Dee,

I'd talk to the team at Duke-NUS medical school. They have teams identify concepts they struggled with on the tRAT by writing it on the board and assign the concept to a team that mastered it to explain it to the rest of the class. The entire discussion is lead by a student facilitator (this role is rotated amongst all the students), rather than a faculty member. The faculty member would then fill in any gaps not addressed by the teams. My understanding is this is designed to maximize student involvement. I found it to be quite clever.

Cheers, Tom

Tom DeWitt, Ph.D.
Director
Office of Applied Learning Experiences (ALEX)
University of Hawaii at Hilo

www.hilo.hawaii.edu/ALEX

phone: 808.987.6551

email: [log in to unmask]

On Mon, Jul 15, 2013 at 9:39 AM, Chris Burns <[log in to unmask]> wrote:

It's helpful to encourage faculty to circulate among the student groups to learn what they are discussing in their teams. This will reassure the faculty that the content is being covered, reducing their need to go into lecture mode. It will also help identify some of the issues individual teams were discussing that might be worth exploring between teams.

If there are any experienced TBLers available, having them take the lead running the session will help the new adopters get up to speed in a lower stakes setting as a co-facilitator.

Chris Burns
University of Illinois
College of Medicine

> Date: Mon, 15 Jul 2013 09:41:07 -0700
> From: [log in to unmask]
> Subject: Leading TBL Discussions
> To: [log in to unmask]

>
> On Thurs of this week, I will be leading a workshop for
> medical faculty on TBL. They have asked especially for guidance on how to lead the discussions after a RAT or an application exercise.
> -What problems have you seen with this aspect of TBL?
> -What suggestions do you have for someone wanting guidance on this?
> Dee Fink
>
>
> Sent from my iPhone