Hi Dee, further to our conversation yesterday, I thought it might be helpful if I provide you with this framework for future conversation:
PBL vs TBL Conversation
1. Core competencies: SEVEN CORE COMPETENCIES (Osteopathic medicine); how does PBL connect with each of the competencies
* Competencies/outcome drive curricular (courses) structure
* Curricular/Program structure: Goals & Objectives of PBL/TBL-based curriculum to accomplish the core competencies
* Top/down (vertical) approach in PBL vs Bottom (horizontal)/up approach (TBL)
1. Design/Development: Problems (cases) must support Progressive (Discipline-based) disclosure model and Integration/Synthesis (PBL) vs Application Exercises (3s in TBL)
* Making the roster of cases comprehensive wrt matrix of learning issues (consistent with NBME)
* Unstructured - student driven (no syllabus, yet mapped out; expectations from students; monitored)
* Structured - instructor driven (scope is restricted by design of the course and syllabus)
1. Faculty skills: facilitation (content expertise unnecessary - unlimited resources for students to explore, guided only by how case unfolds) vs guidance/instruction (content expertise necessary - knowledge delivery limited to book chapters and knowledge/skills of faculty)
* Mentorship/faculty development
* Sequence/scheduling Units (themes/organ systems)
* Logistics of the process to create environment for PBL (below) vs TBL
1. Small Groups environment: PBL creates an environment to Identify learning issue via Discovery vs TBL requires pre-reading limited scope/restricted for iRAT/gRAT and apps ex
1. Independent Learning: PBL allows lots of study time for preparedness (in Bloom's Pyramid) vs Course-specific TBL restricts time (lock-step, instructor/course based learning - less time for independent study (mature students don't like that)
1. Life-Long Learning skills: integrative learning (PBL) vs discipline-specific learning (TBL):
Meeting Required skills (competencies; differences based on the integrated program [PBL]/courses [TBL])
* Critical thinking
* Clinical reasoning
* Problem synthesis
* Hypothesis generation
* Working with current knowledge (what next?)
* Finding resources to explores learning issues
* Data/information analysis (critical appraisal) explore physiology (homeostasis/hemodynamics; end-organ assessment), anatomy/ pathology (gross and histo) - expanding issues to delve in breadth and depth of Basic Medical Sciences (in Medicine; modified to suit other programs)
* Clinical decision making
1. Learning Assessment: PBL students generate learning issues to be tested via their own discovery vs In TBL syllabus generates coverage for testing issues
1. Evaluation:
* Students FASP (evaluation of skills and professionalism more important (PBL) - students function effectively as an active participant vs evaluation is mostly limited to knowledge and application thereof (TBL), until all courses are on board and uniformly administered in TBL format (students and faculty are all happy!)
* facilitator evaluation (PBL): all about creating right discovery environment and group dynamics (teaching must be avoided)
* Exams do not always identify the best students:
i. Learning assessment is not perfect
ii. Students' performance (likes or dislikes)
iii. Content expert performance (item writing skills)
1. Outcome and assessment of the program
* Board performance
* Preceptor feedback
* Residency matching
* Attitudes (likes or dislikes; dynamics/ corrective actions)
* Top down evaluation/ LCME/ Middles States evaluation of curriculum
Look forward to more conversation.
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
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From: Dee Fink [mailto:[log in to unmask]]
Sent: Monday, March 24, 2014 5:37 PM
To: Swapan Nath
Subject: Re: the difference between TBL and PBL
Swapan,
Thanks for offering to have a phone visit on this. I would love that.
Right now, I am chauffeuring my wife to a doctor's appointment (eyes) and am not sure when we will be done/home.
Would a phone call sometime Wednesday work for you?
If so, please send me your phone number and I will call you.
Thanks, Dee
On Mon, Mar 24, 2014 at 12:36 PM, Swapan Nath <[log in to unmask]<mailto:[log in to unmask]>> wrote:
Hi Dee, I don't where to begin this conversation. Can we have a phone conversation? Here is a framework to begin with:
By virtue of participation in the process of PBL, the student will achieve the following educational objectives (you may compare how the following compare with objectives of TBL pedagogy):
1. Ownership:
* taking accountability of his or her own learning
* responsibility and dependability
1. Academic Goals:
* Cultivate skills necessary to become
i. self-directed as a learner
ii. long-term learner
* Acknowledge personal education needs and those of group members
* Make effective use of available learning resources
1. Integrative Learning: Development of an appreciation for the interrelated nature of physical, biological, and behavioral mechanisms that must be considered with each case
2. Required Skills: Reinforce the development of
* an effective clinical reasoning process
* skills of problem synthesis
* skills of hypothesis generation
* critical appraisal of available information
* data/information analysis skill
* clinical decision making skill
1. Attitudes:
* Recognize, develop, and maintain the personal characteristics and attitudes necessary for a career in the health professions including the following:
i. awareness of personal assets, limitations, and emotional reactions
ii. ability to relate to, and show concern for, other individuals
iii. the evaluation of personal progress, that of other group members and the group process itself.
1. Knowledge base (excellent bridge to the clinical years): Develop the knowledge base necessary
* to define and manage health problems of patients, and
* to define the physical, emotional and social aspects, within the context of effective health care provision within society.
* to identify relevant health problems that warrant further discussion or self-study with the context of a clinical scenario presented as a "patient problem"
1. Function effectively as an active participant within a small group, engaged in learning
I will tell you about our more recent PBL experience (e.g., development/quality assurance; groups environments and process: logistics; learning assessment; students' "like or dislike") here in a smaller, stand-alone Osteopathic Medical School, a branch campus of LECOM in Florida.
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<tel:941-782-5969>
Website: www.lecom.edu<http://www.lecom.edu>
[Description: cid:image002.jpg@01CCEBE2.C8748F00]
From: Dee Fink [mailto:[log in to unmask]<mailto:[log in to unmask]>]
Sent: Monday, March 24, 2014 1:28 PM
To: Swapan Nath
Cc: [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: the difference between TBL and PBL
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]<mailto:[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<tel:941-782-5969>
Website: www.lecom.edu<http://www.lecom.edu>
[Description: cid:image002.jpg@01CCEBE2.C8748F00]
From: Team-Based Learning [mailto:[log in to unmask]<mailto:[log in to unmask]>] On Behalf Of Sibley, James Edward
Sent: Monday, March 24, 2014 12:57 PM
To: [log in to unmask]<mailto:[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<tel:604.822.9241>
Fax 604.822.7006<tel:604.822.7006>
Email: [log in to unmask]<mailto:[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]<mailto:[log in to unmask]>>
Reply-To: Sandra Schonwetter <[log in to unmask]<mailto:[log in to unmask]>>
Date: Monday, March 24, 2014 6:27 AM
To: "[log in to unmask]<mailto:[log in to unmask]>" <[log in to unmask]<mailto:[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]<mailto:[log in to unmask]>
phone: (204) 272-3172<tel:%28204%29%20272-3172>
fax: (204) 480-1372<tel:%28204%29%20480-1372>
--
***********************
L. Dee Fink
234 Foreman Ave.
Norman, OK 73069
Phone/FAX: 405-364-6464<tel:405-364-6464>
Email: [log in to unmask]<mailto:[log in to unmask]>
Websites:
www.designlearning.org<http://www.designlearning.org> [multiple resources on course design]
www.deefinkandassociates.com<http://www.deefinkandassociates.com> [offer workshops & online courses]
www.finkconsulting.info<http://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
--
***********************
L. Dee Fink
234 Foreman Ave.
Norman, OK 73069
Phone/FAX: 405-364-6464
Email: [log in to unmask]<mailto:[log in to unmask]>
Websites:
www.designlearning.org<http://www.designlearning.org> [multiple resources on course design]
www.deefinkandassociates.com<http://www.deefinkandassociates.com> [offer workshops & online courses]
www.finkconsulting.info<http://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