team up CORD … · Multimodal Online Discussion About Team-Based Learning. J Grad Med Educ 2017....
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Team Up! Team Based Learning in Residency Education Bradley Barth, MD Education Fellowship Director University of Kansas [email protected] @ERBrad Megan Boysen Osborn, MD, MHPE Program Director University of California, Irvine [email protected] @docMBO Shannon Toohey, MD, MAEd Associate Program Director University of California, Irvine [email protected] @DrSToohey Glossary TBL: Team Based Learning: A structured, instructional technique, where a single moderator guides several small groups through an iRAT, gRAT, and GAE. LRC: Learner Responsible Content: Pre-class preparation via reading (articles, chapters) or podcasts iRAT: Individual Readiness Assessment Test: Each learner takes a pre-test (usually multiple choice questions) at the beginning of the TBL session. gRAT: Group Readiness Assessment Test: Traditionally, these are the same questions as the iRAT, but the learners take the gRAT together on an IF/AT. IF/AT: Immediate Feedback Assessment Technique: Multiple-choice question (MCQ) test with scratch off stickers covering the option choices (A, B, C, D). A star replaces the correct option choice (key). Therefore, the team knows that they have correct answer when they scratch off the correct option choice to reveal a star (see figure 1). GAE: Group Application Exercise: A group exercise following the iRAT and gRAT, where learners apply their knowledge to solve problems. Classic TBL: Incorporates all components of TBL: LRC, iRAT, gRAT, GAE; gRAT is in the form of IF/AT. Modified TBL: Omits one or more parts of classic TBL exercise or gRAT is not in the form of IF/AT. Typical schedule/preparation for TBL: Prior to TBL session: 1. Assign LRC to learners one week prior to session, with a reminder two days before the session 2. Prepare for TBL Session:
Transcript of team up CORD … · Multimodal Online Discussion About Team-Based Learning. J Grad Med Educ 2017....
TeamUp!TeamBasedLearninginResidencyEducationBradleyBarth,[email protected]@ERBradMeganBoysenOsborn,MD,MHPEProgramDirectorUniversityofCalifornia,[email protected]@docMBOShannonToohey,MD,MAEdAssociateProgramDirectorUniversityofCalifornia,[email protected]@DrSTooheyGlossaryTBL:TeamBasedLearning:Astructured,instructionaltechnique,whereasinglemoderatorguidesseveralsmallgroupsthroughaniRAT,gRAT,andGAE.LRC:LearnerResponsibleContent:Pre-classpreparationviareading(articles,chapters)orpodcastsiRAT:IndividualReadinessAssessmentTest:Eachlearnertakesapre-test(usuallymultiplechoicequestions)atthebeginningoftheTBLsession.gRAT:GroupReadinessAssessmentTest:Traditionally,thesearethesamequestionsastheiRAT,butthelearnerstakethegRATtogetheronanIF/AT.IF/AT:ImmediateFeedbackAssessmentTechnique:Multiple-choicequestion(MCQ)testwithscratchoffstickerscoveringtheoptionchoices(A,B,C,D).Astarreplacesthecorrectoptionchoice(key).Therefore,theteamknowsthattheyhavecorrectanswerwhentheyscratchoffthecorrectoptionchoicetorevealastar(seefigure1).GAE:GroupApplicationExercise:AgroupexercisefollowingtheiRATandgRAT,wherelearnersapplytheirknowledgetosolveproblems.ClassicTBL:IncorporatesallcomponentsofTBL:LRC,iRAT,gRAT,GAE;gRATisintheformofIF/AT.ModifiedTBL:OmitsoneormorepartsofclassicTBLexerciseorgRATisnotintheformofIF/AT.Typicalschedule/preparationforTBL:PriortoTBLsession:
1. AssignLRCtolearnersoneweekpriortosession,witharemindertwodaysbeforethesession
2. PrepareforTBLSession:
a. Teamnumbersb. CopyoneiRATperlearnerc. CreateoneIFAT/gRATper4-5learnersd. CopyoneGAEper4-5learners
DayofTBLsession:
1. Formoredifficulttopics,youmayconsidergivinga5-10minutelectureonthetopic2. HavelearnerscompletetheiRAT(5-10minutes)3. Assignlearnerstogroups(canbemixedlevelgroupsorclass-specificgroups)4. HavegroupscompletethegRAT(5-10minutes)5. InstructoranswersanyquestionsabouttheRAT(5minutes)6. GroupscompletetheGAE(20minutes)7. CallonindividualteamstogivetheiranswersfortheGAE;instructorclarifiespointsof
confusionandaddsfurtherdiscussion(20-30minutes)8. Optional:Post-test,weoftenuseKahoot!(www.getkahoot.com)forpost-test
Suppliesneeded:Scratch-offstickers:Canbepurchasedatamazon.combysearching“scratchoffstickers.”Weprefertobuythe2”x1”rectangularones(easiertocut).Figure1:SampleImmediateFeedbackAssessmentTechnique(IF/AT)GroupReadinessAssessmentTest(gRAT).Notethattheteamgotthefirstquestioncorrect.Theymissedthesecondquestioninitially,butthengotthecorrectansweronthesecondtry.
SampleTeamBasedLearningModules
Title LinkAFacultyDevelopmentSessionorResidentasTeacherSessionforDidacticandClinicalTeachingTechniques;Part1of2:EngagingLearnerswithEffectiveDidacticTeaching
http://jetem.org/didactic-teaching/
AFacultyDevelopmentSessionorResidentasTeacherSessionforClinicalandClinicalTeachingTechniques;Part2of2:EngagingLearnerswithEffectiveClinicalTeaching
http://jetem.org/clinical-teaching/
EmergenciesinHemodialysisPatients http://jetem.org/emergencies-hemodialysis-patients/
EmergenciesinHemophiliacs http://jetem.org/emergencies-hemophiliacs/TransfusionRelatedEmergencies http://jetem.org/transfusion-emergencies/TheAcuteRedEye http://jetem.org/acute-red-eye/Ventilators http://jetem.org/ventilator_tbl/Team-BasedLearningCollaborative(varietyofmedicineTBLs,paidmembership)
http://www.teambasedlearning.org/tblc-resource-bank/
TeachingPatientSafetyUsinganInterprofessionalTeam-BasedLearningSimulationModelinResidencyTraining
https://www.mededportal.org/publication/10409
InterpretationoftheAbnormalCompleteBloodCount
https://www.mededportal.org/publication/10335
DiagnosticTestingTeam-BasedLearning https://www.mededportal.org/publication/10155TeamBasedLearning:PretermLabor(PTL),PretermPrematureRuptureofMembranes(PPROM)andMedicalComplicationsofPregnancy
https://www.mededportal.org/publication/9668
Team-BasedLearningofEBM:RandomizedControlledTrials
https://www.mededportal.org/publication/9513
FourMedicalEthicsTeamBasedLearningModules
https://www.mededportal.org/publication/9268
Relevantcitations:RiddellJ,PatockaC,LinM,SherbinoJ.JGME-ALiEMHotTopicsinMedicalEducation:AnalysisofMultimodalOnlineDiscussionAboutTeam-BasedLearning.JGradMedEduc2017.9(1):102-108.FatmiM,HarlingL,HillierT,CampbellS,OswaldAE.Theeffectivenessofteam-basedlearningonlearningoutcomesinhealthprofessionseducation:BEMEguide,no.30.MedTeach2013.35(12):e1608-24.BurgessAW,McGregorDM,MellisCM.Applyingestablishedguidelinestoteam-basedlearningprogramsinmedicalschool:asystematicreview.AcadMed2014.89(4):678-88.JuncaGP,BelliD,BajwaNM.Team-basedlearningtocontexulaiseevidence-basedpracticeforresidents.MedEduc2017.EpubaheadofprintPMID:28295497ZgheibNK,DimassiZ,BouAkl,BadrKF,SabraR.Thelong-termimpactofteam-basedlearningonmedicalstudents’teamperformancescoresandontheirpeerevaluationscores.MedTeach2016.38(10):1017-24.BleskeBE,RemingtonTL,WellsTD,KleinKC,GuthrieSK,TingenJM,MarshallVD,DorschMP.Arandomizedcrossovercomparisonofteam-basedlearningandlectureformatonlearningoutcomes.AmJPharmEduc2016.80(7):120.PoeppelmanRS,LiebertCA,VegasDB,GermannCA,VolermanA.ANarrativeReviewandNovelFrameworkforApplicationofTeam-BasedLearninginGraduateMedicalEducation.JGradMedEduc2016.8(4):510-17.
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