Swapan, I was delighted to see you contribute to this question, given your training and familiarity with PBL. But you left me "hungry for a fuller insight" from your experience. *Request*: Could you give some specifics, based on your experience and familiarity with the literature on PBL, of the advantages that PBL has over TBL? I can imagine what some of them might be; but I don't have your experience with PBL. Hence I would love to hear your experience-based answer to this question. Thanks, Dee On Mon, Mar 24, 2014 at 12:19 PM, Swapan Nath <[log in to unmask]> wrote: > Hi I am a PBLer trained and worked in McMaster U. in Hamilton, ON, > Canada, have developed and administered PBL in medical education for over > 20 years. I also use TBL in Pharmacy education (past 6 years). With all due > respect to all who contributed to this conversation, I disagree with some > of the assessments under "why TBL is actually better." There is scope for > either. There are breadths of literature that will support scope of PBL > vs TBL (big differences). If anyone in the blog is seriously looking for > recent literature check Academic Medicine or Google for published > resources/books on PBL. > > > > Regards, Swapan > > > > *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 > > > > [image: Description: cid:image002.jpg@01CCEBE2.C8748F00] > > > > > > > > > > > > *From:* Team-Based Learning [mailto:[log in to unmask]] *On > Behalf Of *Sibley, James Edward > *Sent:* Monday, March 24, 2014 12:57 PM > *To:* [log in to unmask] > *Subject:* Re: the difference between TBL and PBL > > > > Hi > > > > I tutored PBL in our medical school here to really understand the PBL > pedagogy...and my partner Amanda used to train the PBL tutors for medicine > > > > *Similarities* > > > > I think both are similar with they are not surface learning methods...both > go deep > > > > Both get some impressive team cohesion > > > > With PBL tutor feedback there are often noticeable changes and > improvements in PBL student behaviours and contributions > > > > With PBL and the being thrown into unstructured problems...students do need > to find their own to the foundational vocabulary > > > > PBL does a nice metacognition and information literacy piece with leaving > one tutorial with specific questions (learning issues), doing targeted > research and then bring back your research and through discussion > reintegrating it into the groups current understanding of the problem > > > > I am actually quite a fan of PBL...but it is a resource nightmare (our > medical school uses 70 tutors - 70 tutorial rooms on > Monday/Wednesday/Fridays for two hours each day to tutor the PBL groups of > 8)....if you had buckets of money...PBL might be a good choice > > > > *Why TBL is actually better* > > > > There is another important piece that TBL gets to leverage and PBL > doesn't....once you have a had the Application Activity intra team discussion > (PBL groups have similar discussion in a PBL tutorial)...with the TBL public > report of your decision/findings to other teams and then you get to have > that wonderful give and take conversation....to get to deeper learning and a > larger more powerful social consensus...PBL misses that > > > > The classroom efficiency of TBL (we do it in classes of 200 with just the > instructor)....and that deeper larger social consensus generated make me pick > TBL every time > > > > jim > > > > > > -- > > Jim Sibley > Director pubically > 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 > Fax 604.822.7006 > > Email: *[log in to unmask]* > > > > Check out *www.teambasedlearning.org <http://www.teambasedlearning.org>* > > > (c) Copyright 2014, 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: *Sandra Schonwetter <[log in to unmask]> > *Reply-To: *Sandra Schonwetter <[log in to unmask]> > *Date: *Monday, March 24, 2014 6:27 AM > *To: *"[log in to unmask]" <[log in to unmask]> > *Subject: *the difference between TBL and PBL > > > > Hi there TBLers, > > > > A question that keeps coming up is, "What is the difference between TBL > and PBL?" My answer is that both are under the umbrella of 'the flipped > classroom'. Some similarities are: both priortize time to the application > of content, both depend on students taking initiative and being accountable > for their learning. One difference is that TBL is more structured than PBL. > > > > I'd like to hear more responses to this question. > > Thanks, > > Sandra Schonwetter > > Educational Specialist > > Department of Medical Education > > 260 Brodie Centre, > > 272B 727 McDermot Avenue > > R3E 3P5 > > email: [log in to unmask] > > phone: (204) 272-3172 > > fax: (204) 480-1372 > -- *********************** L. Dee Fink 234 Foreman Ave. Norman, OK 73069 Phone/FAX: 405-364-6464 Email: [log in to unmask] Websites: www.designlearning.org [multiple resources on course design] www.deefinkandassociates.com [offer workshops & online courses] www.finkconsulting.info [Fink's consulting activities & publications] **Former President of the POD Network in Higher Education (2004-2005) **Author of: *Creating Significant Learning Experiences* (2003, Jossey-Bass) **Senior Associate, Dee Fink & Associates Consulting Services