Hi all: we change teams every term. The students grumble at having to leave their "nestlings" behind but then find amazing groups in the next term, and the next...
We do this for a number of reasons:
1. if any group isn't working as productively it gives people a fresh start
2. it promotes team-building skills as students form a new group
3. it allows students to get to know others in their class
Sheila
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Sheila Pinchin
Manager, Educational Development & Faculty Support,
Undergraduate Medical Education
Queen's University
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613.533.6000, ext. 78757
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From: Team-Based Learning [[log in to unmask]] on behalf of Richard Falkenberg [[log in to unmask]]
Sent: June 17, 2013 1:48 PM
To: [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
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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
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