TEAM-BASED LEARNING - SMEMSIC · TEAM-BASED LEARNING Society of Michigan EMS IC Spring Conference...
Transcript of TEAM-BASED LEARNING - SMEMSIC · TEAM-BASED LEARNING Society of Michigan EMS IC Spring Conference...
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TEAM-BASED
LEARNING Society of Michigan EMS IC
Spring Conference
March 13-14, 2015
Traverse City, MI
Dena L. Smith, NRP, IC
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Wha
t is
Team
-Ba
sed
Lea
rnin
g?
} Multiple small groups solving the same
problem simultaneously
in a large lecture hall (classroom) with
guidance from a content
expert (you!)
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Who
is U
sing
TBL
} Originated by a professor of Business
} Now being widely used
by medical schools and
others across the country
as an innovative teaching
methodology that is effective
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Basi
c C
omp
onen
ts
} Learning objectives and
assignments structure pre-
class preparation } Students are assigned to
specific small groups } Instead of multiple small
groups independently
working, TBL sessions are
conducted in a large
classroom (noise!) } Small group members are
clustered together and
solve problems as a group
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Your
T
rans
ition
to T
BL:
} May use groups—use
your responder teams or
groups of responder teams (at least 6 per
group) } Develops ability to function as team
} Contrast with typical “group work,” where
often there are “slackers” and “over-
achievers”
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How
Tea
ms
are
Form
ed
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Team
For
mat
ion
Que
stio
nnai
re
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Team
For
mat
ion
} never use student-selected teams
} create diverse teams
} make the selection
process transparent.
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Team
-Bas
ed
Lear
ning
: T
BL P
hase
1
} Independent study and
group study prior to session } Driven by well written learning objectives and
SPECIFIC study assignments
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Team
-Bas
ed
Lear
ning
: T
BL P
hase
2
} Individual Pre-test (iRAT)
} Group Discussion and post-test problem
solving/decision-making
(gRAT)
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How
to d
o th
e “R
ATs
”
} IF AT } Approx $100 for 500 10
question forms
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Hom
egro
wn
IF A
T } Audience response system } Google forms } Use for both . . . } Individually (iRAT); } By team (gRAT-- “designate
a team name or number” in
response system/select a
responder to “vote” for the
team
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Team
Sel
ectio
n of
“T
he A
nsw
er”
} Sharing as a team identifies critical information instructor will
address in follow-up mini-
lecture
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Team
Act
ivity
Fo
llow
ing
RA
Ts
(Stil
l Pha
se 2
)
} Team questioning/analysis/appeals
} Socratic teaching by both students and
instructor } Instructor Feedback/Supplemental mini
“lecture” } 20-30% of class time
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Effi
cien
t Use
of
Stud
ent a
nd F
acul
ty
Tim
e in
Tea
m B
ased
Le
arni
ng
} Single Instructor for
Session } Groups generate questions
—addressed by Instructor
} Instructor generates
questions—questions are
heard and considered by
all groups } All groups have identical
exposure/access to teacher } Collaboration gives added
value
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Team
-Bas
ed
Lear
ning
:
TBL
Phas
e 3
} Team Application Exercises } Move up to a higher level
of Bloom’s Taxonomy } 70-80% of time } Stimulates large group
discussion and learning
} Consider use of simulation or cases to
provide challenge for
team problem-solving
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Gra
din
g
} Must collect students individual scores and this
must count toward grade
(approx 40%) } All students in a group
receive the same score
from the gRAT (approx
50% } Application exercise also
generates a group score
for all members (approx
10%)
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TBL–
Sum
mar
y Th
oug
hts
} Small groups of 6 to 7
students } Groups must be carefully
constructed and maintained intact during
course } Group process is important--small group
discussion during class
} Individual student grades
determined by team performance (group test)
and personal performance
(individual pretest)
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Reso
urce
s
http
://w
ww
.team
bas
edle
arni
ng.o
rg/
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Reso
urce
s
http
://w
ww
.usa
id.g
ov/s
ites/
def
ault/
files
/
doc
umen
ts/1
864/
Team
-Bui
ldin
g-M
odul
e-Fa
cilit
ator
s-G
uid
e.p
df
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Han
dou
t (p
oste
d o
nlin
e)
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1
The Team-Based Learning (TBL) method of instruction was developed by a business school to meet the need of having active learning sessions with increasing class sizes. TBL changes the lecture format that traditionally uses class time to convey concepts by the instructor to application of course concepts by small student teams. Learners no longer are passive, but rather actively participating in their own learning. This method allows for all of the benefits of small group work in classes that have high student to faculty ratios. The TBL process has three basic phases:
Phase 1
1. Learners study assigned materials independently (outside of class). Phase 2 (20-30% of class time)
1. Individual learners take a multiple choice exam (I-RAT: Individualized Readiness Assurance Test) to examine readiness to apply knowledge gained from Phase 1.
2. Student teams retake the same multiple choice exam (now known as the G-RAT: Group Readiness Assurance Test). Teams receive immediate feedback on their answers via If-At (immediate feedback assessment technique) sheets.
3. Teams have the option to write an appeal to the instructor if they believe that a question was unfair or poorly constructed.
4. Instructor (who also must be a content expert) gives feedback on any concepts that were unclear to the learners. Instructor has already collected I-RAT and G-RAT data and is able to see what was commonly missed.
Team-Based Learning
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Phase 3 (70-80% of class time) 1. Teams complete in-class application assignments (this can last several class periods) that
promote collaboration, use of Phase 1 and 2 knowledge, problem solving/higher order cognitive skills, and identification of learning deficiencies.
• Throughout the session(s) groups simultaneously share their answers for the application exercises questions. This stimulates large group discussion and can help strengthen learning.
Reasons to use TBL
• Large groups have a small group active experience
• Enhance problem-solving skills
• Less faculty intensive than traditional small group experiences
• Promotes teamwork
General TBL Resources: Getting Started Team-Based Learning (http://teambasedlearning.apsc.ubc.ca/?page_id=7)
• Introduction to TBL Video Collection (http://teambasedlearning.apsc.ubc.ca/v/michaelsenvid.html)
• Getting Started Guides (http://teambasedlearning.apsc.ubc.ca/?page_id=9)
• TBL Process (http://teambasedlearning.apsc.ubc.ca/?page_id=559) • TBL Workshop Materials, Handouts, PPT Presentations
(http://teambasedlearning.apsc.ubc.ca/?page_id=794)
University of British Columbia, Team-Based Learning (http://cis.apsc.ubc.ca/wiki/index.php/Team-
Based_Learning) • This website from the University of British Columbia provides many resources for
creating TBL modules, including an overview of the TBL process, how to implement TBL, introduction to a TBL podcast, and materials collected from TBL workshops.
Baylor College of Medicine, Team-Based Learning (http://www.bcm.edu/fac-ed/?PMID=6586)
• This website from Baylor College of Medicine provides a list of TBL resources, including a comparison of PBL, TBL, and traditional lecture formats.
Boonshoft School of Medicine Wright State University, Team-Based Learning (http://www.med.wright.edu/aa/facdev/tbl/index.htm)
• Collection of articles that describe the theory behind TBL (http://www.med.wright.edu/aa/facdev/tbl/ArticleTheory.htm)
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Additional Resources Epstein Educational Enterprises (http://www.epsteineducation.com/home/about/how.aspx)
• Order IF-AT forms and watch a IF-AT demonstration video. MedEdPortal (www.aamc.org/mededportal)
• MedEdPortal houses more than 20 TBL modules focusing on a variety of basic science and clinical topics.
Team-Based Learning Collaborative (TBLC) (http://tlcollaborative.org)
• The TBLC provides resources and support for health science faculty who use TBL in their classrooms. A $50 membership allows access to a case bank of TBL materials, participation in online TBL seminars, and a discount to the annual TBL conference.
Twitter Feeds • TBLearning
o TBL Collaborative
General Readings Abdelkhalek, N., Hussein, A., Gibbs, T., & Hamdy, H. (2010). Using team-based learning to
prepare medical students for future problem-based learning. Medical Teacher, 32(2), 123-129.
Cestone, C. M., Levine, R. E., & Lane, D. R. (2008). Peer assessment and evaluation in team-
based learning. New Directions for Teaching and Learning, 2008(116), 69-78. Kelly, P. A., Haidet, P., Schneider, V., Searle, N., Seidel, C. L., & Richards, B. F. (2005). A
comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the STROBE classroom observation tool. Teaching and Learning in Medicine: An International Journal, 17(2), 112 - 118.
Michaelsen, L., & Richards, B. (2005). Drawing conclusions from the team-learning literature in
health-sciences education: A commentary. Teaching and Learning in Medicine: An International Journal, 17(1), 85 - 88.
Parmelee, D. X. (2010). Team-based learning: Moving forward in curriculum innovation: A
commentary. Medical Teacher, 32(2), 105-107.
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Parmelee, D. X., & Michaelsen, L. K. (2010). Twelve tips for doing effective team-based learning
(TBL). Medical Teacher, 32(2), 118-122. Parmelee, D. X., DeStephen, D., & Borges N. J. (2009). Medical students’ attitudes about team- based learning in a pre-clinical curriculum. Medical Education Online, 14(1). Searle, N. S., Haidet, P., Kelly, P. A., Schneider, V. F., Seidel, C. L., & Richards, B. F. (2003). Team
learning in medical education: Initial experiences at ten institutions. Academic Medicine, 78(10), S55-S58.
Thompson, B. M., Schneider, V. F., Haidet, P., Perkowski, L. C., & Richards, B. F. (2007). Factors
influencing implementation of team-based learning in health sciences education. Academic Medicine, 82(10), S53-S56.
Thompson, B. M., Schneider, V. F., Haidet, P., Levine, R. E., McMahon, K. K., Perkowski, L. C., et
al. (2007). Team-based learning at ten medical schools: two years later. Medical Education, 41, 250-257.
Readings by Subject Anatomy Nieder, G. L., Parmelee, D. X., Stolfi, A., & Hudes, P. D. (2005). Team-based learning in a medical
gross anatomy and embryology course. Clinical Anatomy, 18(1), 56-63. Clinical Clerkships Levine, R. E., O'Boyle, M., Haidet, P., Lynn, D. J., Stone, M. M., Wolf, D. V., et al. (2004).
Transforming a clinical clerkship with team learning. Teaching and Learning in Medicine: An International Journal, 16(3), 270 - 275.
Ethics Chung, E. K., Rhee, J. A., Baik, Y. H., & A, O. S. (2009). The effect of team-based learning in
medical ethics education. Medical Teacher, 31(11), 1013-1017. Evidence Based Medicine Hunt, D. P., Haidet, P., Coverdale, J. H., & Richards, B. (2003). The effect of using team learning
in an evidence-based medicine course for medical students. Teaching and Learning in Medicine: An International Journal, 15(2), 131 - 139.
Nursing Mennenga H. A., & Smyer, T. (2010). A model for easily incorporating team-based learning into nursing education. International Journal of Nursing Education Scholarship, 7(1).
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Pathology Koles, P., Nelson, S., Stolfi, A., Parmelee, D., & DeStephen, D. (2005). Active learning in a year 2
pathology curriculum. Medical Education, 39(10), 1045-1055. Pharmacology Zgheib, N. K., Simaan, J. A., & Sabra, R. Using team-based learning to teach pharmacology to
second year medical students improves student performance. Medical Teacher, 32(2), 130-135.
Physiology Seidel, C. L., & Richards, B. F. (2001). Application of team learning in a medical physiology
course. Academic Medicine, 76(5), 533-534. Resident Education Haidet, P., O'Malley, K. J., & Richards, B. (2002). An initial experience with "team learning" in
medical education. Academic Medicine, 77(1), 40-44. Touchet, B. K., & Coon, K. A. (2005). A pilot use of team-based learning in psychiatry resident
psychodynamic psychotherapy education. Academic Psychiatry, 29(3), 293-296.
Books Michaelsen, L. K., Sweet, M., & Parmelee, D. X., (Eds.). (2008). Team-Based Learning: Small Group Learning’s Next Big Step. New Directions for Teaching and Learning. San Francisco, CA: Jossey-Bass. Michaelsen, L. K., Parmelee, D. X., McMahon, K. K., & Levine, R. E., (Eds.). (2007). Team-Based Learning for Health Professions Education: A Guide to Using Small Groups for Improving Learning. Sterling, VA: Stylus Publishing. Michaelsen, L. K., Bauman Knight, A., & Fink, L., D., (Eds.). (2004). Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Sterling, VA: Stylus Publishing.
Book Chapters McMahon, K. (2010). Team-Based Learning. In W. B. Jeffries & K. N. Huggett (Eds.), An Introduction to Medical Teaching (55-64). Netherlands: Springer. Available At: http://www.springerlink.com/content/j2h0j57h22476070/fulltext.html
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