We have the ability to look at the individual scores while the students are taking the team RAT. This allows us to focus on the topics most individuals got wrong to ensure that the teams "got it right for the right reason". I also circulate around the room to see where most of the questions arose. Amanda ________________________________ Amanda R. Emke, MD Instructor, Divisions of Pediatric Critical Care & Hospital Medicine Associate Fellowship Program Director, Pediatric Critical Care Course Master, Pre-Clinical Pediatrics St. Louis Children's Hospital, Washington University Physicians Washington University School of Medicine One Children's Place, Northwest Tower, Campus Box 8116 St. Louis, MO 63110 (314)454-2527 [log in to unmask] From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Charles Albert Gullo Sent: Monday, July 15, 2013 7:56 PM To: [log in to unmask] Subject: Re: Leading TBL Discussions Yes Tom....that is what we do. -Do involve the students in the post tRAT discussion if possible....although it is not necessary to get them to facilitate unless you feel they are comfortable enough in doing do. But, do make sure you have a system that informs the faculty which questions (if any) they would like to discuss...let them take charge of that decision making process. As Tom mentioned below, we get them to do this by asking them to write their concerns on the board. We then assign other teams to answers those concerns as Tom has witnessed....this is very powerful! -Another suggestion is that you ask another faculty to facilitate the session (someone who is not the content expert) a process which we find extremely useful. -Finally for AEs (application exercises) do make sure you get simultaneous reporting from the teams (either in alphanumeric format or in text format if short answer) and allow for as many different individuals from different team members to critique those answers (essential when the answers to the questions vary). Ask teams why they think another team is wrong and so on. Be creative as there are so many different ways to ensure the class discussion remains active...but, don't butt in as content expert until the discussion has ended. Let the student expert(s) in the room teach other students if at all possible! Cheers, Charles Charles Gullo | MERE | Duke-NUS Graduate Medical School Singapore | 8 College Road Level 3 |Singapore 169857 | Tel 65167072| Email: [log in to unmask]<mailto:[log in to unmask]> | Web: www.duke-nus.edus.g<http://www.duke-nus.edus.g> 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 Thomas DeWitt Sent: Tuesday, July 16, 2013 5:09 AM To: [log in to unmask]<mailto:[log in to unmask]> Subject: Re: Leading TBL Discussions 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<http://www.hilo.hawaii.edu/ALEX> phone: 808.987.6551 email: [log in to unmask]<mailto:[log in to unmask]> [Image removed by sender.] On Mon, Jul 15, 2013 at 9:39 AM, Chris Burns <[log in to unmask]<mailto:[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]<mailto:[log in to unmask]> > Subject: Leading TBL Discussions > To: [log in to unmask]<mailto:[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 The materials in this email are private and may contain Protected Health Information. 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