I like Dean’s ideas!

I’ve found it crucial to discuss with the students how to give and receive feedback. There’s a reading someone here recommended that is used with med students- I don’t have time to search the archives but it’s there somewhere, and I have an adapted handout I use with my freshmen/sophomores. We practice writing constructive, actionable feedback, and talk about why it’s important not to get defensive when you receive feedback. I rarely have issues with people giving poor feedback, and I’ve cut down the angst to one or two students per semester.

-Candice

Candice Benjes-Small, MLIS

Head, Information Literacy & Outreach

McConnell Library, Radford University

540-831-6801

[log in to unmask]

From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Dean Parmelee, M.D., Associate Dean, Medical Education
Sent: Friday, November 24, 2017 11:32 AM
To: [log in to unmask]
Subject: peer feedback

Outcomes for peer evaluation process depend on so many variables.

A couple of approaches that work: After very first TBL in the class, each student gets a 3X5 index card and is asked to write the name of the person on their team who had contributed the most to their education TODAY. Then in a couple of sentences, why. Collect these, type up and give to those students who received the comments. The second TBL has all the students thinking about this and working on it.

Create your qualitative evaluation to focus on the ‘positive,’ i.e. How did this student contribute to your learning? What else could he/she do?

Building an ‘appreciative’ culture can be uphill when so many have grown up on other side, but it can enhance the learning and improve self-discovery.

Dean Parmelee, MD

Associate Dean for Medical Education

Boonshoft School of Medicine

Wright State University

From: Team-Based Learning <[log in to unmask]> on behalf of Rachel Goodliffe <[log in to unmask]>
Reply-To: Rachel Goodliffe <[log in to unmask]>
Date: Wednesday, November 22, 2017 at 9:52 AM
To: "[log in to unmask]" <[log in to unmask]>
Subject: Re: alternative to IF-AT/digital technology for tRATs?

Hello

We have implemented TBL in a nursing class here at NIC.

Our mid term peer evaluation has been a tricky process to say the least and I wonder what others experiences are?

The mid term peer eval was not for marks - a package of rubrics was provided to each student on the team, so that they could "score" their peer and provide feedback. I then collated that information in the form of a graph and written comments and each student received their peer feedback.

Some of the comments were not received well and caused tension among teams which seems to have corrected itself.

Any ideas or is this a normal expectation re: tensions in giving and receiving feedback?

Rachel

Rachel Goodliffe

Clinical Nursing Instructor

North Island College

250 334 5000 x 4246

email: [log in to unmask]

From: Team-Based Learning <[log in to unmask]> on behalf of Herbert Coleman <[log in to unmask]>
Sent: Tuesday, November 14, 2017 6:39 PM
To: [log in to unmask]
Subject: Re: alternative to IF-AT/digital technology for tRATs?

I used to do something similar with a different set of clickers. It can also be done with Grade Cam or a scanton reader.

On Tue, Nov 14, 2017 at 1:08 PM, Thomas DeWitt <[log in to unmask]> wrote:

Rebecca,

I used the attached form for years before converting to Intedashboard. Teams fill out the first column and bring it to me at the front of the classroom and I mark the incorrect answers. They then put their second choice in the second column and bring it back.

Cheers, Tom

Tom DeWitt, Ph.D.
Director - Career & Professional Development

College of Business and Economics

University of Hawaii at Hilo

On Mon, Nov 13, 2017 at 10:09 AM, Rebecca Orr <[log in to unmask]> wrote:

I facilitated a workshop yesterday and introduced TBL. I used IF-AT cards for the tRAT, and had a question from a faculty member from Columbia. He asked:

"Has somebody devised a strategy to do RAT that does not depend at all on IFAT cards or on digital technology? It would be great to share the idea with teachers abroad, who wouldn’t have access to the cards.”

By “access,” he means that there are not funds to support ordering these. They are looking for something very simple and inexpensive. Does anyone have effective strategies that they have used for tRATs that could be used by faculty anticipating this limitation?

Thanks in advance,

Rebecca

Rebecca Orr, Ph. D.
Professor of Biology, Collin College
Spring Creek Campus, G205

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Herb Coleman, Ph.D
Adjunct Professor of Psychology and Student Development
RETIRED--Dir. Campus Technology Services
Austin Community College
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