We agree with the position that Dean, supported by Paul's paper, and others, has taken. We will only post on the student schedule "TBL" if it meets appropriate criteria, particularly having the "4 S's". There are many reasons for this: first of all consistency across the curriculum dramatically improves efficiency for students and faculty so they should know what to expect and how to approach their learning. It also assures that TBLs meet a certain standard and you don't have faculty throwing something together with teams that is really not very good. Finally, as in many schools, we have the "attendance" debate and because TBL is required faculty want to label things TBL just so students show up.
We do our best to police and support our policies by having a TBL Review Group that provides peer-review for TBLs.
Kevin
N. Kevin Krane, MD, FACP
Professor of Medicine
Vice Dean for Academic Affairs
Tulane University School of Medicine
From: <Brescia>, Bill <[log in to unmask]<mailto:[log in to unmask]>>
Reply-To: "Brescia, Bill" <[log in to unmask]<mailto:[log in to unmask]>>
Date: Wednesday, October 9, 2013 9:24 AM
To: "[log in to unmask]<mailto:[log in to unmask]>" <[log in to unmask]<mailto:[log in to unmask]>>
Subject: Ways to Not Modify TBL
Greetings,
We recently had a rash of 'Modified' TBLs. Some were in fact just slight modifications, one introduced a new technology that we think will be worth a paper, but some were not remotely close to TBLs and were confusing to students and staff about just what was and wasn't a TBL. They were called TBLs only because they happened in the TBL room. Two things happened, first I met with faculty who had scheduled modified TBLs and walked them through the TBL process, showing them how what they wanted to accomplish fit into the TBL format. One worked really well the other comes up in a few weeks. Right now the planning looks really good for that one. The second thing that happened was the idea of a faculty member who is a TBL user. She suggested that it was actually bad for the department, and LCME reporting, to be listing all active learning activities as Modified TBLs. In her words we have such an intelligent and creative faculty who are developing all these new and effectives methods we need to note that they are successful active learning activities that are not TBLs. We are at early times with that one but I believe it is the correct approach.
So, before you decide to change a well-researched instructional method (TBL) decide if you modification is creating something new and wonderful enough to deserve its own name.
Bill----
_______________________
William Brescia, Ph.D.
Director of Instructional Technology
Associate Professor of Preventive Medicine
Office of Medical Education
University of TennesseeHealthScienceCenter (UTHSC)
910 Madison Avenue, Room 1002
Memphis, TN38163
901-448-6170
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