Greetings from Fort Worth
I completely agree with Chris. We have 30-40 faculty using TBL across
most of our courses in our integrated pharmacy curriculum. At this
level we have found that there needs to be sufficient oversight to
ensure consistency and adherence to 4S and the curricula objectives.
To try and help faculty to do this we devised a document '10-tips for
constructing high quality TBL modules' that we use as pre-reading for
a faculty development workshop.
Tip 10 is as follows.
"Tip 10: Have your TBL module reviewed by a team
Team Approach
A team approach to the review of each TBL module is advisable. Members
of the team should include:
1. Subject matter experts from the perspective of theoretical
knowledge (declarative knowledge) and the application of knowledge
(functioning knowledge);
2. Educationalist(s) with experience of the curriculum and the design
and development of: self-instructional materials; Selected-response
type items;
Application exercises that promote deep thinking and engaged
content-focused discussion.
When reviewing each module it is important to ensure that there is
clear alignment between each component; for this reason it is
essential that all components are available at the time of the review"
It's not always been possible to review every module with such rigour
but faculty that have been through the review process find it
constructive and extremely beneficial to their development as TBL
practitioners.
If anyone wishes to see all 10 tips, drop me an email
Best wishes
Simon
--------------------------------------------------------------
Simon Tweddell
Director of Learning and Teaching
Bradford School of Pharmacy
University of Bradford
Bradford
UK
Quoting Chris Burns <[log in to unmask]>:
> Greetings all.
> On the issue of TBL deviations. I experienced this sort of problem
> as part of the groups implementing TBL at two medical schools. In
> both cases, some faculty were sent for training at TBL-C and TBL
> consultants were brought in from TBL-C to do faculty development
> workshops. These were absolutely essential steps in on-boarding TBL
> successfully.
> However... as more faculty became interested in doing "TBL" (note
> the quotes), and without continued expert guidance, the activities
> deviated from the successful format described by Larry Michaelsen.
> They became less effective and caused much student anxiety because
> the expectations were unclear. TBL could mean anything.
> At both schools, the solution was to put in place an "oversight
> group" tasked with ensuring consistency in TBL. This included review
> of the session plan to make sure it was a TBL (not just a group
> activity), facilitating or co-facilitating all TBLs across the
> curriculum, and providing faculty development and training to
> improve the TBLs and include others in the group.
> This effective approach is described more fully in an upcoming issue
> of Medical Science Educator.
> On the issue of disclosing teaching method. I have taught at five
> medical schools. All of them are absolutely transparent with
> students about the teaching method and what, if any, preparation is
> required.
> Hope this is helpful.
> Chris BurnsCentral Michigan University
>
> Date: Wed, 5 Mar 2014 08:18:35 +0000
> From: [log in to unmask]
> Subject: Re: Designating Courses "TBL"
> To: [log in to unmask]
>
>
>
>
>
>
>
>
>
> I would add to Lane?s commentary on many approaches being methods
> other than TBL. We have encountered this issue when implementing TBL
> at our medical school in 2012/13. With some limited faculty training
> initially
> many where delivering sessions labelled ?TBL? which did not follow
> the proper process (i.e. effectively often as not small group
> teaching and in lecture mini-quizzes? etc.) resulting in the
> students often giving feedback around ?..this TBL session was better
> than that one??
>
> Representative faulty members meet and agreed the specific criterion
> for labelling sessions as TBL to ensure this didn?t happen in future
> years , and so far this has been very successful. Happy to share the
> document
> think it will be of use.
>
> Regards
> Kevin
>
>
>
> Dr Kevin McConville
> Senior Clinical Teaching Fellow
> University of Dundee
> Centre for Undergraduate Medicine
> Medical Educational Insititute
> Undergraduate Dept. of Tayside Centre for General Practice (uTCGP)
> MacKenzie Building
> Kirsty Semple Way
> Dundee
> DD2 4BF
> Tel (01382) 383781
>
>
>
>
>
>
>
> From: Team-Based Learning [mailto:[log in to unmask]]
> On Behalf Of Lane Brunner
>
> Sent: 04 March 2014 22:54
>
> To: [log in to unmask]
>
> Subject: Re: Designating Courses "TBL"
>
>
>
>
> Hello Sharona,
>
>
>
>
>
> It's interesting that the faculty have "mixed feelings" about
> disclosing to students the methods of teaching used in the
> classroom. I cannot think
> of a clear reason why students should not know in advance how a
> course will be delivered, especially if the delivery method is new
> to them.
>
>
>
>
>
> Maybe you could ask your fellow faculty members if they were a
> student if they would want to know or not.
>
>
>
>
>
> Our entire curriculum is being designed to be delivered using TBL
> and we share this information freely with potential students (and
> faculty we recruit)
> so that they are aware of our approach to classroom teaching. We
> believe it would be unethical for us to "surprise" them (students
> and faculty) with TBL when most would be expecting the typical death
> by PowerPoint. TBL requires a completely different approach
> to learning by the students and I believe it's appropriate for them
> to know what is in store for them in and out of the classroom.
>
>
>
>
>
> We do not have an institutional policy on disclosing a teaching
> method, as far as I know, however we are required to post all
> syllabi to our website.
> We do not have a policy that dictates how a faculty member is to
> teach in the classroom. TBL is too new to our campus for a policy
> that addresses whether or not a course should be called TBL. And I
> would be surprised if any institution has a policy which is
> that specific.
>
>
>
>
>
> Many approaches to teaching are commonly referred to as "TBL," but
> are actually other methods. I have met many faculty members who
> initially think
> that when "teams" are involved and "learning" occurs ... it's
> team-based learning. I think you will miss out on a wonderful
> opportunity by not sharing with them your intent to use TBL. Your
> fellow faculty members may be surprised at how positively the students
> respond if they are well informed in advance of what will happen in
> the classroom.
>
>
>
>
>
> Best regards,
>
>
>
>
>
> Lane
>
>
>
>
>
>
> Lane J. Brunner, Ph.D., R.Ph.
>
>
> Dean and Sam A. Lindsey Professor
>
>
> Ben and Maytee Fisch College of Pharmacy
>
>
> The University of Texas at Tyler
>
>
> 3900 University Blvd, ADM 358
>
>
> Tyler, TX 75799
>
>
> Tel: 903.566.7168
>
>
> [log in to unmask]
>
>
>
>
>
>
>
>
>
>
>
>
> From: Team-Based
> Learning [[log in to unmask]] on behalf of Sharona A.
> Levy [[log in to unmask]]
>
> Sent: Tuesday, March 04, 2014 2:43 PM
>
> To: [log in to unmask]
>
> Subject: Designating Courses "TBL"
>
>
>
> We have been discussing whether or not to designate courses as ?TBL?
> in the schedule of classes so that students are aware that the class
> will be conducted using TBL before they register.
>
> Our faculty have mixed feelings about the pros and cons of doing
> this. It also raises the question of how to determine whether a
> course should be called TBL or not, given the wide variety that
> students
> might experience from individual faculty who say they are using TBL.
>
> Anyone willing to share their institution?s policies on this matter?
>
>
> Suggestions, experiences, and/or opinions all welcome.
>
> Thanks,
> Sharona
>
> Sharona A. Levy
> Faculty Fellow
> School of Humanities and Social Sciences
> 3238 Boylan Hall
> Brooklyn College/CUNY
> 718-951-5000 x8506
> [log in to unmask]
>
>
>
>
>
>
>
>
>
> The University of Dundee is a registered Scottish Charity, No: SC015096
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