See below
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Sandy COOK, PhD | Senior Associate Dean, Curriculum Development |
Medical Education, Research, and Evaluation (MERE) |
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From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Sandra Schonwetter
Sent: Saturday, June 1, 2013 2:23 AM
To: [log in to unmask]
Subject: obstacle prevention
Hi there,
I have a few questions. First a bit of context. We anticipate implementing TBL within a year or so and want to have a plan for success. We have thought about some potential obstacles that we'd like to prevent.
1. Having students doing TBL all day would be exhausting. The interaction for every class would be too much. How is this orchestrated?
I think it depends on what else is going on around that. If your course is all they do vs they have other courses as well. We control our program such that the students are really doing only two main things - Basic Science integrated modules and Clinical Skills. We do our TBL either 1 or 2x per week. When it is being done - it often does take the day. The 25 item RAT process goes from about 9.30-12.30. They break for lunch. Return for applications from 2-5. I think the exhaustion level really depends on how meaningful & engaging the applications are. Our students don't leave immediately after the session is over - they keep talking and pondering issues. Ever notice when you are excited about something - time just flies?
1. What happens when a student does not pass the individual assessment and is not prepared? Remedial plan?
What you do may depend on how many you have. For us, if it is a one time situation we may do nothing because things happen. And, as has been said, peer pressure and their own pride often help remediate. If it is a pattern, we investigate what is going on. How are they studying, what is happening outside of class that might interfere, not interested - and talk about consequences (impact on grade, impact on learning, etc). Even though the total score is a combination of individual & team scores - some faculty have set a minimum IRAT average needed to pass (and sometimes they let them drop the lowest one - because we all have bad days).
1. What successful strategies have been used to deal with a 'lone ranger' style student who feels they don't need other people or feel that they need to control the group process?
Peer evals help with that. (other comments were good).
1. What successful strategies have been used to deal with a 'lone ranger' style instructor who wants to create his/her own version of a TBL hybrid?
We minimize that by doing three things. 1. We identify a "facilitator" for each of the TBL sessions - who may or may not be the "content expert". The facilitator is one who buys-in and understands the TBL process. This person is designated to control the flow of the process (keeping within the TBL model). The content expert is brought into the discussion as needed (before session to clarify learning points desired to be facilitated, during session for clarification, confirmation). 2. This means there is a "team" of faculty - involved who can discuss/review the questions, process. 3. My office provides all the administrative support for the running of the session - so in our time securing the material (questions) and reviewing the process, we reinforce the elements of good question writing and TBL process. But as Jim mentioned - it is better they do what they want - but don't call it TBL
I look forward to some responses.
Sandra Schönwetter
Educational Specialist
Department of Medical Education
S204F, Medical Services Building
University of Manitoba
750 Bannatyne Avenue
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