MAILING LISTS

Jenny:  glad to see you are implementing peer feedback.  Each student should receive all of the ratings and comments made by everyone on the student's team.  In most situations where students have spent less than 6 months together, the feedback should be de-identified, i.e., the receiver should not be able to determine the individual source of each comment or rating.   We usually accomplish this by collating all the ratings and comments into one summary page or web-based report.   Regarding weighting of grades for TBL components, I suggest you consult Michaelsen and Sweet, "Fundamental Principles and Practices of Team-Based Learning, chapter 2 in Team-Based Learning for Health Professions Education, Stylus 2008.
   
On Feb 20, 2012, at 10:22 AM, Jenny Morris wrote:

> We will be using peer feedback as formative assessment only as this is the first time we will be running the module using tbl (2nd year module in undergraduate nursing programme) and it is the only module using tbl.  We have divided the module into four units and felt that it was best to include as formative only as the teams will not have worked together prior to this module.  The feedback will be collected on the last day of the module and we were discussing how best to give the students the feedback from this exercise.  If anyone has advice on this, that would be useful.
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> Secondly with regard the individual and team testing, we have a total of 30% for these elements and again would welcome advice from those with experience on how best to weight the individual and team assessments.
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> Thanks for any advice.
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> Best wishes.
>  
> Jenny
>  
> Dr Jenny Morris
> Associate Professor (Senior Lecturer) in Health Studies
> Faculty of Health, Education and Society
> University of Plymouth
> Knowledge Spa
> Treliske
> Truro TR1 3HD
> Cornwall
>  
> Tel: 01872 256461
> Web: http://www.plymouth.ac.uk/faculties/health
>  
> ‘High quality education for high quality care’
>  
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