Paul thanks.
We did do an orientation session as you described. However in looking
back at the rat results I noticed late that some of the RAT answers to
what sets TBL apart, were done poorly and perhaps not addressed as well
as they could have been. I like the idea of letting the students "help
decide" what the learning points should be, and will look how best to
incorporate this aspect Point taken.
We used the CBL groups for the term (12 weeks) as our TBL groups and
were able to determine the "allocation" of students for these groups
(dispersing expertise) to make them TBL appropriate. The evaluation was
a sticky point as it was the issue of grading your colleagues (some more
, some less) that was a big sticky point for the students...not new I
hear for professional programmes. They were therefore together as a
group for a while but not in a TBL only context. I think the formative
component is best, since summative will not fly with my admin.
Thanks for your input, much appreciated.
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 Paul Koles
Sent: Sunday, January 06, 2013 10:00 AM
To: [log in to unmask]
Subject: Re: First time using TBL
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:
1. techniques to change if a short duration TBL experience?
2. support to get admin to buy into peer evaluation (formative and
summative)?
3. 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
<http://www.teambasedlearning.org/> >
Integrative Business Experience (IBE) <http://ucmo.edu/IBEl
<http://faculty.ucmo.edu/ibe/home.html> >
*******************************
|
