I teach the Psychology-Human Growth and Development (lifespan) course. This
course is taken mainly by nursing and allied health students as a precursor
to their admittance to the program. I do grade team activities but I
require them to provide documentation to support their answers. I use case
scenarios. So in the case of a non-traditional family involved in a
medical emergency, I ask the teams to help me set hospital policy as to who
is regarded as a "family member". What information is shared with whom? Who
is allowed to visit, stay overnight, and make decisions for unconscious
patients? Most will cite HIPPA in their answer, others will look to case
law, still, others go back to the Hippocratic oath. Since you're dealing
with ethics, I think you can use these types of application exercises.
Hope this helps.
On Wed, Dec 7, 2016 at 10:14 AM, Gullo, Charles A. <[log in to unmask]>
wrote:
> Dear TBLers….
>
> Daniel Topping has reached out to TBL experts for their assistance.
>
> If anyone can help him…please reach out to him.
>
> Here is his question that appeared in a different list serve.
>
>
>
>
>
>
>
>
>
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>
>
>
>
>
>
> Good morning colleagues,
>
>
>
> I am the course director for Psychosocial Issues in Healthcare, a
> first-year medical student course that covers a broad range of material –
> ethics, abuse/neglect, human development, sexuality, complementary
> medicine, death/dying, substance abuse, etc. Very important subject matter
>
>
>
> It is done in a TBL (team based learning) format with preassigned
> readings, self-learning modules, etc. There are 12 sessions – 3 hours each.
> There is also a final NBME question bank exam, local final exam, peer
> evaluations, and written reflections that are all part of the summative
> grade. Roughly 39 contact hours in the spring of the first year (Feb-May).
>
>
>
> I am faced with several challenges in the administration of the course and
> could use some feedback from those of you running similar experiences for
> the first-year students.
>
>
>
> Among these challenges/questions I pose are:
>
> 1. The reading materials is, by its very nature, fairly voluminous for
> the subjects and not what the students are used to working with in the
> basic science courses. Challenge = covering the topic in enough detail
> without “watering it down”. We use the Danny Wedding text (Behavior in
> Medicine, 2010), journal articles and create our own self-learning
> activities. Are there other textbooks out there that run along similar
> lines? Have you been able to find a “happy medium” that doesn’t overwhelm
> the students?
> 2. The material is “grey” in nature, i.e. not always one “correct”
> answer on board-style questions incorporated into the TBLs (six students
> per team – held in a large group classroom 120 students with 1-2 faculty
> moderating). Lots of heated discussion about correct answers, sometimes to
> the detriment of the sessions.
> 3. The course is graded – A/B/C/F – and as a result discrimination in
> assessment has been a challenge. How have you tackled this?
> 4. What is your basic pedagogy for a course like this? How many
> faculty do you enlist? How do you assess? Any other thoughts?
>
>
>
> Thanks for your kind consideration and feel free to contact me directly (
> [log in to unmask]) or reply to the thread.
>
>
>
> Dan
>
>
>
>
>
> Daniel B. Topping, MD
>
> Assistant Professor of Family Medicine and Anatomy
>
> Department of Medical Education
>
> UCF College of Medicine
>
> 6850 Lake Nona Blvd, Ste 411G
>
> Orlando, FL 32827
>
> (407) 266-1130
>
> [log in to unmask]
>
>
>
> ++++++++++++++++++++++++
>
>
>
> Charles Gullo, PhD
>
> Medical Education
>
> 304-691-8828
>
> [image: MUSOM]
>
>
>
> *From:* Team-Based Learning [mailto:[log in to unmask]] *On
> Behalf Of *Mitzi Dunagan
> *Sent:* Tuesday, March 22, 2016 2:18 PM
> *To:* [log in to unmask]
> *Subject:* Re: Assesment of applications
>
>
>
> Hi
>
> Rubrics are essential for everything I do in 9 different courses every
> academic year. I used two AACU VALUE rubrics (Teamwork and Critical
> Thinking, part of an initiative at my institution) to develop common
> rubrics across the courses expressing my expectations for written
> assignments, oral presentations, and team-based assignments. I grade
> everything (application and homework outside the IRATS and TRATS graded
> cumulatively in portfolios, collected when students take tests) to show
> students that none of the work I ask them to do is “busy” work.
>
> There are 16 different AACU VALUE rubrics available at no cost, applying
> to different fields of knowledge and learning outcomes- it is a way to save
> time when generating rubrics for multiple courses.
>
>
>
> Dr. Mitzi Dunagan
>
> Assistant Professor of Biology
>
> Blue Mountain College
>
> 1.662.685.4771 x174
>
>
>
> *From:* Team-Based Learning [mailto:[log in to unmask]
> <[log in to unmask]>] *On Behalf Of *McCormack, Wayne T
> *Sent:* Tuesday, March 22, 2016 11:45 AM
> *To:* [log in to unmask]
> *Subject:* Re: Assessment of applications
>
>
>
> Many thanks to Sandra Metoyer (Galveston College) and Peter Clapp (Regis
> University) for the great ideas about how applications can be graded. A
> key feature shared by both methods is having a rubric for assessing the
> quality of the teams’ justifications for their answers.
>
>
>
> Pete, would the answer key for a question ever look like this? Choices A
> and B are worth 9-10 pts, choice C is worth 7-9 points, and choice D is
> worth 0-5 pts. Answer A might be the best answer in the sense of when you
> hear hoof beats coming, it is probably a horse (patient presentation
> leading to the most common or likely diagnosis). However, it could be
> really important to remember that sometimes the answer is B, a zebra (that
> rare but important alternate diagnosis or disease complication). Depending
> on how the question was worded and if the answer is appropriately
> justified, I would want to give full credit to both A and B, because I
> wrote answer choice B with a specific learning objective in mind.
>
>
>
> I’m guessing that another important consideration might be that when
> students learn about TBL doing it a certain way, i.e., having applications
> graded according to a rubric, they accept it. Going back and forth between
> graded and ungraded applications within a course or across concurrently
> taught courses might not be a good idea.
>
>
>
> Wayne
>
>
>
>
>
> *From:* Team-Based Learning [mailto:[log in to unmask]
> <[log in to unmask]>] *On Behalf Of *Clapp, Peter A
> *Sent:* Tuesday, March 22, 2016 12:21 PM
> *To:* [log in to unmask]
> *Subject:* Re: Assesment of applications
>
>
>
> Hey.
>
>
>
> As Jim mentions below, we *do* grade applications in most of our TBL
> classes (we do have one class which is undergoing an experimental design –
> not grading applications – and surveying students about the impact of this
> change), but I also have to add that attaching a grade to a subjective
> “messy” (as Wayne says) application question has never made me fear the
> wrath of the students. To the contrary, I have found that student teams
> defend their answers more vehemently when they know that a portion of their
> team grade will be determined by their argument (as well as their choice).
>
>
>
> I guess I like to use the currency of the realm – and for a student, the
> currency is points – in a way that rewards the behavior I really want to
> reinforce (i.e., deep thought in problem solving). As a result, I create a
> mini-grading rubric for each application that dictates what range of
> partial credit a team will get if they pick the second-best answer.
>
>
>
> My answer key for a 4-choice question might read like: Choice A is worth
> 9-10 pts, choice B is worth 7-9 points, choices C and D are worth 0-5 pts –
> and the number of points the team earns is determined by how intelligently
> they argue for their choice.
>
>
>
> I think that by giving a grade for applications in a consistent way that
> goes beyond just the answer choice – we can get closer to actually
> assessing problem-solving instead of just assessing “correct choice-making”.
>
>
>
> Pete
>
>
>
>
>
> *Peter Clapp, PhD*
>
> *Associate Professor | School of Pharmacy | Rueckert-Hartman College for
> Health Professions*
>
> 3333 Regis Blvd., Denver, CO 80221 H-28
>
> *P* 303.625.1312 *|** E* [log in to unmask] *|** REGIS.EDU
> <http://REGIS.EDU>*
>
>
>
> [image: Description: RegisU_Horiz_2Color_woEDU_PNG]
>
>
>
>
>
>
>
>
>
>
>
> *From:* Team-Based Learning [mailto:[log in to unmask]
> <[log in to unmask]>] *On Behalf Of *Sibley, James Edward
> *Sent:* Tuesday, March 22, 2016 8:56 AM
> *To:* [log in to unmask]
> *Subject:* Re: Assesment of applications
>
>
>
> Hi
>
>
>
> In the 13 years we done TBL we have never graded application activities
>
>
>
> We typically do have a team worksheet that is completed at end of
> activity…and have each member signs the worksheet….we collect but do NOT
> grade these worksheet…
>
>
>
> We tell students if you come to us with 79…really wanting the 80…it is
> these we will look at the team worksheets.
>
>
>
> We never had any issues with engagement…and never had got the sense that
> students aren’t engaging because a grade isn’t involved…I believe the
> quality of question you ask better predicts engagement than if there are
> marks involved
>
>
>
> Many people do grade applications, but the discomfort you can create when
> the answer isn’t black and white and you declare one answer as correct
> really gets up the students noses sometimes.
>
>
>
> With ungraded applications we can ask harder messy questions that don’t
> completely resolve but lead to important conversations….without incurring
> the wrath of students
>
>
>
> I know Regis Pharmacy…grades their applications….maybe they can provide
> some guidance for you
>
>
>
> Take care
>
>
>
>
>
>
>
> *Jim Sibley *
>
>
> *Director *
>
> http://cis.apsc.ubc.ca/
>
> Faculty of Applied Science
> University of British Columbia
>
>
> CEME 1214-6250 Applied Science Lane
> Vancouver, BC Canada
> V6T 1Z4
> Phone 604.822.9241
> Email: [log in to unmask]
>
>
>
>
>
> Check out my book Getting Started with Team–Based Learning
> <http://www.learntbl.ca>
>
> Check out my TBL website at www.learntbl.ca
>
>
>
>
>
>
>
>
> © Copyright 2015, 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 message.
>
>
>
> *From: *Team-Based Learning <[log in to unmask]> on behalf
> of Jacqueline Vos <[log in to unmask]>
> *Reply-To: *Jacqueline Vos <[log in to unmask]>
> *Date: *Tuesday, March 22, 2016 at 2:57 AM
> *To: *"[log in to unmask]" <[log in to unmask]>
> *Subject: *Assesment of applications
>
>
>
> Dear colleagues,
>
>
>
> In Amsterdam (the Netherlands) we are developing a whole new bachelor
> curriculum in Medicine, which will start at September 2016. We are going to
> use TBL as one of the teaching/learning methods.
>
>
>
> The grading system of a TBL module will consist of:
>
> - iRAT score
>
> - tRAT score
>
> - score of an application
>
> - score of peerevaluation
>
>
>
> Now I’m coming to my question:
>
>
>
> How do you assess the application exercises? Can you please help us to
> figure out the best way to do that?
>
>
>
> Kind regards,
>
> Jacqueline Vos
>
>
>
>
>
> Jacqueline Vos
>
> Educationalist
>
>
>
> Center for Evidence-Based Education (CEBE)
>
> Academic Medical Center (AMC)
>
> University of Amsterdam
>
>
>
> Email: [log in to unmask]
>
>
>
> ########################################################################
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