Swapan,
I was delighted to see you contribute to this question, given your training
and familiarity with PBL.
But you left me "hungry for a fuller insight" from your experience.
*Request*: Could you give some specifics, based on your experience and
familiarity with the literature on PBL, of the advantages that PBL has over
TBL?
I can imagine what some of them might be; but I don't have your
experience with PBL. Hence I would love to hear your experience-based
answer to this question.
Thanks, Dee
On Mon, Mar 24, 2014 at 12:19 PM, Swapan Nath <[log in to unmask]> wrote:
> Hi I am a PBLer trained and worked in McMaster U. in Hamilton, ON,
> Canada, have developed and administered PBL in medical education for over
> 20 years. I also use TBL in Pharmacy education (past 6 years). With all due
> respect to all who contributed to this conversation, I disagree with some
> of the assessments under "why TBL is actually better." There is scope for
> either. There are breadths of literature that will support scope of PBL
> vs TBL (big differences). If anyone in the blog is seriously looking for
> recent literature check Academic Medicine or Google for published
> resources/books on PBL.
>
>
>
> Regards, Swapan
>
>
>
> *Swapan K. Nath,* Ph.D.
>
> Fellow, Canadian College of Microbiologists
>
> Professor of Microbiology
>
> LECOM College of Medicine & School of Pharmacy
>
> 5000 Lakewood Ranch Blvd.
>
> Bradenton, FL 34211
>
> Office: 941-782-5969
>
> Website: www.lecom.edu
>
>
>
> [image: Description: cid:image002.jpg@01CCEBE2.C8748F00]
>
>
>
>
>
>
>
>
>
>
>
> *From:* Team-Based Learning [mailto:[log in to unmask]] *On
> Behalf Of *Sibley, James Edward
> *Sent:* Monday, March 24, 2014 12:57 PM
> *To:* [log in to unmask]
> *Subject:* Re: the difference between TBL and PBL
>
>
>
> Hi
>
>
>
> I tutored PBL in our medical school here to really understand the PBL
> pedagogy...and my partner Amanda used to train the PBL tutors for medicine
>
>
>
> *Similarities*
>
>
>
> I think both are similar with they are not surface learning methods...both
> go deep
>
>
>
> Both get some impressive team cohesion
>
>
>
> With PBL tutor feedback there are often noticeable changes and
> improvements in PBL student behaviours and contributions
>
>
>
> With PBL and the being thrown into unstructured problems...students do need
> to find their own to the foundational vocabulary
>
>
>
> PBL does a nice metacognition and information literacy piece with leaving
> one tutorial with specific questions (learning issues), doing targeted
> research and then bring back your research and through discussion
> reintegrating it into the groups current understanding of the problem
>
>
>
> I am actually quite a fan of PBL...but it is a resource nightmare (our
> medical school uses 70 tutors - 70 tutorial rooms on
> Monday/Wednesday/Fridays for two hours each day to tutor the PBL groups of
> 8)....if you had buckets of money...PBL might be a good choice
>
>
>
> *Why TBL is actually better*
>
>
>
> There is another important piece that TBL gets to leverage and PBL
> doesn't....once you have a had the Application Activity intra team discussion
> (PBL groups have similar discussion in a PBL tutorial)...with the TBL public
> report of your decision/findings to other teams and then you get to have
> that wonderful give and take conversation....to get to deeper learning and a
> larger more powerful social consensus...PBL misses that
>
>
>
> The classroom efficiency of TBL (we do it in classes of 200 with just the
> instructor)....and that deeper larger social consensus generated make me pick
> TBL every time
>
>
>
> jim
>
>
>
>
>
> --
>
> Jim Sibley
> Director pubically
> Centre for Instructional Support
> Faculty of Applied Science
> University of British Columbia
> 2205-6250 Applied Science Lane
> Vancouver, BC Canada
> V6T 1Z4
>
> Phone 604.822.9241
> Fax 604.822.7006
>
> Email: *[log in to unmask]*
>
>
>
> Check out *www.teambasedlearning.org <http://www.teambasedlearning.org>*
>
>
> (c) Copyright 2014, Jim Sibley, All rights reserved The information
> contained in this e-mail message and any attachments (collectively
> "message") is intended only for the personal and confidential use of the
> recipient (or recipients) named above. If the reader of this message is not
> the intended recipient, you are hereby notified that you have received this
> message in error and that any review, use, distribution, or copying of this
> message is strictly prohibited. If you have received this in error, please
> notify the sender immediately by e-mail, and delete the meesage.
>
>
>
> *From: *Sandra Schonwetter <[log in to unmask]>
> *Reply-To: *Sandra Schonwetter <[log in to unmask]>
> *Date: *Monday, March 24, 2014 6:27 AM
> *To: *"[log in to unmask]" <[log in to unmask]>
> *Subject: *the difference between TBL and PBL
>
>
>
> Hi there TBLers,
>
>
>
> A question that keeps coming up is, "What is the difference between TBL
> and PBL?" My answer is that both are under the umbrella of 'the flipped
> classroom'. Some similarities are: both priortize time to the application
> of content, both depend on students taking initiative and being accountable
> for their learning. One difference is that TBL is more structured than PBL.
>
>
>
> I'd like to hear more responses to this question.
>
> Thanks,
>
> Sandra Schonwetter
>
> Educational Specialist
>
> Department of Medical Education
>
> 260 Brodie Centre,
>
> 272B 727 McDermot Avenue
>
> R3E 3P5
>
> email: [log in to unmask]
>
> phone: (204) 272-3172
>
> fax: (204) 480-1372
>
--
***********************
L. Dee Fink
234 Foreman Ave.
Norman, OK 73069
Phone/FAX: 405-364-6464
Email: [log in to unmask]
Websites:
www.designlearning.org [multiple resources on course design]
www.deefinkandassociates.com [offer workshops & online courses]
www.finkconsulting.info [Fink's consulting activities &
publications]
**Former President of the POD Network in Higher Education (2004-2005)
**Author of: *Creating Significant Learning Experiences* (2003, Jossey-Bass)
**Senior Associate, Dee Fink & Associates Consulting Services
|
