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] > > > > -------------------------------------------------------------------------- > > This e-mail message (including any attachments) is for the sole use of > the intended recipient(s) and may contain confidential and privileged > information. If the reader of this message is not the intended > recipient, you are hereby notified that any dissemination, distribution > or copying of this message (including any attachments) is strictly > prohibited. > > If you have received this message in error, please contact > the sender by reply e-mail message and destroy all copies of the > original message (including attachments). > > 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] > 8. mailto:[log in to unmask] > 9. mailto:[log in to unmask] > 10. mailto:[log in to unmask] > 11. mailto:[log in to unmask] > 12. mailto:[log in to unmask] -- Bill Goffe Department of Economics SUNY Oswego, 416 Mahar Hall Oswego, NY 13126 315-312-3444(v), 315-312-5444(f) [log in to unmask] http://cook.rfe.org