team-based learning · 1. learners study assigned materials independently (outside of class). phase...

TEAM-BASED

LEARNING Society of Michigan EMS IC

Spring Conference

March 13-14, 2015

Traverse City, MI

Dena L. Smith, NRP, IC

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!)

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

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

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”

How

Tea

ms

are

Form

ed

Team

For

mat

ion

Que

stio

nnai

re

Team

For

mat

ion

} never use student-selected teams

} create diverse teams

} make the selection

process transparent.

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

Team

-Bas

ed

Lear

ning

: T

BL P

hase

2

} Individual Pre-test (iRAT)

} Group Discussion and post-test problem

solving/decision-making

(gRAT)

How

to d

o th

e “R

ATs

”

} IF AT } Approx $100 for 500 10

question forms

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

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

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

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

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

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%)

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)

Reso

urce

s

http

://w

ww

.team

bas

edle

arni

ng.o

rg/

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

Han

dou

t (p

oste

d o

nlin

e)

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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