Dear Jim,
I am thinking in doing a spanish traslation of the Baylor´s comparative table
of pbl, tbl and lecture and publish it in a summary book of
Also I would like to add one extra part, about of estimations of how much
expensive each one might be.
According to my own experience, lecture and TBL are pretty much the same
cost, being TBL a little higher because the IF-AT card and more copies of
previous lectures and more paper because iRAT/gRAT. But both (lecture &
TBL) are more inexpensive than PBL because the ratio student´s/tutor.
Do you or anybody from TBL´s community have a better idea of comparatives
cost of three methods?
Do you or somebody from Baylor´s knows the author of the table? I would
like to ask for permission to traslated and modified and publish in spanish
this table.
Thanks for any help,
Un fuerte abrazo y muchos saludos a todos desde Chile, mi hermoso país.
Daniel E. Moraga, Ph.D.
TBL Consulting in Spanish
OFECs Consulting Universidad Iberoamericana
Pathophysiology Teacher at Facultad de Medicina Universidad Diego Portales
Santiago-Chile
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2013/8/2 Sibley, James Edward <[log in to unmask]>
> Hi
>
> This table from Baylor might be helpful….compares pbl, tbl ahd lecture
>
> jim
> --
> Jim Sibley
> Director
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> From: Paul Koles <[log in to unmask]>
> Reply-To: Paul Koles <[log in to unmask]>
> Date: Friday, August 2, 2013 5:12 AM
> To: "[log in to unmask]" <[log in to unmask]>
> Subject: Re: TBL on PBL!?
>
> Kevin: a very interesting question. Personally, I believe TBL and
> PBL are complementary strategies within a health professions curriculum.
> I would enjoy being a part of such a curriculum. But your question is
> about faculty development. My impression from being with you in June is
> that your faculty are more familiar with PBL than TBL. Ergo, if you are
> being asked to coordinate faculty development in TBL, I would not mix the
> two during a faculty development workshop(s). If faculty are going to be
> prepared to use both strategies effectively, they need to be well oriented
> and gain practical knowledge in both. If you want to develop a group of
> faculty who understand the fundamental principles and practices of TBL and
> are able to apply those principles, then these faculty need to practice
> doing so in workshops that are well-designed and facilitated (e.g., how and
> why TBL works, creating a TBL module, creating challenging applications,
> writing high-quality MCQs, developing facilitation skills, peer evaluation,
> etc). First crawl, then walk, then run. best regards, Paul
>
> On Aug 2, 2013, at 4:32 AM, Kevin McConville wrote:
>
> Here’s an interesting concept. I have been asked to run a staff
> development for faculty on how to use TBL. But I’ve been asked to do it
> jointly with colleagues who having been using PBL also. The attempt is I
> think to highlight both types of teaching methodologies to other faculty
> who are still using not much else but didactic teaching.
>
>
> Given my own invaluable experiences on learning about TBL by doing it
> (including sessions by Paul Koles et al)my gut instinct is that this is
> asking too much of everyone in a session and the focus should be on one of
> the other but not both but I just wondered about the groups experiences or
> thoughts on this?
>
>
> Thanks
>
>
>
>
>
>
> 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
>
>
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> The University of Dundee is a registered Scottish Charity, No: SC015096
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