If you reply to this long (8 kB) post please don't hit the reply button unless you prune the copy of this post that may appear in your reply down to a few relevant lines, otherwise the entire already archived post may be needlessly resent to subscribers. Michael Sweet (2009a) in a TeamLearning-L post titled "TBL in the NY Times," quoted a message from Derek Bruff: "Here's a NYT article. . . .[Kolesnikov-Jessop (2009) at <http://tinyurl.com/cp4rr8>]. . . ..on the use of Larry Michaelsen's team-based learning model in first-year courses at Duke's Singapore campus. Pretty convincing, I think." Kolesnikov-Jessop (2009)] quotes Robert K. Kamei, vice dean of education at at Duke's Singapore campus as follows: "We've decided to apply this [TBL] teaching method to its fullest extent because we feel it's a better way for our students to learn. . . . .[it] encourages students to think 'creatively and critically,' a mind-set valuable for medical practitioners and future researchers.. . . What happens when you listen to a lecture is that if you don't apply it, you tend to forget it . . . . Our first class did extraordinarily well using this method." Regarding Kolesnikov-Jessop's report, I recently posted "Re: Active Learning in Medicine" [Hake (2009)] to four discussion lists: AERA-I, DrEd, Net-Gold, and PhysLrnR. The abstract reads: ******************************************* ABSTRACT: John Clement, in a PhysLrnR post, called attention to a New York Times report regarding the use of "Team-Based Learning" in the Duke/National-University-of-Singapore graduate medical school. After listing a few references to Team-Based Learning (TBL) and Problem-Based Learning (PBL), I pose two questions: (1) What's the difference between TBL and PBL? (2) Has the effectiveness of TBL and PBL in promoting student learning (relative to traditional instruction or to other reform methods of instruction) been evaluated by pre/post testing using valid and reliable tests of conceptual understanding (developed by disciplinary experts) such as the Force Concept Inventory [Hestenes et al. (1992]; as is the case for some introductory science courses - see e.g., Froyd (2008), Hake (1998a,b; 2005), Libarkin (2008), McConnell (2008), Prather et al. (2009), Reed-Rhoades & Imbrie (2008), & Smith et al. (2008)? ******************************************* To access the complete 21 kB post please click on <http://tinyurl.com/qduelo>. Five questions (repeating the two in the above abstract): 1. Any comments or suggestions regarding my post "Re: Active Learning in Medicine" [Hake (2009)]? 2. Does anyone know what evidence supports Kamei's statement "Our first class did extraordinarily well using this method" as quoted above by Kolesnikov-Jessop? 3. What's the difference between TBL and PBL? 4. Has the effectiveness of TBL and PBL in promoting student learning been evaluated by pre/post testing? 5. Can anyone recommend good online references to the use of TBL in physics? Regarding question #4, after posting Hake (2009), I recalled that Barbara Williams (2001) of the Univ. of Delaware has employed pre/post testing with the Force Concept Inventory in a PBL physics course. Regarding question #5, the TeamLearning-L search engine on 11 May 2009 14:02:03-0700 yielded 17 hits for "physics," but none of them contained online references to the use of TBL, although the well-read Michael Sweet (2009b) refers to Smith et al. (2009) as being relevant to TBL. In Hake (2009) I wrote: "The right-hand column at the website . . [<http://teambasedlearning.apsc.ubc.ca/>]. . . implies that TBL courses exist for many different subjects, including physics. A Google search for ["Team Based Learning" physics] (with the quotes "..." but without the brackets [....]) yielded 2760 hits on 10 May 2009 09:42:00-0700, including DeAntonio et al. (2007). Richard Hake, Emeritus Professor of Physics, Indiana University 24245 Hatteras Street, Woodland Hills, CA 91367 Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands. <[log in to unmask]> <http://www.physics.indiana.edu/~hake/> <http://www.physics.indiana.edu/~sdi/> <http://HakesEdStuff.blogspot.com/> REFERENCES [Tiny URL's courtesy <http://tinyurl.com/create.php>.] DeAntonio, M., L.M. Sandoval, J. Dewald, Al-Taapos, H.F. Ani, & J. Talla. 2007. "Work in progress - The use of team-based learning in an experimental physics lab," Frontiers in Education Conference 37, 10-13 October, pages: S1A-13; an abstract is online at <http://tinyurl.com/odp47n>. Duch, B., S. Gron, & D. Allen, eds. 2001. "The Power of Problem-Based Learning, A Practical 'How To' For Teaching Undergraduate Courses in Any Discipline," Stylus Publishing. Publisher's information at <http://www.styluspub.com/Books/BookDetail.aspx?productID=44647>. Amazon. com information at <http://tinyurl.com/o83ec3>. Note the "Look Inside" feature that disclosed Williams's (2001) use of pre/post testing in a PBL physics course. Hake, R.R. 2009. "Re: Active Learning in Medicine," online on the OPEN! AERA-I archives at <http://tinyurl.com/qduelo>. Post of 10 May 2009 16:56:14-0700 to AERA-I and Net-Gold. Abstract only to DrEd and PhysLrnR. Kolesnikov-Jessop, S. 2009. "Team Program Is an Experiment in Active Learning," New York Times, 29 April; online at <http://tinyurl.com/cp4rr8>. Smith, M.K. , W.B. Wood, & J.K. Knight. 2008. "The Genetics Concept Assessment: A New Concept Inventory for Gauging Student Understanding of Genetics," CBE Life Sci Educ. 7(4): 422-430; online at <http://www.lifescied.org/cgi/reprint/7/4/422> and Supplemental Material at <http://www.lifescied.org/cgi/data/7/4/422/DC1/1>. Smith, M.K., W.B. Wood, W.K. Adams, C. Wieman, J.K. Knight, N. Guild, T.T. Su1. 2009. Science, 2 January, 323(5910): 122 - 124; abstract online at <http://www.sciencemag.org/cgi/content/abstract/323/5910/122>. Adams & Nobelist Wyman (now at UBC) are both physicists. See also Smith et al. (2008). Sweet, M.S. 2009a. "TBL in the NY Times," TeamLearning-L post of 4 May 2009 09:21:23-0500; online at <http://tinyurl.com/ryrje8>. Sweet, M.S. 2009b. "SCIENCE magazine article (re: TBL)" TeamLearning-L post of 12 Jan 2009 14:05:40-0600; online at <http://tinyurl.com/qbsgey>. Williams, B.A. 2001. "Introductory Physics: A Problem-based Model," Chapter 21 in Duch et al. (2001). See also Williams & Duch (1997). Williams, B.A. & B.J. Duch. 1997. "Cooperative problem-based learning in an under-graduate physics classroom," in "Student-active science: Models of innovation in college science teaching," edited by Ann P. McNeal and Charlene D'Avanzo, pp. 453 -470. Saunders College Publishing.