidential and may be privileged. If you are not the intended recipient, please delete it and notify us immediately; you should not copy or use it for any purpose, nor disclose its contents to any other person. Thank you.
From: Team-Based Learning [mailto:[log in to unmask]<mailto:[log in to unmask]>] On Behalf Of Low-Beer, Naomi
Sent: Saturday, April 14, 2012 1:59 AM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: TBL grades - formative vs summative
Our planned medical curriculum has summative assessment at the end of each of the first 2 academic years. TBL will be used as the principle educational method. Is it reasonable for the TBL grades to be used only formatively, or is there value to these grades contributing to the summative end of year exams? Our current plan is to use TBL grades formatively and to track progress so that students in difficulty can be identified early. Entry to sit the end of year exams will be conditional on satisfactory TBL grades.
Naomi
Dr Naomi Low-Beer MD MRCOG MEd
Locum Consultant Gynaecologist
Chelsea and Westminster Hospital
369 Fulham Road
London SW10 9NH
and
Curriculum Development Lead
The London Office of the Lee Kong Chian School of Medicine
Level 12 Electrical and Electronic Engineering Building
South Kensington Campus
London
SW7 2AZ
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The University of Dundee is a registered Scottish Charity, No: SC015096
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Dockery 400G, University of Central Missouri
Warrensburg, MO 64093
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For info on:
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