Dear Karen,
We are one of the schools that have a 50/50 split between individual vs team performance on the course grade. We are not trying to create high "discrimination" among the grades so much as facilitate learning. But we do see average total scores that range from about 75-95. But, we watch the IRAT scores very carefully. This tells us who is preparing well (or not). If someone is struggling (say consistently below 60%) with the preparation for the IRAT - then we talk with them and see if there are issues impeding their performance. (it could be material driven too - not just student, but we try to assess where the problem is). We also look at GRAT performance to identify if teams as struggling. If a team score significantly lower than the rest of the teams (even if it is an ok score), we also talk with them about that too - what is going on in the team).
Regarding preparation for USMLE - we give the comprehensive basic science exam (CBSE) to help students identify the areas they need to work on. Now we have an advantage because of the Duke curriculum and timing of step 1. Basic science content done in Y1 (take CBSE first time at end), Y2 is their clerkships (take CBSE second time at end) and in y3 which is a research year they can use the previous 2 year CBSE results to guide their study before taking Step 1. So they don't have to take Step 1 until middle/end of Y3.
Hope that helps.
Sandy
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Sandy COOK, PhD | Senior Associate Dean, Curriculum Development |
Medical Education, Research, and Evaluation (MERE) |
Duke-NUS Graduate Medical School Singapore | Khoo Teck Puat Building | 8 College Road Singapore |169857 |
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-----Original Message-----
From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Theresa Frederick
Sent: Monday, November 01, 2010 9:59 PM
To: [log in to unmask]
Subject: Team Focus on grades issue
At the TBL Collaborative Conference in New Orleans we heard that many of
the groups are using a 50% individual component/50% team component to
determine the final grade at many medical schools. We are piloting TBL and it
is well received by our students - who participated in determining the
weighting of exams (including OSCEs), the IRAT/GRAT, peer and team
evaluations. In our current pilot, we found that the team components failed
to add any discrimination. While we are still working on improving the quality
of our application exercises, the data presented at the TBLC suggest that
they won't discriminate even when well designed. Given the fact that a major
benchmark for all students is passage of USMLE exams, do any of you have a
suggestion for possible changes that would promote the team focus but allow
students to more accurately recognize their own performance and areas they
need to work upon? Thanks.
Karen Marcdante, MD
Senior Associate Dean for Education
Medical College of Wisconsin
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