Paul thanks.
We did do an orientation session as you
described. However in looking back at the rat results I noticed late that some
of the RAT answers to what sets TBL apart, were done poorly and perhaps not
addressed as well as they could have been. I like the idea of letting the
students “help decide” what the learning points should be, and will look how
best to incorporate this aspect Point taken.
We used the CBL groups for the term (12
weeks) as our TBL groups and were able to determine the “allocation” of students
for these groups (dispersing expertise) to make them TBL appropriate. The
evaluation was a sticky point as it was the issue of grading your colleagues
(some more , some less) that was a big sticky point for the students…not new I hear
for professional programmes. They were therefore together as a group for a while
but not in a TBL only context. I think the formative component is best, since summative
will not fly with my admin.
Thanks for your input, much appreciated.
Sincerely,
Dr. Ken Kontio
B.Sc., M.D., M.Ed., FRCS(C)
Department of
Surgery - Rm 3342
Children's
K1H 8L1
Office
(613) 737-7600 x 2426
Fax
(613) 738-4840
From: Team-Based
Learning [mailto:[log in to unmask]] On Behalf Of Paul Koles
Sent: Sunday, January 06, 2013
10:00 AM
To:
[log in to unmask]
Subject: Re: First time using TBL
Ken: responses to your 3 questions:
1. regarding "techniques", I feel the normal sequence
of TBL applies whether you have a short 3-week course or longer course. From
a faculty-student relationship standpoint, the most important thing is that you
take time to discuss WHY you have added TBL to the learning culture (assuming
it is case-based learning). How is TBL different and how will it augment
the established learning culture/methods? I would do this with two
"techniques": (a) assign a short reading about the fundamentals
of TBL. I prefer chapter 2 by Michaelsen and Sweet in TBL for Health
Professions Education (Stylus 2008), but more abbreviated summaries are
available. (2) do a 5 question RAP (about 40 mins using IF-AT cards for
the GRAT) and one application that asks the students to choose the most
important difference between TBL and CBL (20 minutes). In one hour of
class time, your students will understand much better WHY you are using TBL.
(b) Engage the students' in choosing two things by team
decisions: 1--grading of TBL; 2--which topics to master through
TBL in your course. This would involve 2 multiple choice questions,
designed by you to include only options that your faculty and administration
can accept
2. I don't believe peer evaluation should be used at all if your
teams spend less than 15 hours together doing
TBL in the course. Less than 15 hours of TBL group work
is inadequate to learn enough about each other for meaningful and appropriate
peer evaluation. If TBL were used in additional courses, then a
formative peer eval could be done after 15-20 hours of experience in teams.
3. regarding the 1:1 ration for RAT:case session, I'm not sure I
understand the issue. If there is one RAP per week (IRAT, GRAT,
appeals), then it's entirely appropriate to devote 2-6 hours of contact
time that week doing applications of the knowledge gained through independent
study of the assignments and RAP. If the "case sessions" are
applications in which teams are making decisions and explaining their reasoning
through inter-team discussion, then it seems OK to me.
These opinions are open to critique by my colleagues in the TBLC.
I feel the main issue for you is that TBL is a culture change, and you
have to "sell it" to your students who are understandably skeptical
about rocking their educational boat. /Paul
On Jan 3, 2013, at 9:57 AM, Kontio, Ken wrote:
Jim and others,
We have finished our first iteration of
TBL and have had some issues (understandably). We have been condensed to
teach our med students Musculoskeletal medicine in three weeks. Our Rats
happen on Tuesdays and our cases Tuesday and Friday each week. Our
groupings are monoarthritis, polyarthritis and Soft tissue injury (paed/adult
knee injury and shouder etc)
The medical school admin will not let us
have peer eval (we are working on them) or grade the rats for final marks (ahhh!)
so I put a bit more pressure on the rats (must get 70% to pass) for by in and
accountablility and got a lot of push back form the students. They are
working in CBL groups already but 3 weeks for “team” learning seems a bit short
and getting students to buy in to TBL is a bit of an issue. We are trying
to change venue (tables instead of hall) and try to lengthen the time available
to teach these things.
My questions:
Appreciate any insight people may have
Sincerely,
Dr. Ken Kontio
B.Sc., M.D., M.Ed., FRCS(C)
Department of
Surgery - Rm 3342
Children's
K1H 8L1
Office
(613) 737-7600 x 2426
Fax
(613) 738-4840
From: Team-Based Learning
[mailto:[log in to unmask]] On
Behalf Of Jim Sibley
Sent: Friday, December 28, 2012
12:51 PM
To: [log in to unmask]
Subject: Re: First time using TBL
Hi
A couple of things
Testing every week is risky....likely students will get mad about
testing before teaching
Each week you have a specific conceptual block....is it possible to
envision a larger conceptual block that spans a few weeks.....when my faculty
struggle with this...they often haven't fully let go of the list of
topics...and switched to "what do I want my students to be able to
do?"
Jim Sibley
Sorry for brief message -sent from my iPad
On 2012-12-28, at 9:36 AM, "A.M. Amezaga, Jr. Ph.D." <[log in to unmask]> wrote: