Well, Paul Koles et al will have published this year some pretty powerful evidence on TBL effectiveness over lecture- based in pathology education: what's learned in TBL sticks and MCQ exam performance at end is significantly better. Will be published in very creditable journal in next 6-8 months. Dean Dean Parmelee, M.D. Associate Dean for Academic Affairs Boonshoft School of Medicine Wright State University Dayton, Ohio http://www.med.wright.edu/aa/parmelee.html On Jun 26, 2010, at 10:45 AM, Sweet, Michael S wrote: > Francis, > > The one I usually use is: Watson, W. E., Michaelsen, L. K., & > Sharp, W. (1991). Member competence, group interaction and group > decision-making: A longitudinal study. Journal of Applied > Psychology, 76(6), 801-809. > > That said, it has some limitations: > > 1) It is not comparative to other forms of instruction > 2) It was conducted before the introduction of the IF-AT > 3) It's getting a little long in the tooth > > Educational interventions are notoriously difficult to assess in > hard, objective ways. The variables out of one's control in a real > classroom setting generate too many competing hypotheses to explain > measurement results. Aspects of teacher personality, student > population, school culture, course content, even the physical layout > of the classroom all have powerful effects on the long-term > experience of instruction. Add to that the fact that TBL leverages > the power of group development over time, and you can't really get > what you need with a cross-sectional, correlational survey study. > Ya gotta go longitudinal. > > Even before TBL came along, research into "cooperative learning" has > been a mixed bag--only in its accumulation did it become > increasingly persuasive. When meta-analyses of many studies start > popping up with positive results, that's when one can feel pretty > confident in claiming hard, objective benefits. > > The need for this accumulation is why we have the Scholarship > committee in the TBL Collaborative and why we are adding a > Scholarship track to the annual meeting. > > All that said, some juicy article might have slipped by under my > radar--does anyone have a better answer for Francis? > > -M > > > ________________________________________ > From: Team-Based Learning [[log in to unmask]] On Behalf > Of Francis Jones [[log in to unmask]] > Sent: Friday, June 25, 2010 7:30 PM > To: [log in to unmask] > Subject: Objective evidence that TBL enhances student performance. > > Hello > > I use TBL in geophysics and related courses, and am an avid fan for a > variety of reasons. However I would like to find a few key references > which show objective evidence that teams (or TBL) result in better > student performance than more traditional teaching strategies. > > I do know of the bibliography at > http://teambasedlearning.apsc.ubc.ca/?page_id=21 > and at least two of those are excellent, and I do have two of the > Michaelsen books. But I was hoping someone could help me find papers > with recent, hard experimental or empirical evidence of learning gains > that are better than other teaching strategies, rather than articles > which focus on anecdote, or implementation case histories. > > Many thanks in advance for the advice - Francis. > -- > -------------------------------------------------------------- > | Francis Jones, Science Education & Applied Geophysics, > | Carl Wieman Science Education Initiative, > | Department of Earth & Ocean Sciences, UBC. > | http://www.eos.ubc.ca/public/people/faculty/F.Jones.html > -------------------------------------------------------------- > NOTE THAT I TRY TO ANSWER EMAILS WITHIN 2-3 business days.