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):
-
Ownership:
-
taking accountability of his or her own learning
-
responsibility and dependability
-
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
-
Integrative Learning: Development of an appreciation for the
interrelated nature of physical, biological, and behavioral mechanisms that must be considered with each case
-
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
-
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.
-
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”
-
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
Subject: Re: the difference between TBL and PBL
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.
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
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
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
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 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
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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.
Educational Specialist
Department of Medical Education
260 Brodie Centre,
272B 727 McDermot Avenue
R3E 3P5
--
***********************
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