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)
[log in to unmask]<mailto:[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: [log in to unmask]<mailto:[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: [log in to unmask]<mailto:[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: 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: [log in to unmask]<mailto:[log in to unmask]> | web: http://www.duke-nus.edu.sg<http://www.duke-nus.edu.sg/>;
Administrative Executive: Belinda Yeo | [log in to unmask]<mailto:[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: [log in to unmask]<mailto:[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: [log in to unmask]<mailto:[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: [log in to unmask]<mailto:[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 <[log in to unmask]<mailto:[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
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