Hello, Comparative table of LDP vs TBL vs PBL was originally unveiled in a workshop in Jan. 18-20, 2002, entitled: Team Learning in Medical Education: Professional Development Workshop at Baylor College of Medicine (BCM). I was one of the participants in that workshop. That (mostly Texas) initiative was coordinated and organized by Shena Pearson and her Faculty Dev group at BCM. Please contact Sheena for the source of this table. Dr. Larry Michaelsen was the main presenter at the workshop. He may have been the author of that table. Swapan K. Nath, Ph.D. Fellow, Canadian College of Microbiologists Professor of Microbiology LECOM College of Medicine & School of Pharmacy 5000 Lakewood Ranch Blvd. Bradenton, FL 34211 Office: 941-782-5969 Website: www.lecom.edu [Description: cid:image002.jpg@01CCEBE2.C8748F00] From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Daniel Moraga Sent: Wednesday, August 07, 2013 9:31 AM 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 [log in to unmask]<mailto:[log in to unmask]> 56-9-82349426 2013/8/2 Sibley, James Edward <[log in to unmask]<mailto:[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 V6T 1Z4 Phone 604.822.9241<tel:604.822.9241> Fax 604.822.7006<tel:604.822.7006> Email: [log in to unmask]<mailto:[log in to unmask]> Check out http://<http://cis.apsc.ubc.ca/>www.teambasedlearning.org<http://www.teambasedlearning.org> © Copyright 2013, Jim Sibley, All rights reserved The information contained in this e-mail message and any attachments (collectively "message") is intended only for the personal and confidential use of the recipient (or recipients) named above. If the reader of this message is not the intended recipient, you are hereby notified that you have received this message in error and that any review, use, distribution, or copying of this message is strictly prohibited. If you have received this in error, please notify the sender immediately by e-mail, and delete the meesage. From: Paul Koles <[log in to unmask]<mailto:[log in to unmask]>> Reply-To: Paul Koles <[log in to unmask]<mailto:[log in to unmask]>> Date: Friday, August 2, 2013 5:12 AM To: "[log in to unmask]<mailto:[log in to unmask]>" <[log in to unmask]<mailto:[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 Centre for Undergraduate Medicine Medical Educational Insititute Undergraduate Dept. of Tayside Centre for General Practice (uTCGP) MacKenzie Building Kirsty Semple Way Dundee DD2 4BF Tel (01382) 383781 <image001.jpg> The University of Dundee is a registered Scottish Charity, No: SC015096