Dear Sandy, thanks for your help.
I just send an e-mail to BCM asking for permission to use the table.
I hope they can answer me.
Muchos saludos desde Chile.
Daniel


2013/8/7 Sandy Cook <[log in to unmask]>

> We found the comparison online – at this location: *
> http://www.bcm.edu/fac-ed/?PMID=6586*<http://www.bcm.edu/fac-ed/?PMID=6586>
> ****
>
> ** **
>
> There is an email option at the bottom of the page – perhaps you can ask
> them via that mechanism.****
>
> ** **
>
> **********************************************************
> Sandy COOK, PhD | Senior Associate Dean, Curriculum Development | ****
>
> Medical Education, Research, and Evaluation (MERE) | ****
>
> W: (65) 6516 8722| F: (65) 6227 2698 | ****
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>
> *From:* Team-Based Learning [mailto:[log in to unmask]] *On
> Behalf Of *Daniel Moraga
> *Sent:* Wednesday, August 7, 2013 9:31 PM
> *To:* [log in to unmask]
>
> *Subject:* Re: TBL on PBL!?****
>
> ** **
>
> Dear Jim,****
>
> ** **
>
> I am thinking in doing a spanish traslation of the Baylor´s
> comparative  table of pbl, tbl and lecture and publish it in a summary book
> of ****
>
> Also I would like to add one extra part, about  of estimations of how much
> expensive each one might be.****
>
> ** **
>
> According to my own experience, lecture and TBL are pretty much the same
> cost, being TBL a little higher because the IF-AT card and more copies of
> previous lectures and more paper because iRAT/gRAT. But both (lecture &
> TBL) are more inexpensive than PBL because the ratio student´s/tutor.****
>
> ** **
>
> Do you or anybody from TBL´s community have a better idea of comparatives
> cost of three methods?****
>
> Do you or somebody from Baylor´s knows the author of the table? I would
> like to ask for permission to traslated and modified and publish in spanish
> this table.****
>
> ** **
>
> Thanks for any help,****
>
> Un fuerte abrazo y muchos saludos a todos desde Chile, mi hermoso país.***
> *
>
> ** **
>
> Daniel E. Moraga, Ph.D.****
>
> TBL Consulting in Spanish****
>
> OFECs Consulting Universidad Iberoamericana****
>
> Pathophysiology Teacher at Facultad de Medicina Universidad Diego Portales
> ****
>
> Santiago-Chile****
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> [log in to unmask]****
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> 56-9-82349426****
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> ** **
>
> 2013/8/2 Sibley, James Edward <[log in to unmask]>****
>
> Hi****
>
> ** **
>
> This table from Baylor might be helpful….compares pbl, tbl ahd lecture****
>
> ** **
>
> jim****
>
> -- ****
>
> Jim Sibley
> Director
> Centre for Instructional Support
> Faculty of Applied Science
> University of British Columbia
> 2205-6250 Applied Science Lane
> Vancouver, BC Canada
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> Phone 604.822.9241
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>
> *From: *Paul Koles <[log in to unmask]>
> *Reply-To: *Paul Koles <[log in to unmask]>
> *Date: *Friday, August 2, 2013 5:12 AM
> *To: *"[log in to unmask]" <[log in to unmask]>
> *Subject: *Re: TBL on PBL!?****
>
> ** **
>
> Kevin:  a very interesting question.   Personally, I believe TBL and PBL
> are complementary strategies within a health professions curriculum.   I
> would enjoy being a part of such a curriculum.   But your question is about
> faculty development.   My impression from being with you in June is that
> your faculty are more familiar with PBL than TBL.   Ergo, if you are being
> asked to coordinate faculty development in TBL, I would not mix the two
> during a faculty development workshop(s).   If faculty are going to be
> prepared to use both strategies effectively, they need to be well oriented
> and gain practical knowledge in both.   If you want to develop a group of
> faculty who understand the fundamental principles and practices of TBL and
> are able to apply those principles, then these faculty need to practice
> doing so in workshops that are well-designed and facilitated (e.g., how and
> why TBL works, creating a TBL module, creating challenging applications,
> writing high-quality MCQs, developing facilitation skills, peer evaluation,
> etc).   First crawl, then walk, then run.   best regards, Paul ****
>
>   ****
>
> On Aug 2, 2013, at 4:32 AM, Kevin McConville wrote:****
>
>
>
> ****
>
> Here’s an interesting concept. I have been asked to run a staff
> development for faculty on how to use TBL. But I’ve been asked to do it
> jointly with colleagues who having been using PBL also. The attempt is I
> think to highlight both types of teaching methodologies to other faculty
> who are still using not much else but didactic teaching.****
>
>  ****
>
> Given my own invaluable experiences on learning about TBL by doing it
> (including sessions by Paul Koles et al)my gut instinct is that this is
> asking too much of everyone in a session and the focus should be on one of
> the other but not both but I just wondered about the groups experiences or
> thoughts on this?****
>
>  ****
>
> Thanks****
>
>  ****
>
>  ****
>
>  ****
>
> Dr Kevin McConville****
>
> Senior Clinical Teaching Fellow****
>
> University of Dundee****
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> Centre for Undergraduate Medicine****
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> Medical Educational Insititute****
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