Doug et al, "We" don't recommend modifying TBL since it works well and best when you follow its principles. However, 'enhancing' its components is what Sandy & Co have done and what you might be doing. Let's all be sure to review Paul Haidet's recent article on the criteria for when TBL is just that. Still, I am sent manuscripts to review with 'TBL' in the titles and there are modifications to the strategy that make it NOT-TBL. Dean On Oct 8, 2013, at 7:27 PM, Sandy Cook wrote: > Dear Doug, > > Here at Duke-NUS We actually do something like that for the RAT process. We did a poster a couple of years ago at TBLC. We give 25 questions and permit the students to select 2 that they will do open book. Our IT folks have been working on an online system that will permit the team to choose which 2 they will do for open book (if they want to – but they don’t have to). The 23 questions get the partial credit for second tries but the open books are either right or wrong – no partial. Then, once they make the choice – the teams get to virtually “scratch” (or select) their answer to the 23 and like the IFAT – get feedback if right or wrong. Only after they have submitted their answers to the 23 – do they get to go in and answer the 2 open book. The back end of the program lets us know which questions (by team) were typical GRAT, which were open book, what they chose (first, second, etc), and computes points. (we are working on a way to share this technology – but unfortunately it is not ready yet…) > > Having the students debate which ones they are confident in and which they want to choose created rich inter-team debates that we thought were important to facilitate richer discussions – than just voting with majority rules. > > We don’t use IFATs for applications – as we like the whole class debate and defense around whole classes various answers BEFORE the “instructors’” answer is revealed. But the idea of choosing 10 of 15 – to enrich the difficulties (or making some like bonus questions) is intriguing. > > > > > ******************************************************** > Sandy COOK, PhD | Senior Associate Dean, Curriculum Development | > Medical Education, Research, and Evaluation (MERE) | > W: (65) 6516 8722| F: (65) 6227 2698 | > > Assistant Manager: Belinda Yeo | [log in to unmask] | 6516-8511 > 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 OfAnderson, Douglas C > Sent: Wednesday, October 9, 2013 4:49 AM > To: [log in to unmask] > Subject: Re: Ways to Modify TBL > > I don't know if this really qualifies as a modification of TBL, but it was a little experiment that has worked for me. I use cased-based vignettes for application exercises with MCQ's. I wanted to spur more discussion and cover a broader range of topics. Also, I use the 25Q IF ATs for the AEs. I give them 15 questions and ask them to answer 10 of them. They end up discussing and answering all 15 questions. We get rich class discussion of all 15 questions whether a team actually used the question or not, and so far there hasn't been a question that no one has attempted to answer. The students like it because they get to choose questions that they feel confident about, but the scores are still not 100% across the board. And I feel like it gives me the opportunity to ask more challenging questions, stuff they really have to dig through. So, for me to be able to ask more difficult questions and they like it... that sounds like something that worked to me. > > I haven't figured out yet how to do the "answer 10 of 15" with the i/tRAT yet. If anyone has a suggestion I'd like to hear it. > > > On Fri, Sep 20, 2013 at 9:11 AM, Carson, Ron <[log in to unmask]> wrote: > I love mindmapping and also use it for course planning. It's really helped me implement TBL in my classes. I think the correct URL is www.mindmapping.com > > Thanks > > -----Original Message----- > From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Stacey Watson > Sent: Friday, September 20, 2013 8:35 AM > To: [log in to unmask] > Subject: Re: Ways to Modify TBL > > I taught the students how to mind map while reading, which seems to have helped. > (www.mindmaooing.com). Incidentally, mind mapping is a great planning tool for courses! > > > > -- > Douglas C. Anderson, Jr., Pharm.D., D.Ph. > Professor and Chair > Department of Pharmacy Practice > Cedarville University School of Pharmacy > `·.¸¸.·´¯`·.¸ ><((((º> * > Phil 4:13