In response to a survey about TBL, over 80% of my students reported that the GRAT helped them understand the core concepts and correct misunderstandings. This is what counts.
Are one or two groups gaming the system and listening in on other groups? I don't care. When I walk around the classroom the discussions are at a high level. The vast majority of students are learning the material and developing team skills. Those that don't do the work won't get all the benefits and may not do so well on course exams.
I appreciate that some TBL users are more concerned about issues like this that affect grades. I would just like to encourage everyone to keep the big picture in mind and ensure that the focus of TBL is on student learning. I am absolutely delighted that most of my students take TBL seriously and apply themselves.
Regards,
Chris Burns
University of Illinois College of Medicine
Date: Sat, 19 Oct 2013 14:36:31 +0000
From: [log in to unmask]
Subject: Re: IF AT problems
To: [log in to unmask]
Ahh, these students! :)
We use different keys for the answers always have.
As well, we start questions at different places on the cards. So for example, today, groups 1 and 15 will answer questions 1-10, groups 2 and 14 will answer questions 11-20, etc.
Sheila
__________________
Sheila Pinchin, Educational Specialist,
Manager, Educational Development,
Undergraduate Medical Education,
Queen's University
[log in to unmask]
613.533.6000, ext. 78757
From: Team-Based Learning [[log in to unmask]] on behalf of Douglas C. Anderson, Jr., Pharm.D., D.Ph., C.A.C.P. [[log in to unmask]]
Sent: October 18, 2013 8:21 PM
To: [log in to unmask]
Subject: Re: IF AT problems
On 10/18/2013 8:16 PM, Nicole L Arduini-VanHoose wrote:
Are they just listening to the letter choice or the entire discussion? Perhaps give multiple versions of the test with different IFAT cards and be sure that neighboring teams have different versions of the test.
I don't know that they're listening to the entire discussion. The only thing I've been told about is the letter choice. I
could key multiple versions of the quizzes. More work for me...
--
Douglas C. Anderson, Jr., Pharm.D., D.Ph., C.A.C.P.
Professor and Chair
Department of Pharmacy Practice
Cedarville University School of Pharmacy
Phil 4:13
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