Google tuckman's stages
Jim Sibley
Sorry for brief message -sent from my iPad
On 2013-06-17, at 6:32 PM, "Bill Goffe" <[log in to unmask]> wrote:
> I haven't heard of forming/storming/norming/performing before. I can guess
> the meaning of the first and last terms, but the middle two?
>
> - Bill
>
>
> Jim said (in part):
>
>> But I would do fresh teams each year….a year is long enough to get to
>> high performance…and the forming/storming/norming/performing stage is a
>> good one for students to get multiple experience with
>
>
>>
>> My two cents
>>
>> Jim
>>
>> --
>> Jim Sibley
>> Director
>> Centre for Instructional Support
>> Faculty of Applied Science
>> University of British Columbia
>> 2205-6250 Applied Science Lane
>> Vancouver, BC Canada
>> V6T 1Z4
>>
>> Phone 604.822.9241
>> Fax 604.822.7006
>>
>> Email: [log in to unmask]<applewebdata:[log in to unmask]>
>>
>> Check out http://<http://cis.apsc.ubc.ca/>www.teambasedlearning.org
>>
>>
>> © Copyright 2013, Jim Sibley, All rights reserved The information contained in this e-mail message and any attachments (collectively "message") is intended only for the personal and confidential use of the recipient (or recipients) named above. If the reader of this message is not the intended recipient, you are hereby notified that you have received this message in error and that any review, use, distribution, or copying of this message is strictly prohibited. If you have received this in error, please notify the sender immediately by e-mail, and delete the meesage.
>>
>> From: Richard Falkenberg <[log in to unmask]<mailto:[log in to unmask]>>
>> Reply-To: Richard Falkenberg <[log in to unmask]<mailto:[log in to unmask]>>
>> Date: Monday, June 17, 2013 10:48 AM
>> To: "[log in to unmask]<mailto:[log in to unmask]>" <[log in to unmask]<mailto:[log in to unmask]>>
>> Subject: Re: Team formation for 2nd year medical students
>>
>> I was about to ask a similar question about teams when I saw this discussion. We have just finished the first year of using TBL as part of a new curriculum at our medical school. We kept teams together throughout the first year and also used the same teams to work on "case of the week" . I assumed we would change teams for their second year when a questionnaire was sent to the students asking them if they would like to stay in the same groups for their second year. About 85% said they would like to stay on the same team; this averages 1 person per team that would like to change. ( A couple teams had 2 people that want to change others had none.)
>>
>> The faculty is now trying to decide what to do with this information. The options suggested have been to keep the same teams, form new teams or just move the students who want to change teams.
>>
>> I would appreciate any further comments or suggestions on this matter. (I will keep my opinion to myself as not to bias the comments.)
>>
>>
>> Rick Falkenberg, M.D.
>> Assistant Professor
>> University of Nevada School of Medicine
>> Office of Medical Education / 0342
>> (775)682-7712
>>
>>
>>
>>
>>
>>
>> On Jun 14, 2013, at 7:21 AM, Dean Parmelee wrote:
>>
>> Not advice, just sharing our experience of 10+ years with medical students:
>>
>> Our first year teams are formed in a stratefied random approach, distributing students who
>> have advanced degrees in the biological sciences, then by geographic background, e.g. students for whom English is a second language get distributed, the kids from Columbus, Cleveland all get distributed.
>>
>> For the second year, I and the class president assign students to new teams so that no two students who were in a team in year 1 are on the same team in year 2. I do this simply: every student's name is on either a pink or blue piece of paper with their 1st year team number; we distribute the colors so every team has gender balance, then the president makes sure no 'known couples' are together. That's it. The students are told how we do it, can watch a little video clip of the process if they don't believe me.
>>
>> At the end of every first year, students beg to stay with their teams - even those who had some 'rough spots' with team members early on. It is absolutely amazing to watch how quickly the new teams in the second year get to work and how well they do it. I ask them for the first few weeks how it is going. They say they miss their old team, but, love working with the new set and do notice that getting started a second time is much easier.
>>
>> Hope this helps.
>>
>>
>> Dean Parmelee, M.D.
>> Robert J. Kegerreis Distinguished Professor of Teaching
>> Associate Dean for Academic Affairs
>> Boonshoft School of Medicine
>> Wright State University
>> Dayton, Ohio
>> http://www.med.wright.edu/aa/parmelee.html<https://urldefense.proofpoint.com/v1/url?u=http://www.med.wright.edu/aa/parmelee.html&k=WP1bMHVseboJL1xhlI0uEw%3D%3D%0A&r=8%2BMZN4MmmHB3UCIlygLFjriOjjgIN5fMBxZL4qqQTPs%3D%0A&m=h2KEtJDLcHeHkQqjq8186aSs%2FtouCysuafyRkdH1%2BAo%3D%0A&s=966350817d23c7362d9c7265ca62c40d8400d21b63eebf11012ed8778ac1748e>
>> http://www.youtube.com/watch?v=5hInNy-O_h8<https://urldefense.proofpoint.com/v1/url?u=http://www.youtube.com/watch?v%3D5hInNy-O_h8&k=WP1bMHVseboJL1xhlI0uEw%3D%3D%0A&r=8%2BMZN4MmmHB3UCIlygLFjriOjjgIN5fMBxZL4qqQTPs%3D%0A&m=h2KEtJDLcHeHkQqjq8186aSs%2FtouCysuafyRkdH1%2BAo%3D%0A&s=7723e24b4f1153b85da63a66fdef98c7ff960d1b9343578745be3d3468b783dc>
>>
>> <bsom logo new.png>
>>
>> On Jun 14, 2013, at 9:55 AM, Clements-Jewery, Hugh wrote:
>>
>> This past year, TBL was implemented across the entire 1st year curriculum at my medical school. We kept the same teams throughout the year. Now these students will be entering their second year of our preclinical curriculum in which TBL will also be used extensively. Is it recommended that different teams be formed compared to their 1st year? If so, what criteria should be used to form the teams for the second year? We used the following criteria to sort teams for their first year of TBL:
>>
>> 1) Greater than two years of full time clinical experience
>> 2) One to two years of full time clinical experience
>> 3) Advanced degree (masters or PhD) in a biomedical field
>> 4) Have taken a cadaveric dissection anatomy course
>> 5) Played a team sport in college
>> 6) Played a team sport in high school
>> 7) Like to learn by reading textbooks
>>
>> If we use the same criteria for their second year this presumably would lead to more or less the same teams.
>>
>> Thanks in advance-
>>
>> Hugh
>>
>> Hugh Clements-Jewery, Ph.D.
>>
>> Associate Professor of Physiology
>> West Virginia School of Osteopathic Medicine
>> 400 N Lee Street
>> Lewisburg, WV 24901
>>
>> Office: +1-304-793-6822
>> Fax: +1-304-645-4859
>>
>
> --
> Bill Goffe
> Senior Lecturer
> Department of Economics
> Penn State University
> 304 Kern Building
> University Park, PA 16802
> 814-867-3299
> [log in to unmask]
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