Orienting students to the dynamics of teams and having them set up some rules ahead of time, the level of difficulty of the questions, AND peer evals that allow those less experienced individuals to express this quote to their team members (not just faculty)- are key.
But, I'm also wondering if the role of facilitation plays a part in this. It may not impact the GRAT discussion as those w/o experience might defer to the more senior - but if, in the discussions around RATs/Application an effort is made to allow the others to voice their thoughts - might give them the credibility to demonstrate that they know things too - and can meaningfully contribute to the whole team's learning?
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From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Carson, Ron
Sent: Wednesday, September 19, 2012 12:40 AM
To: [log in to unmask]
Subject: Re: Response to Student's Comment
Dean, as I think about this situation, let me run something by you and the group.
In my class of 27 occupational therapy students, there were 4 occupational therapy assistants. These assistants have years of clinical experience. Per TBL guidelines, each team had 1 assistant. I know there was some "conflict" between these assistants and students and I addressed the one team that was having the greatest difficulty.
I wonder if having such an imbalance of clinical skills plays into the feelings that led to the comments I posted.
From: Dean Parmelee [mailto:[log in to unmask]]
Sent: Tuesday, September 18, 2012 12:10 PM
To: Carson, Ron
Cc: [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: Response to Student's Comment
We too have not had this perspective, though we have very occasionally had
a student or two complain about a particular student who never made much
effort to change.
Random thoughts:
- using the IFAT forms AND having challenging RATs is a huge help since the super students
in the class will inevitably not know everything and the IFATs insure some humbling.
- 'distributed leadership.' Indeed, we know every team anywhere will have a student or two
who is 'superior' in intellect than the others. What Wooley, et al have shown through their
research on 'c,' collective intelligence, is that this is NOT a key deciding variable on a small
groups performance outcomes. Social Sensitivity, Turn Taking Ability, and the proportion
of females tends to drive the outcomes.
- Peer evaluation, an important component of TBL, can be 'done' in several ways. One
nice technique is to episodically have students record on an index card at the end of a
session "Who on your team TODAY contributed the most to your education and what
EXACTLY did they do?" Restrict the number of words. Collect, type out and hand to
those who earned the kudos. Save and post the comments if your system allows for
qualitative comments on student achievement. I think that the 'leaders' in Ron's teams
might not have gotten too many kudos.
Thanks for sharing Ron and having us think about this!
Dean
Dean Parmelee, M.D.
Robert J. Kegerreis Distinguished Professor of Teaching
Associate Dean for Academic Affairs
Boonshoft School of Medicine
Wright State University
Dayton, Ohio
http://www.med.wright.edu/aa/parmelee.html
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On Sep 18, 2012, at 10:43 AM, Carson, Ron wrote:
At the end of last semester, I queried students regarding their TBL experience. I received the following comment and am curious as to what others think:
"The downfall of TBL is the team. There tend to be stronger and more advanced leaders in each group. These leaders tend to answer all the questions and leave little room for less qualified individuals to speak."
Is this a valid comment? Have others had this type of feedback? What can be done to reduce this from happening in future TBL classes?
Thanks,
Ron
--
Ron Carson MHS, OT
Assistant Professor
Adventist Univeristy of Health Sciences<http://www.adu.edu/>
671 Winyah Drive
Orlando, FL 32803
407.303.9182 (office)
407.303.7820 (fax)
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