TEAMLEARNING listserv,
I'm an Associate Professor in the Department of Pharmacology and Neuroscience at Texas Tech University Health Sciences Center (Lubbock Texas).
I teach Medical Pharmacology in our School of Medicine to second year medical students. I also teach in our graduate school to pharmacology graduate students. I am the course director for a course entitled "Integration and Analysis" that is taught to second year medical students. That course uses Team Learning as its course teaching method.
I have used Team Learning for medical school teaching (both in the Medical Pharmacology course and the Integration and Analysis course) as well as led several faculty development workshops introducing Team Learning. I have also help instructors who wanted to use Team Learning in medical education, resident education (GME) and physicians (CME).
Beyond that, I use Team Learning to 2 of my topics in Medical Pharmacology
(within year 2 curriculum of the medical school). That is I do not lecture on
those two topics. Rather, I write a handout text (about 7 pages for each topic)
that the students are responsible for and the learning session is performed
using Team Learning in a 2 hour period. The two topics are "Principles of
the Pharmacology of the Autonomic and Somatic Nervous Systems" and
"Pharmacological Considerations in Treating Geriatric
Patients". I have used TL for the last 2 years for those sessions. I
believe the students fine the sessions useful. Many students are not used to
attending our Med Pharm sessions and these students do not like "having to
attend" the TL sessions. I allowed the grade from each session to be
exchanged with the grade of questions on exams over the same material. By this
method those who did not see any real benefit to the sessions were not required
to attend. Even so attendance at the sessions was about 105 out of 125
students.
Another
place TL is used is within our Introduction to Clinical Medicine course.
Here I have led a comparison of TL to PBL. In the academic years of 2000-01 and
2001-02 3 PBL sessions on geriatric medicine were introduced into this course
(year long course). In the academic years of 2002-03 and 2003-04 those 3
sessions were converted to TL sessions and a comparison has been made on how
the two methods were received by faculty and students. From the research
perspective, we are not yet prepared to comment on the comparison (i.e. we are
still evaluating the data). But I will state that the TL sessions were
successful this year.
From all of these uses of TL I find that TL is a successful learning
method. For us its largest limitation is that as the group size
increases, the easier for any one student to be hidden from the instructors
increase. This, of course, is not unique to TL. The clearest expression
of this limitation is in our students loving TL with the group size is
30-35, liking it when the group size is 60-65 and accepting it
when the group size is 125-130. This inverse relationship of the enthusiasm to
group size seems to capture it pretty clearly.
Outside Medical School use of TL, I have also been involved in using TL in resident and
CME training. In both of those settings, we are finding TL as a good
alternative method. We hope to begin a small study of TL in CME training in the
near future.
Kitty
Kathryn K. McMahon, Ph.D.
Associate Professor
Department of Pharmacology and Neuroscience
Texas Tech University Health Sciences Center
3601 4th Street
Lubbock, TX
79430-6592
Phone: 806 743-2425
Fax: 806 743-2744
E-mail: [log in to unmask]
-----Original Message-----
From: Dee Fink [mailto:[log in to unmask]]
Sent: Friday, May 21,
2004 12:54 PM
To: [log in to unmask]
Cc: [log in to unmask]
Subject: RE: TEAMLEARNING-L:
[log in to unmask] joined the list
Kathryn,
Thanks so much for sharing the information about how you are using TBL in your
teaching.
Is there any possibility you would be willing to write-up a short description
of how you use TBL, to share with others via the TBL website?
Again, thanks for sharing!
Dee
At 05:20 AM 5/4/2004, you wrote:
I'm an Associate Professor in the Department of Pharmacology
and Neuroscience at Texas Tech University Health Sciences Center (Lubbock Texas).
I teach Medical Pharmacology in our School of Medicine to second year medical students. I also teach in our
graduate school to pharmacology graduate students. I am the course director for
a course entitled "Integration and Analysis" that is taught to second
year medical students. That course uses Team Learning as its course teaching
method.
I have used Team Learning for medical school teaching (both in the Medical
Pharmacology course and the Integration and Analysis course) as well as led
several faculty development workshops introducing Team Learning. I have also
help instructors who wanted to use Team Learning in medical education, resident
education (GME) and physicians (CME).
I look forward to the discussion on the listserv.
Kitty McMahon
Kathryn K. McMahon, Ph.D.
Associate Professor
Department of Pharmacology and Neuroscience
Texas Tech University Health Sciences Center
3601 4th Street
Lubbock, TX 79430-6592
Phone: 806 743-2425
Fax: 806 743-2744
E-mail: [log in to unmask]
-----Original Message-----
From: Dee Fink [mailto:[log in to unmask]]
Sent: Monday, May 03,
2004 8:44 PM
To: [log in to unmask]
Cc: [log in to unmask]
Subject: Re: TEAMLEARNING-L:
[log in to unmask] joined the list
Kathryn,
We noticed that you signed up for the Team-Based Learning listserv.
Welcome!
When people do this, we like to find out a little about them. Could you
tell us:
·
Where you are?
·
What sort of teaching you do?
·
Whether you have used TBL before, or are just finding out about
it?
Again, glad to have you on the listserv!
Dee Fink
At 03:09 PM 5/3/2004, you wrote:
Mon, 3 May 2004 15:09:09
"Kathryn (Kitty) McMahon"
<[log in to unmask]> has just
subscribed to the TEAMLEARNING-L list (Team Learning Discussion List).
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L. Dee Fink, Director
Instructional Development Program
Hester Hall, Room 203
University of Oklahoma
Norman, OK 73019
President of the POD Network [Professional and Organizational Development] in
Higher Education
Author of: Creating Significant
Learning Experiences (Jossey-Bass, 2003)
Dee Fink's Website: www.ou.edu/idp/dfink.htm
* * * * * * * * * *
* * * * * * * * * *
* * * *
L. Dee Fink, Director
Instructional Development Program
Hester Hall, Room 203
University of Oklahoma
Norman, OK 73019
President of the POD Network [Professional and Organizational Development] in
Higher Education
Author of: Creating Significant
Learning Experiences (Jossey-Bass, 2003)
Dee Fink's Website: www.ou.edu/idp/dfink.htm
* * * * * * * * * *
* * * * * * * * * *
* * * *
L. Dee Fink, Director
Instructional Development Program
Hester Hall, Room 203
University of Oklahoma
Norman, OK 73019
President of the POD Network [Professional and Organizational Development]
in Higher Education
Author of: Creating Significant
Learning Experiences (Jossey-Bass, 2003)
Dee Fink's Website: www.ou.edu/idp/dfink.htm