Dear Justine
When I do TBL with our medical students, I give them the introduction to the clinical case that will form the basis of the application exercises one week ahead of the TBL session itself. This takes the form of a clinical vignette, some patient history and some formative questions to consider. I then base the application exercises around the 'continuation of the patient story'. This means that students have some familiarity with the case ahead of time and only have small amounts of new information to take on board when doing the application exercises. If I have to hurry them along I usually frame this as 'you will sometimes need to make time-pressured decisions in clinical practice', which they seem to accept fairly readily.
As regards the grades for my module, this is composed 60% RAT (40% iRAT, 20% tRAT), 40% reflective essay on peer evaluation feedback received and the student's response to this.
I hope this helps.
Danny
Prof Danny McLaughlin BSc PhD SFHEA (He/him) | Associate Dean of Medicine
Lincoln Medical School, College of Health & Science, University of Lincoln, Brayford Pool, Lincoln LN6 7TS
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Subject: TEAMLEARNING-L Digest - 24 Oct 2023 to 25 Oct 2023 (#2023-43)
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Topics of the day:
1. Application exercices (2)
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Date: Thu, 26 Oct 2023 01:38:44 +0000
From: Geneviève Benoit (MED)
<[log in to unmask]>
Subject: Re: Application exercices
Thank you all the answer. It helps!
Last question (for the moment 😉
IRAT + TRAT = what is the weight of those tests in the final grade of your students?
For exemple, for us:
Final grade:
90% is the final exam of the course
10% is the results of the IRAT + TRAT of our 7 TBL session (10% for 14 tests).
I am curious to know what others are doing.
Best regards,
Geneviève
Geneviève Benoit
Professeur agrégé de clinique, Service de néphrologie Directrice du programme de néphrologie pédiatrique Département de pédiatrie CHU Sainte-Justine, Université de Montréal
________________________________
De : Team-Based Learning <[log in to unmask]> de la part de John Gotwals <[log in to unmask]>
Envoyé : 24 octobre 2023 21:48
À : [log in to unmask] <[log in to unmask]> Objet : Re: Application exercices
Avertissement automatisé : Ce courriel provient de l'extérieur de votre organisation. Ne cliquez pas sur les liens et les pièces jointes si vous ne reconnaissez pas l'expéditeur.
If it's a case study that applies across a decent portion of the module, I sometimes include it as a prework item (and, as a result, of the iRAT and tRAT as well)...
John
On Tue, Oct 24, 2023 at 8:27 PM Brenda Vogel <[log in to unmask]<mailto:[log in to unmask]>> wrote:
Hi Genevieve,
I have had the same issue with longer scenarios or video-based activities. I decided to send out the scenario or video, but not the questions, before the activity. That way, students who want to review the scenario or watch the video in advance may do so, but they cannot work on the questions before class.
Hope that helps,
Brenda
Brenda Vogel, Ph.D.
Professor, School of Criminology, Criminal Justice, & Emergency Management
NCAA Faculty Athletics Representative
Long Beach State University
1250 Bellflower Blvd.
Long Beach, CA 90840
Office: ET246
Email: [log in to unmask]<mailto:[log in to unmask]>
From: Team-Based Learning <[log in to unmask]<mailto:[log in to unmask]>> On Behalf Of Geneviève Benoit (MED)
Sent: Tuesday, October 24, 2023 4:36 PM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: Application exercices
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Hi all,
I got a question from a teacher. He was wondering if he could send the application exercise (in our field, it is a 2 pages clinical problem) to the students before the TBL session.
The reason he asked if that he found that students are spending to much time reading the clinical scenario during the TBL session; he thought that if students have already done the reading of the clinical scenario at home, they will have more time to focus on the questions of this appplication exercise in class and more time for discussion in class.
My first answer would be to suggest not sending the clinical scenario before the class; I suppose some students will already work on it at home and therefore there may be less intra-team/debate in class about the application exercise.
What are your thoughts? Any experience on this?
Best regards,
Geneviève
Geneviève Benoit
Professeur agrégé de clinique, Service de néphrologie
Directrice du programme de néphrologie pédiatrique
Département de pédiatrie
CHU Sainte-Justine, Université de Montréal
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John K. Gotwals, Ph.D.<https://www.lakeheadu.ca/users/G/jgotwals/node/17457> (he/him) Associate Professor School of Kinesiology<http://kinesiology.lakeheadu.ca/>
Lakehead University<https://www.lakeheadu.ca/>
955 Oliver Rd.
Thunder Bay, Ontario P7B 5E1
Canada
phone: 807 343-8010 ext 7952
[https://www.lakeheadu.ca/assets/lkh.png]
Lakehead University resides on the traditional territory of the Fort William First Nation and the Ojibwe, Odawa, and Pottawatomi nations, collectively known as the Three Fires Confederacy. I am grateful for the opportunity to base my work out of that territory.
Are you ok? Our How to ask for Help<https://drive.google.com/file/d/1CShaNXhajf0vbT8oCmBao3aQo_HX45QT/view> at Lakehead guide was made for you.
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Date: Thu, 26 Oct 2023 01:50:07 +0000
From: "Baughman, Amber N [FS HN]" <[log in to unmask]>
Subject: Re: Application exercices
Hi Geneviève,
Our class points are assigned as follows:
1. 10 iRATs (5 pts each) = 50 pts
2. 10 tRATs (5 pts each) = 50 pts
3. Team Application Exercises (10 pts per class) = 100 pts 4. 2 Team Assignments = 60 pts total
1. Dietary Intake = 30 pt
1. Energy Needs and Biochemical Assessment = 30 pt 5. 3 Individual Exams (50 pts each) =150 pt.
6. 3 Peer Evaluations (15 pts each) = 45 pts Total Points Possible: 455
Our iRATs make up ~11% of the grade, and same goes for the tRATs. Exams make up approximately 33% of student’s grade. Hopefully this is helpful!
Thanks,
Amber
Amber Baughman, MS, RD, LD
Clinical Assistant Professor | She/Her/Hers Food Science and Human Nutrition Iowa State University
220 MacKay Hall |2302 Osborn Dr.| Ames, IA | 50011 [log in to unmask]<mailto:[log in to unmask]> | 515-294-5962 Learner | Positivity | Discipline | Harmony | Achiever
From: Team-Based Learning <[log in to unmask]> on behalf of Geneviève Benoit (MED) <[log in to unmask]>
Date: Wednesday, October 25, 2023 at 8:42 PM
To: [log in to unmask] <[log in to unmask]>
Subject: Re: Application exercices
Thank you all the answer. It helps!
Last question (for the moment 😉
IRAT + TRAT = what is the weight of those tests in the final grade of your students?
For exemple, for us:
Final grade:
90% is the final exam of the course
10% is the results of the IRAT + TRAT of our 7 TBL session (10% for 14 tests).
I am curious to know what others are doing.
Best regards,
Geneviève
Geneviève Benoit
Professeur agrégé de clinique, Service de néphrologie Directrice du programme de néphrologie pédiatrique Département de pédiatrie CHU Sainte-Justine, Université de Montréal
________________________________
De : Team-Based Learning <[log in to unmask]> de la part de John Gotwals <[log in to unmask]>
Envoyé : 24 octobre 2023 21:48
À : [log in to unmask] <[log in to unmask]> Objet : Re: Application exercices
Avertissement automatisé : Ce courriel provient de l'extérieur de votre organisation. Ne cliquez pas sur les liens et les pièces jointes si vous ne reconnaissez pas l'expéditeur.
If it's a case study that applies across a decent portion of the module, I sometimes include it as a prework item (and, as a result, of the iRAT and tRAT as well)...
John
On Tue, Oct 24, 2023 at 8:27 PM Brenda Vogel <[log in to unmask]<mailto:[log in to unmask]>> wrote:
Hi Genevieve,
I have had the same issue with longer scenarios or video-based activities. I decided to send out the scenario or video, but not the questions, before the activity. That way, students who want to review the scenario or watch the video in advance may do so, but they cannot work on the questions before class.
Hope that helps,
Brenda
Brenda Vogel, Ph.D.
Professor, School of Criminology, Criminal Justice, & Emergency Management
NCAA Faculty Athletics Representative
Long Beach State University
1250 Bellflower Blvd.
Long Beach, CA 90840
Office: ET246
Email: [log in to unmask]<mailto:[log in to unmask]>
From: Team-Based Learning <[log in to unmask]<mailto:[log in to unmask]>> On Behalf Of Geneviève Benoit (MED)
Sent: Tuesday, October 24, 2023 4:36 PM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: Application exercices
You don't often get email from [log in to unmask]<mailto:[log in to unmask]>. Learn why this is important<https://aka.ms/LearnAboutSenderIdentification>
CAUTION: This email was sent from an external source.
Hi all,
I got a question from a teacher. He was wondering if he could send the application exercise (in our field, it is a 2 pages clinical problem) to the students before the TBL session.
The reason he asked if that he found that students are spending to much time reading the clinical scenario during the TBL session; he thought that if students have already done the reading of the clinical scenario at home, they will have more time to focus on the questions of this appplication exercise in class and more time for discussion in class.
My first answer would be to suggest not sending the clinical scenario before the class; I suppose some students will already work on it at home and therefore there may be less intra-team/debate in class about the application exercise.
What are your thoughts? Any experience on this?
Best regards,
Geneviève
Geneviève Benoit
Professeur agrégé de clinique, Service de néphrologie
Directrice du programme de néphrologie pédiatrique
Département de pédiatrie
CHU Sainte-Justine, Université de Montréal
________________________________
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*********************************
John K. Gotwals, Ph.D.<https://www.lakeheadu.ca/users/G/jgotwals/node/17457> (he/him) Associate Professor School of Kinesiology<http://kinesiology.lakeheadu.ca/>
Lakehead University<https://www.lakeheadu.ca/>
955 Oliver Rd.
Thunder Bay, Ontario P7B 5E1
Canada
phone: 807 343-8010 ext 7952
[Image removed by sender.]
Lakehead University resides on the traditional territory of the Fort William First Nation and the Ojibwe, Odawa, and Pottawatomi nations, collectively known as the Three Fires Confederacy. I am grateful for the opportunity to base my work out of that territory.
Are you ok? Our How to ask for Help<https://drive.google.com/file/d/1CShaNXhajf0vbT8oCmBao3aQo_HX45QT/view> at Lakehead guide was made for you.
Need to talk to someone right now? Good 2 Talk<https://good2talk.ca/> is a free, confidential 24/7 post-secondary student helpline. Call 1-866-925-5454 or text GOOD2TALKON to 686868.
________________________________
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