We are using both PBL and TBL in our new medical curriculum. In addition to free standing TBL activities, we are also using it in a very exciting way to "backstop" PBL.
Faculty facilitated PBL is used in the first semester. In the second semester, the student groups continue to use the PBL approach to learn from cases, but without faculty facilitators. We call this case-based learning (CBL). Students work in their small groups on one case over two one hour sessions. Then the entire class comes together to do a TBL activity on the case. The TBL is intended to provide students feedback on how well the did working on the case without faculty present. They need reassurance that they are covering the content well.
Another way of looking at this is that we are using PBL as the pre-work for TBL.
Regards,
Chris BurnsCentral Michigan University
Date: Mon, 24 Mar 2014 18:09:28 +0000
From: [log in to unmask]
Subject: Re: the difference between TBL and PBL
To: [log in to unmask]
I know that I am not the only one pondering this issue, obviously. But, this year we did a 'field test' with a sub-group of our med students using a PBL approach. They loved it and the handful of faculty involved was enthralled. The group of students
is also pretty clear that they like what they do in TBL too. So, once we have greater clarity on the differences and the common strengths, how can curricula incorporate both in a synergistic way?
From: Dee Fink <[log in to unmask]>
Reply-To: Dee Fink <[log in to unmask]>
Date: Monday, March 24, 2014 1:27 PM
To: "[log in to unmask]" <[log in to unmask]>
Subject: Re: the difference between TBL and PBL
Swapan,
I was delighted to see you contribute to this question, given your training and familiarity with PBL.
But you left me "hungry for a fuller insight" from your experience.
Request: Could you give some specifics, based on your experience and familiarity with the literature on PBL, of the advantages that PBL has over TBL?
I can imagine what some of them might be; but I don't have your experience with PBL. Hence I would love to hear your experience-based answer to this question.
Thanks, Dee
On Mon, Mar 24, 2014 at 12:19 PM, Swapan Nath
<[log in to unmask]> wrote:
Hi I am a PBLer trained and worked in McMaster U. in Hamilton, ON, Canada, have developed and administered PBL in medical education for over 20
years. I also use TBL in Pharmacy education (past 6 years). With all due respect to all who contributed to this conversation, I disagree with some of the assessments under “why TBL is actually better.” There is scope for either. There are breadths of literature
that will support scope of PBL vs TBL (big differences). If anyone in the blog is seriously looking for recent literature check Academic Medicine or Google for published resources/books on PBL.
Regards, Swapan
Swapan K. Nath, Ph.D.
Fellow, Canadian College of Microbiologists
Professor of Microbiology
LECOM College of Medicine & School of Pharmacy
5000 Lakewood Ranch Blvd.
Bradenton, FL 34211
Office:
941-782-5969
Website:
www.lecom.edu
From: Team-Based Learning [mailto:[log in to unmask]]
On Behalf Of Sibley, James Edward
Sent: Monday, March 24, 2014 12:57 PM
To: [log in to unmask]
Subject: Re: the difference between TBL and PBL
Hi
I tutored PBL in our medical school here to really understand the PBL pedagogy…and my partner Amanda used to train the PBL tutors for medicine
Similarities
I think both are similar with they are not surface learning methods…both go deep
Both get some impressive team cohesion
With PBL tutor feedback there are often noticeable changes and improvements in PBL student behaviours and contributions
With PBL and the being thrown into unstructured problems…students do need to find their own to the foundational vocabulary
PBL does a nice metacognition and information literacy piece with leaving one tutorial with specific questions (learning issues), doing targeted research and then bring
back your research and through discussion reintegrating it into the groups current understanding of the problem
I am actually quite a fan of PBL…but it is a resource nightmare (our medical school uses 70 tutors – 70 tutorial rooms on Monday/Wednesday/Fridays for two hours each day
to tutor the PBL groups of 8)….if you had buckets of money…PBL might be a good choice
Why TBL is actually better
There is another important piece that TBL gets to leverage and PBL doesn't….once you have a had the Application Activity intra team discussion (PBL groups have similar
discussion in a PBL tutorial)…with the TBL public report of your decision/findings to other teams and then you get to have that wonderful give and take conversation.…to get to deeper learning and a larger more powerful social consensus…PBL misses that
The classroom efficiency of TBL (we do it in classes of 200 with just the instructor)….and that deeper larger social consensus generated make me pick TBL every time
jim
--
Jim Sibley
Director pubically
Centre for Instructional Support
Faculty of Applied Science
University of British Columbia
2205-6250 Applied Science Lane
Vancouver, BC Canada
V6T 1Z4
Phone 604.822.9241
Fax 604.822.7006
Email: [log in to unmask]
Check out www.teambasedlearning.org
© Copyright 2014, Jim Sibley, All rights reserved The information contained in this e-mail message and any attachments (collectively "message") is intended only for the personal and confidential use of the recipient (or recipients) named above. If the
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From:
Sandra Schonwetter <[log in to unmask]>
Reply-To: Sandra Schonwetter <[log in to unmask]>
Date: Monday, March 24, 2014 6:27 AM
To: "[log in to unmask]" <[log in to unmask]>
Subject: the difference between TBL and PBL
Hi there TBLers,
A question that keeps coming up is, "What is the difference between TBL and PBL?" My answer is that both are under the umbrella of 'the flipped classroom'. Some similarities
are: both priortize time to the application of content, both depend on students taking initiative and being accountable for their learning. One difference is that TBL is more structured than PBL.
I'd like to hear more responses to this question.
Thanks,
Sandra Schonwetter
Educational Specialist
Department of Medical Education
260 Brodie Centre,
272B 727 McDermot Avenue
R3E 3P5
email: [log in to unmask]
phone:
(204) 272-3172
fax:
(204) 480-1372
--
***********************
L. Dee Fink
234 Foreman Ave.
Norman, OK 73069
Phone/FAX: 405-364-6464
Email: [log in to unmask]
Websites:
www.designlearning.org [multiple resources on course design]
www.deefinkandassociates.com [offer workshops & online courses]
www.finkconsulting.info [Fink's consulting activities & publications]
**Former President of the POD Network in Higher Education (2004-2005)
**Author of: Creating Significant Learning Experiences (2003, Jossey-Bass)
**Senior Associate, Dee Fink & Associates Consulting Services
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