1 Team Based Learning (TBL) for Medical StudentsDr Kevin McConville
2 Components of the GPPC CoursePersonal Study Time Team Based Learning Community Experiences Small Group Work
3 Definition of TBL1 “…a collection of practices that support one another for powerful instructional effect…” Dundee medical school currently: - Small group work (10-14 students) - TBL group (5-7 students)
4 where the TBL strategy was originally developed by Professor Larry Michaelsen at the University of Oklahoma’s Business School in the early 1990s.
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6 4 essential elements TBL2,3 Assignments characterised by theGroups - must be properly formed and managed. Accountability - students must be accountable for the quality of their individual and group work. Feedback - students must receive frequent and timely feedback Assignment design - group assignments must promote both learning and team development. Significant Same problem Specific choice Simultaneous reporting
7 Challenges - Content General Practice vs. Secondary CareTiming of TBL relevant to teaching Question writing Knowledge vs. application Wording Ethical Ambiguity of the questions vs. disagreements on the answers.
8 Challenges – Process Student orientation Staff developmentData collection – Turning Point™ Room dynamics Assessment: formative vs. summative
9 Year 1 Akt averages
10 Corrective Actions / SuggestionsStaff development on facilitation GP course content specific Uni support on IT technologies i.e. iPeer Future questions adapted from Peerwise Standard setting question writing Scratch cards / Sponge activities Student training on delivering feedback
11 QUESTIONS…….?
12 References Michaelson LK, Sweet M. The Essentials of Team Based Learning. Team-based learning: A practical guide: Guide Supplement 65.1 – Viewpoint1 SHIHAB E. KHOGALI, School of Medicine, University of Dundee, UK Parmelee D, Michaelsen LK, Cook S, Hudes PD Team-based learning: A practical guide: AMEE guide no. 65. Med Teach 34(5):e275–e287. Parmelee DX, Hudes P Team-based learning: A relevant strategy in health professionals’ education. Med Teach 34(5):411–413.