1 Team-Based Learning 101: A Strategy for Transforming Teaching and Learning Paul Haidet MD MPH Director, Medical Education Research Penn State College of Medicine [email protected]Goals for Today Discuss principles related to maximizing the effectiveness of learning in small groups Expose you to Team Based Learning by participating in a ‘course’ using Team Based Learning Objectives • Describe three fundamental principles for creating conditions that foster learning in small groups • Describe the “4 Ss” of effective group assignments • Describe differences between RAT and group application questions • Be motivated to try out some of this stuff in your own teaching
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Team-Based Learning 101: A
Strategy for Transforming Teaching and Learning
Paul Haidet MD MPH
Director, Medical Education Research Penn State College of Medicine
Discuss principles related to maximizing the effectiveness of
learning in small groups
Expose you to Team Based Learning by participating in a ‘course’ using
Team Based Learning
Objectives • Describe three fundamental principles for
creating conditions that foster learning in small groups
• Describe the “4 Ss” of effective group assignments
• Describe differences between RAT and group application questions
• Be motivated to try out some of this stuff in your own teaching
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Time to Form Teams…
• Principle: When forming teams, you want to ensure equal distribution of resources and maximize participation of all members
• Operationalized: – Aim to identify important resources available to
individuals and equally distribute those individuals
– The teacher forms the teams
Three Phases of TBL
Three Phases of TBL
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Individual Preparation
• Please read the article on “Three Keys to Using Learning Groups Effectively” now (approx. 5 minutes)
Three Phases of TBL
Using the Individual Readiness Assurance Answer Sheet
Answer Question A B C D E
1 5 2 3
• 5 points for each question • Assign points based on how sure you are of your answer
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Using the Individual Readiness Assurance Answer Sheet
Answer Question A B C D E
1 5
2 3 2 3
• 5 points for each question • Assign points based on how sure you are of your answer
Using the Individual Readiness Assurance Answer Sheet
Answer Question A B C D E
1 5 2 3 2
3 1 1 1 1 1
• 5 points for each question • Assign points based on how sure you are of your answer
Team Readiness Assurance
• Now, take the SAME TEST again as a team • Use the ‘IF-AT’ forms to record your
team’s answers
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Using the ‘IF-AT’ form • Decide with your group which is the correct
answer and scratch that answer on the form • If there is a ‘*’ beneath the answer you scratched,
you got the question correct; move on to the next question
• If there is not a ‘*’, keep scratching until you find the answer with the ‘*’
• Points will be scored as follows: – Correct answer on the first scratch: 5 points – Correct answer on the second scratch: 3 points – Correct answer on the third scratch: 1 point – Correct answer on the 4th or 5th scratch: 0 points
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You are teaching a cooking course with adult students who are interested in learning cooking theory and skills. One of your modules is on Italian
food, and, in particular, making homemade sauce. Of the following objectives, which one, if achieved, will lead to the GREATEST
PROFICIENCY in cooking? Your team should reach consensus on ONE ANSWER and be prepared
to explain why you like that answer better than the others.
“at the end of this module, students will be able to:” A. Define the ingredients and techniques used in making sauce B. Evaluate differences in ingredients between their own sauce and three other students’ sauces, based on a taste test C. Discuss the reasons for including common ingredients (such as a carrot) in sauce D. Prepare, from scratch, a batch of sauce
Example Application: Muscle Physiology • The two finalists in the world arm-wrestling championships
at Petaluma, California, are well-matched. Upper body muscle mass, insensitivity to pain, motivation, and experience are identical between the two. Vito, a Las Vegas bookie, slips you the results of each competitor’s physical exam and ‘asks’ you to predict the winner. What is most likely to determine the eventual winner?
A. Maximum cardiac output B. Mitochondrial content of the exercising muscles C. Muscle glycogen content D. Oxygen carrying capacity of the blood E. Phosphocreatine levels in the muscles
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Application #2 You and your colleagues are to design and implement a new interdisciplinary course
in “Pathophysiology” to replace most components of Pathology and Physiology, and a large segment of Pharmacology. It is to be a year-long course and should include periodic clinical correlations to encourage the students to begin clinical reasoning.
Choose the BEST way to get students into teams:
A. Base it on the amount of previous clinical exposure and experience
B. Do it randomly C. Have students select which teams they
want to be on D. Review their grades in other courses and
assign to achieve “balance” in the teams E. Use standardized test scores to assign so
every team has similar scores
Instructional Principles That Unleash the Power of Learning Teams
• Individual accountability promotes preparation
• Group accountability promotes effective participation
Principles Operationalized: To create favorable conditions for
learning in small groups:
1. Use assignments that promote individual and group accountability
2. Use assignments that link and mutually reinforce individual work, group work, and total class discussions
3. Adopt practices to stimulate give-and-take interaction within and between groups
For more info:
http://teambasedlearning.org or Google: “team based learning collaborative”
NBME Psychiatry Subject test results: Percentile Scores
35th 35th
49th
66th 69th
50th60th
0
0.2
0.4
0.6
0.8
1
NB
ME
perc
entil
e sc
ore
2002 2003 2004 2005 2006 2007 2008
Class of 2004 scores significantly higher than previous years (p<.05), and Class of 2005 and 2006 higher at p<.01 level. Class of 2008 represents first half of the Academic year.
1st year
TBL
2nd
year
TBL
3rd year
TBL
Baseline
4th year
TBL
5th year
TBL
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NBME Ob/Gyn Subject test results: Percentile Scores
42nd 42nd46th 52nd
58th
72nd
0
0.2
0.4
0.6
0.8
1
NB
ME
perc
entil
e sc
ore
2003 2004 2005 2006 2007 2008
1st year
TBL Baseline
2nd year
TBL
3rd
year
TBL
2008 scores represent 1st half of the Academic year
Comparison of Psychiatry and Ob/Gyn NBME Performance
35th
49th
66th 69th
50th
60th
42nd42nd46th
52nd
58th
72nd
0
0.2
0.4
0.6
0.8
1
NB
ME
per
cen
tile
sco
re
2003 2004 2005 2006 2007 2008
Ob/gyn began TBL in Class of 2006
Psych began TBL in Class of 2004
2008 scores represent 1st half of the year
Nature of Individual’s Engagement With Course Content
Pa9ern of Member Engagement Within Teams
Individual Characteris1cs • Teacher and Learner AAtudes • Learner Traits
Team Characteris1cs • Team Traits • Learner AAtudes
