We use a scanner....every once in a while it breaks....and clearly demonstrate that it's nice but not essential to the readiness assurance process The irat is about individual accountability....you get that with or without scanner.....what you don't get as an instructor is an item analysis/tally report that can help guide mini-lecture But no problem....we just write a list of the question numbers on the board and ask teams after they finish the trat to figure out which question they want discussed further...then they put a check mark beside their teams question of interest.....you end up with what looks like a stem and leaf plot....to guide your mini-lecture Jim Sibley Sorry for brief message -sent from my iPad On 2011-12-14, at 1:10 PM, "Paul Koles" <[log in to unmask]> wrote: > Right on, Bill--I don't have any access to the IRAT scores during TBL session, only the teams' GRAT answers as revealed by IF-ATs. These answers cue my facilitation to just those questions for which teams did not agree with faculty's preferred answer. Paul > > 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] > > > > > > > > > > > > On Dec 14, 2011, at 3:53 PM, Bill Goffe wrote: > >> 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 >