I might be missing something, but I don't think it is 100% essential to
have Scantron results back immediately (i.e. during the class that the
students took the RAT). A class gets a lot of feedback doing IF-AT cards.
Indeed, an instructor might scan those for common errors across the class
that you might address right then and there.
- Bill
Jonathan asked:
> I agree. We are not really doing TBL in the true sense of the phrase. Not
> having scantron immediately at hand I've been reluctant to try this in a
> class of 150 students. Logistically it seems like that would be very
> difficult to pull off. Any thoughts on doing this scantron-less in large
> groups would be appreciated.
>
>
>
>
>
> Jonathan M Flacker MD, AGSF
> Medical Director
> The Emory Clinic at Wesley Woods
> Associate Division Director For Resident and Student Education
> 404-728-6363
> on Twitter @SeniorJazz
>
> --------------------------------------------------------------------------
>
> From: Paul Koles [[log in to unmask]]
> Sent: Wednesday, December 14, 2011 12:01 PM
> To: Flacker, Jonathan
> Cc: [log in to unmask]
> Subject: Re: TBL in Medical Education
> Jon: The readiness assurance process (IRAT, GRAT, and appeals) does not
> require heavy infrastructure. The faculty author of the TBL module often
> functions as the facilitator during the live session--only one is
> necessary, but it's more fun if 2 or 3 are involved with live
> facilitation. To incorporate the RATs into your TBL process:
> 1. AFTER you have created specific learning objectives and application
> exercises to achieve those objectives, ask yourself: what essential
> knowledge/concepts will my students need to have mastered BEFORE the
> applications in order to analyze and solve the problems presented in the
> applications?
> 2. choose an advance assignment (textbook, published articles, lectures,
> web-based instructional unit, etc.) that contains the essential
> knowledge/concepts.
> 3. Write 5-10 multiple choice questions that assess learners' mastery of
> the most important knowledge/concepts in that assignment: this is the
> readiness assurance test (RAT).
> 4. Make one paper copy of the RAT for each individual in the class; give
> students 1.2 - 1.5 minutes per question to complete the RAT; record their
> answers electronically or on a simple Scantron card.
> 5. Students gather into pre-assigned teams to answer the SAME questions
> as a team: this is the Group RAT. Each team records answers by IF-AT
> card (see TBLC website for details) or on another Scantron. After the
> IF-ATs or Scantrons are turned in, the faciliator leads a discussion,
> focusing mainly on the questions that were not answered correctly by all
> teams.
> 6. Provide an appeals mechanism for teams to challenge the faculty's
> preferred answers for RAT.
> This whole readiness assurance process takes 30-60 minutes, depending on
> how difficult the RAT is and how faculty facilitates the discussion.
> If you don't have Scantrons, a simple answer sheet will do, but this
> increases the labor in grading the IRATs.
> In conclusion, I believe that if one is not doing the readiness assurance
> process, then one is not really doing TBL. The readiness assurance
> process is indispensable for students (drives their preparation and
> mastery of fundamental knowledge) and for faculty (reveals students' gaps
> and misunderstandings of fundamental knowledge). /PK
> Paul G. Koles, MD
> Associate Professor, Pathology and Surgery
> Wright State University Boonshoft SOM
> 937-775-2625 (phone)
> 937-775-2633 (fax)
> [1][log in to unmask]
> On Dec 14, 2011, at 9:34 AM, Flacker, Jonathan wrote:
>
> I also use team based learning for our aging module, but not the RAT
> either. We have had them do a variety of activities from group
> developed pod casts, to collaborative responses to questions about aging
> physiology, to group development of slides on a variety of topic with
> peer teaching. I am also interested in the RAT format but I don't feel
> like I probably have the infrastructure here to pull it off.
>
>
>
>
>
>
>
> Jonathan M Flacker MD, AGSF
> Medical Director
> The Emory Clinic at Wesley Woods
> Associate Division Director For Resident and Student Education
> 404-728-6363
> on Twitter @SeniorJazz
>
> --------------------------------------------------------------------------
>
> From: Team-Based Learning [[log in to unmask]] on behalf of
> Dr. Roudaina Houjeir [[log in to unmask]]
> Sent: Wednesday, December 14, 2011 7:49 AM
> To: [2][log in to unmask]
> Subject: Re: TBL in Medical Education
> Thanks Sandy and Eli,
>
>
>
> Thanks for your emails. I am using team based learning in my teaching
> but for the pre-assessment, I give my students questions to answer. I
> don't use RAT format. How to prepare this form? I would be grateful if
> you could send me your reply.
>
>
>
> Thanks and regards,
>
>
>
> Roudaina
>
>
>
>
>
> From: Team-Based Learning [mailto:[log in to unmask]] On
> Behalf Of Sandy Cook
> Sent: Wednesday, December 14, 2011 3:20 AM
> To: [3][log in to unmask]
> Subject: Re: TBL in Medical Education
>
>
>
> I'll add that Wright State Boonshoft School of Medicine use TBL for it's
> 2 yrs of basic science, Duke-NUS in Singapore uses TBL for its basic
> science instructions, and now Duke itself is moving in that direction
> and introducing TBL in its basic science instructions as well. There
> are also many places using it clerkships. You could share with your
> faculty our video showing how it is being used in our medical
> education: [4]http://youtu.be/BlVPLYGdBLg
>
>
>
> ********************************************************
> Sandy COOK, PhD | Senior Associate Dean, Curriculum Development |
> Medical Education, Research, and Evaluation (MERE) |
> Duke-NUS Graduate Medical School Singapore | Khoo Teck Puat Building | 8
> College Road Singapore |169857 |
> W: (65) 6516 8722| F: (65) 6227 2698 |
>
> email: [5][log in to unmask] |
> web: [6]http://www.duke-nus.edu.sg;
>
> Administrative Executive: Belinda Yeo | [7][log in to unmask] |
> 6516-8511
>
> Important: This email is confidential and may be privileged. If you
> are not the intended recipient, please delete it and notify us
> immediately; you should not copy or use it for any purpose, nor disclose
> its contents to any other person. Thank you.
>
>
>
>
> From: Team-Based Learning [mailto:[log in to unmask]] On
> Behalf Of McKee, Edward E
> Sent: Tuesday, December 13, 2011 11:35 PM
> To: [8][log in to unmask]
> Subject: Re: TBL in Medical Education
>
>
>
> Hi Eli,
> As noted by Rick, let me add my support for TBL. I used TBL extensively
> to teach a course in Medical Biochemistry and Mol biology (14-15 TBL
> modules) and a course in Medical Genetics (3 modules) at IUSM-SB for the
> past 6 years before moving here last fall. We are planning an integrated
> patient presentation model here, so my modules will change. Happy to
> send some examples if you wish. (Four are available from MedEdPORTAL.)
>
>
>
> Regards,
> Ed
>
>
>
> Edward E. McKee, Ph. D, Chair of Foundation Science and Professor of
> Molecular Biology and Genetics, College of Medicine, Central Michigan
> University, Mt. Pleasant, MI 48859
> Voice: 989-774-7861
> Email: [9][log in to unmask]
>
>
>
>
>
>
>
> From: Team-Based Learning [mailto:[log in to unmask]] On
> Behalf Of Richard Sabina
> Sent: Tuesday, December 13, 2011 10:07 AM
> To: [10][log in to unmask]
> Subject: Re: TBL in Medical Education
>
>
>
> Eli:
>
> Ed McKee (Central Michigan) and myself (Oakland University William
> Beaumont) are avid practitioners of TBL in undergraduate medical
> curricula that are being developed and implemented at the other new
> schools in Michigan. Either of us would be happy to provide information
> and the benefit of our experience in this environment (actually I am
> speaking for Ed without first asking, but feel sure he would similarly
> respond to your email). Some of our colleagues at U Mich SOM are also
> using TBL, so there is a wealth of support here in Michigan.
>
> Rick Sabina
>
> On Tue, Dec 13, 2011 at 9:52 AM, Eli Collins-Brown
> <[11][log in to unmask]> wrote:
> Hi all,
>
> I'm new to the listserv and was thrilled to find this great resource.
>
> I'm looking for examples of Medical Schools who have implemented TBL in
> their curriculum and instruction. We are just starting up and TBL is one
> of the instructional strategies being recommended, but of course they
> want to see specific examples in medical education.
>
> Thanks in advance!
>
> Eli
> --
> Eli Collins-Brown, EdD
> Department of Medical Education
> Western Michigan University School of Medicine
> 269.387.9025 office
> 309.868.0301 mobile
> 269.387-9050 fax
> [12][log in to unmask]
>
>
>
> --------------------------------------------------------------------------
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> If you have received this message in error, please contact
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> References
>
> Visible links
> 1. mailto:[log in to unmask]
> 2. mailto:[log in to unmask]
> 3. mailto:[log in to unmask]
> 4. http://youtu.be/BlVPLYGdBLg
> 5. mailto:[log in to unmask]
> 6. http://www.duke-nus.edu.sg/
> 7. mailto:[log in to unmask]
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--
Bill Goffe
Department of Economics
SUNY Oswego, 416 Mahar Hall
Oswego, NY 13126
315-312-3444(v), 315-312-5444(f)
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