Ken: responses to your 3 questions:
1. regarding "techniques", I feel the normal sequence of TBL applies whether you have a short 3-week course or longer course. From a faculty-student relationship standpoint, the most important thing is that you take time to discuss WHY you have added TBL to the learning culture (assuming it is case-based learning). How is TBL different and how will it augment the established learning culture/methods? I would do this with two "techniques": (a) assign a short reading about the fundamentals of TBL. I prefer chapter 2 by Michaelsen and Sweet in TBL for Health Professions Education (Stylus 2008), but more abbreviated summaries are available. (2) do a 5 question RAP (about 40 mins using IF-AT cards for the GRAT) and one application that asks the students to choose the most important difference between TBL and CBL (20 minutes). In one hour of class time, your students will understand much better WHY you are using TBL. (b) Engage the students' in choosing two things by team decisions: 1--grading of TBL; 2--which topics to master through TBL in your course. This would involve 2 multiple choice questions, designed by you to include only options that your faculty and administration can accept
2. I don't believe peer evaluation should be used at all if your teams spend less than 15 hours together doing TBL in the course. Less than 15 hours of TBL group work is inadequate to learn enough about each other for meaningful and appropriate peer evaluation. If TBL were used in additional courses, then a formative peer eval could be done after 15-20 hours of experience in teams.
3. regarding the 1:1 ration for RAT:case session, I'm not sure I understand the issue. If there is one RAP per week (IRAT, GRAT, appeals), then it's entirely appropriate to devote 2-6 hours of contact time that week doing applications of the knowledge gained through independent study of the assignments and RAP. If the "case sessions" are applications in which teams are making decisions and explaining their reasoning through inter-team discussion, then it seems OK to me.
These opinions are open to critique by my colleagues in the TBLC. I feel the main issue for you is that TBL is a culture change, and you have to "sell it" to your students who are understandably skeptical about rocking their educational boat. /Paul
On Jan 3, 2013, at 9:57 AM, Kontio, Ken wrote:
> Jim and others,
> We have finished our first iteration of TBL and have had some issues (understandably). We have been condensed to teach our med students Musculoskeletal medicine in three weeks. Our Rats happen on Tuesdays and our cases Tuesday and Friday each week. Our groupings are monoarthritis, polyarthritis and Soft tissue injury (paed/adult knee injury and shouder etc)
> The medical school admin will not let us have peer eval (we are working on them) or grade the rats for final marks (ahhh!) so I put a bit more pressure on the rats (must get 70% to pass) for by in and accountablility and got a lot of push back form the students. They are working in CBL groups already but 3 weeks for “team” learning seems a bit short and getting students to buy in to TBL is a bit of an issue. We are trying to change venue (tables instead of hall) and try to lengthen the time available to teach these things.
>
> My questions:
> techniques to change if a short duration TBL experience?
> support to get admin to buy into peer evaluation (formative and summative)?
> how to avoid the 1 rat : 1 case sessions, with quick turnover, especially since fairy distinct learning objectives for each unit.in a short timeframe?
>
> Appreciate any insight people may have
>
> Sincerely,
>
> Dr. Ken Kontio B.Sc., M.D., M.Ed., FRCS(C)
> Department of Surgery - Rm 3342
> Children's Hospital of Eastern Ontario
> 401 Smyth Road
> Ottawa, ON
> K1H 8L1
> Office (613) 737-7600 x 2426
> Fax (613) 738-4840
>
> From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Jim Sibley
> Sent: Friday, December 28, 2012 12:51 PM
> To: [log in to unmask]
> Subject: Re: First time using TBL
>
> Hi
>
> A couple of things
>
> Testing every week is risky....likely students will get mad about testing before teaching
>
> Each week you have a specific conceptual block....is it possible to envision a larger conceptual block that spans a few weeks.....when my faculty struggle with this...they often haven't fully let go of the list of topics...and switched to "what do I want my students to be able to do?"
>
> Jim Sibley
>
> Sorry for brief message -sent from my iPad
>
> On 2012-12-28, at 9:36 AM, "A.M. Amezaga, Jr. Ph.D." <[log in to unmask]> wrote:
>
>> Question from first time user @ Psych 101:
>>
>> But if each week of a single 2.5 hour class covers a specific conceptual block of material, then, by definition, are not weekly RAT’s then required or needed?
>>
>> -alfredo
>>
>> From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Larry Michaelsen
>> Sent: Friday, December 28, 2012 8:19 AM
>> To: [log in to unmask]
>> Subject: Re: Fwd: First time using TBL
>>
>> Mike,
>>
>> This is such an important question that I decided to add my 2 cents. Giving too many RATs is the single most common mistake made by faculty who are new TBL. In addition, it’s one of the most painful mistakes as well. That’s because it is the surest way to create student anger about having to “do all the work”.
>> There are two principles involved in deciding how many RATs to give:
>> 1. TBL is NOT about covering content. From a student standpoint, the overall “feel” of the class MUST BE that the class is about learning to DO something as opposed to simply covering content so that they can pass a test. With TBL, you are making an implicit bargain with students that, “If you will do the pre-class preparation, I’ll make sure that you are rewarded by having the opportunity to see why the ideas are important to you.” If you give too many RATs, students will feel like their “reward” for studying on their own is being required to memorize what they are likely to see as more and more meaningless facts—and they won’t like it. [note: the real payoff in the form of opportunities to practice using the content on well-designed (i.e., “4-S”) assignments.]
>> 2. You don’t have to ask question about everything. This is a case where less is actually more. Just like lectures that are really dense, RATs that focus on details actually result I less learning because they reward memorization rather than understanding. The RAT should questions focus on developing students’ understanding of the “big ideas”. Overall, that means that you want to ask questions that assure that students understand the “structure” of the knowledge so that, during the applications (which should always be open-book), they will be able to use their materials efficiently.
>> I strongly recommend giving a minimum number of RATs that emphasize really understanding the BIG ideas in a larger block of material. For example, I recommend asking questions about things that are in the table of contents but, avoiding questions about things that only appear in the index. (They can, and will, add—and actually remember—the details as they are working on open-book applications.) Further, since the applications are open-book, neither you nor your students will have to worry about forgetting what was covered in the RATs.
>>
>> Larry
>>
>> On Wed, Dec 26, 2012 at 12:12 PM, Michael Kramer <[log in to unmask]> wrote:
>> Frank and Jim,
>>
>> That was precisely what I needed. Thanks for taking the time to help me out.
>>
>> I am currently leaning in the following direction:
>>
>> 1. Eliminate the online reading quiz.
>> 2. Start most classes with an iRAT, followed by a tRAT.
>>
>> Since my class begins at 9:00 am Saturday morning, tardiness is an ongoing
>> problem. I often begin assignments soon after 9:00 am, but if I were to have
>> weekly iRATs, students would know that lateness could have a significant
>> impact on their grades.
>>
>> Thanks again,
>> Mike
>>
>>
>>
>> --
>> *******************************
>> Larry K. Michaelsen, Professor of Management
>> Dockery 400G, University of Central Missouri
>> Warrensburg, MO 64093
>> 660/543-4315 voice, 660/543-8465 fax
>> For info on:
>> Team-Based Learning (TBL) <www.teambasedlearning.org>
>> Integrative Business Experience (IBE) <http://ucmo.edu/IBEl>
>> *******************************
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