Thursday, May 31st, 2007

• Understanding the TBL Divide: Examining the Similarities and Differences between Writing and Programming

• Using Self and Peer Assessment in the Team-Based Learning Process

• Changing the Learning Environment in Residency Education

• Experiencing TBL as a Health Professions Educator

• Team-Based Learning and the Business Strategy Game used simultaneously in a Business Strategy Course; are the two compatible?

• Implementing Team-Based Instructional Strategies in Psychiatry Resident Cognitive-Behavioral Therapy Training

• Enhancing a Sim-Man Experience in Cardiovascular and Respiratory Physiology for First Year Medical Students through the Implementation of Team-based Learning

• Making Student Thinking Visible: Strategies to create engaging and reportable classroom team experiences

• From Didactic to Team-Based Learning: an exercise in transformation

• Team-based learning (TBL) in the medical school admissions process: A pilot and feasibility study.

Friday, June 1st, 2007

• Peer evaluation in TBL: A student-developed approach to the assessment of peer evaluation in medical education.
• How to facilitate a TBL workshop at your own institution
• Fine-tuning TBL Components to Teach Undergraduate Statistics
• How Learning Theories Account for Group Development and Readiness Assurance: Applications of Piaget, Vygotsky and Bandura
• Utilizing Team Based Learning in Nursing Education: How do you incorporate peer evaluation into assessment?
• TBL and Writing for the World of Work: A Natural Fit?
• Supporting Team-Based Learning with a Faculty Learning Community
• Standing on Our Heads: How Teaching Engineering Design Looks Different from a Team-Based Learning Perspective
• Stepping it Up: Combining Team-Based Learning and Critical Thinking Strategies to Increase Student Thinking Skills in College Courses
• To Adopt or Not Adopt Team-based Learning: A Diffusion of Innovations Analysis
• An Interdisciplinary Course in Spirituality and Clinical Care: Comparing Team-Based Learning Strategies with Lecture and Standardized Patient Scenarios
• Team-Based Testing: A Computer System to Lighten the Load

Dee Fink - Thursday May 31st, 2007

 

Team-Based Learning: What Makes It So Distinctive and So Important?

What distinct characteristics make TBL different from other teaching strategies, even other good teaching strategies like problem-based learning? And what is it that makes these distinctive characteristics so important, when te aching in the Health Professions and other disciplines? This keynote will lay the foundation for our 2 day journey, and help us prepare to learn and understand more about the special teaching strategy we call Team-Based Learning (TBL).

PowerPoint presentation
Video (coming soon)

Larry Michealsen - Friday June 1, 2007

What is the state of the art for TBL?

Collecting and reflecting on community wisdom

TBL is about people sharing what they know and so I want you to share what you know and let me share what I know. Based on results from a recent survey of the TBL community (TBL Collaborative and Team Learning Listserve), I will highlight the successes you have shared, issues you still struggling to resolve and the range of a dvice that you would give to a colleague trying TBL for the first time. I will then offer my personal impressions and interpretations of that collected wisdom. The overall objective will be to facilitate good teachers sharing wisdom with each other and progressing forward.

PowerPoint presentation

Thursday, May 31st, 2007

Understanding the TBL Divide: Examining the Similarities and Differences between Writing and Programming

Thursday May 31, 2007 9:45 to 10:45
Keith J. Whittington, Rochester Institute of Technology

Despite initial positive experiences, TBL methodologies tend to break down during the software implementation process as students revert to individualistic, introverted, and competitive behaviors. The presenter argues that by understanding the challenges and approaches in the writing domain, educators can take a different approach to address the challenges in programming.

The presentation will start with group discussions regarding what parts of the TBL process are effective in the computing classroom with minimal adaptation and followed by soliciting input regarding the various challenges using TBL in a computing and/or writing classroom. The purpose is to demonstrate the parallels between these two domains. This will be followed by a discussion of a number of techniques and experiments employed in the classroom to overcome TBL deployment challenges. In addition, formative, qualitative, and quantitative data will be shared that demonstrate the effectiveness of the adaptation of TBL in the classroom. The presentation will conclude by addressing the continuing challenges and possible solutions.

PowerPoint presentation
Podcast recording

Using Self and Peer Assessment in the Team-Based Learning Process at Indiana University School of Medicine – South Bend

Thursday May 31, 2007 9:45 to 10:45
Stacey A. Jackson, M.S., Indiana University School of Medicine – South Bend
William C. Hamlett, Ph.D., Indiana University School of Medicine – South Bend
Rudolph M. Navari, M.D., Ph.D., Indiana University School of Medicine – South Bend

This session will offer insight into the use of self and peer assessment techniques utilized in TBL infused courses at IUSM-SB. We will discuss the process for forming the TBL groups, in-class student training on giving effective feedback, and evaluation methods/tools administered. We will explain the process of self and peer assessment and will describe the implementation of this technique at IUSM-SB within TBL groups. This will include what training occurred with the students, the integrated technology involved, and the reporting and evaluation methodology.

PowerPoint presentation
Podcast recording

Changing the Learning Environment in Residency Education

Thursday May 31, 2007 9:45 to 12:00
Kevin M. Means, M.D., University of Arkansas College of Medicine
Nancy Andrews Collins, University of Arkansas College of Medicine
Michael E. Petty, Ph.D., University of Arkansas College of Medicine

Team-based Learning (TBL) provides a viable alternative methodology that requires high levels of accountability, interactivity, and use of higher order thinking skills for diagnostic reasoning. Presenters will offer their experiences in conceptualizing rationale for introducing TBL in Residency Education, gaining faculty involvement, training faculty, and implementing TBL in two separate residency programs. The planned outcome for the session is a plan-of-action for anyone considering TBL implementation in a residency program which includes potential bottlenecks and pitfalls. A tentative checklist will be offered that can be modified to accommodate the peculiarities of each participant's programmatic situation.

Experiencing TBL as a Health Professions Educator

Thursday May 31, 2007 9:45 to 12:00
Dean Parmelee, M.D. Boonshoft School of Medicine, Wright State University

This workshop is designed for educators in the health professions who know very little about TBL and want to learn how to get started. Participants will experience all of the key components of the process: pre-assigned reading; team formation; IRAT & GRAT using the IFAT format; application exercise and appeals. Although the time will be too short for genuine ‘peer evaluation,' we will discuss the options for conducting this important component with health professions students. During the 2 ¼ hour workshop, there will be sufficient time for ‘sidebar' questions and answers with the instructor. Each participant will receive a folder of information on TBL, sample IRATs and Applications from health professional programs, and have the opportunity to network with other instructors who are considering TBL for their coursework.

Team-Based Learning and the Business Strategy Game used simultaneously in a Business Strategy Course; are the two compatible?

Thursday May 31, 2007 11:00 to 12:00
Robert A. Herring III, School of Business and Economics, Winston-Salem State University

The use of Team-Based Learning (TBL) in conjunction with use of the Business Strategy Game (BSG) (http://www.bsg-online.com/) in an undergraduate Business Policy course has been found to be successful. The BSG is a completely online simulation exercise where teams of students run an athletic footwear company in head-to-head competition against companies run by other class member teams.

The use of the two teaching methods simultaneously involved some compromises to both TBL and BSG standard practices, the primary tradeoffs being the size and selection method of the teams.

The session reports findings based upon the spring 2007 semester's experience of three Business Policy classes, plus a different management course (A Management and Control of Quality class was used as a comparison group) which was also conducted in TBL mode. A 25 question questionnaire was used to obtain feedback from the students, comparing their experiences among the three Business Policy classes and the Quality courses.

No statistically significant differences were found among the classes. This lends support to the premise that compromises in the size and selection method of the teams did not impact their success. However, the author intends to conduct further research on this topic using different experimental designs.

PowerPoint presentation
Podcast recording

End of Course TBL Questions - MGT 4349
End of Course TBL Questions - MGT 4399
Anova Results

Discipline Session Four: Implementing Team-Based Instructional Strategies in Psychiatry Resident Cognitive-Behavioral Therapy Training

Thursday May 31, 2007 11:00 to 12:00
Kim A. Coon, University of Oklahoma College of Medicine, Tulsa
Bryan K. Touchet, University of Oklahoma College of Medicine, Tulsa

To augment the psychotherapy educational instruction for our psychiatry-training program a modified form of TBL was implemented. The Cognitive-Behavioral Therapy (CBT) training module followed the classic TBL phases for instruction. In Phase I, a PowerPoint presentation was posted online for residents to access the learning materials prior to didactics with assigned home practice and readings. In Phase II, the didactic session began with the Motivational Assessment tool (MAT). Each MAT was designed to evaluate the residents' acquisition and understanding of the weekly key learning concepts. Phase III of our CBT training activities involved applying the new learning to realistic case material and included group projects that required the residents to synthesize and apply what they learned from Phases I and II. To evaluate this instructional method, residents were given a pre- and post-test assessment of cognitive-behavioral therapy tenets using a validated instrument.

PowerPoint presentation
Podcast recording

Enhancing a Sim-Man Experience in Cardiovascular and Respiratory Physiology for First Year Medical Students through the Implementation of Team-based Learning

Thursday May 31, 2007 1:30 to 2:30
James Pasley, PhD; Michael Petty, PhD; Michael Jennings, PhD; Michael Soulsby, PhD; Juan Firnhaber, MD; Mauricio Palacios, MD; Jennifer White, MS Departments of Physiology & Biophysics, Anesthesiology and Office of Educational Development, University of Arkansas for Medical Sciences (UAMS) College of Medicine

Human Patient Simulation (Sim-Man, Laerdal) was introduced into the physiology curriculum during the Spring of 2003. Team-based Learning was implemented in the Spring of 2005. Students were systematically assigned to 26 groups of 6 students based upon last name. Individual and group readiness assurance tests (RATs) were given to the students the day prior to the simulation to assess their content knowledge on topics related to the simulator. Three Sim-Man simulators were used to allow for appropriate group size. Each group had 20 minutes in the simulator then all three groups met together for a 20 minute debriefing of the experience. The application phase occurred in a large classroom setting during the next class period. The greatest surprise from previous experience was teachable moments that occurred between group RAT and the Sim-Man experience. The content expert/group interaction was not planned, but occurred naturally with all groups.

PowerPoint presentation
Podcast recording

Making Student Thinking Visible: Strategies to create engaging and reportable classroom team experiences

Thursday May 31, 2007 1:30 to 4:00
Jim Sibley, Faculty of Applied Science, University of British Columbia

One of the very powerful aspects of Team-Based Learning occurs when the student teams simultaneously report their decisions in large class settings. We currently use a variety of methods for this reporting, including hand paddles, coloured sheets of paper, overheads, excel spreadsheets, Google docs, clickers and a few others. Effective reporting is one of the TBL cornerstones and really gives the instructor the opportunity to look out to the class and SEE STUDENT THINKING. Since it provides rich discussion starting points, and allows both student and instructor to easily see contrasts in student thinking and decision making, it is important that it is effectively planned and facilitated. This session will explore how to create powerful in-class team activities, as well as how to effectively facilitate their implementation and reporting.

PowerPoint presentation
Podcast recording

From Didactic to Team-Based Learning: an exercise in transformation

Thursday May 31, 2007 1:30 to 4:00
Lindsay Davidson, School of Medicine, Queen's University

Participants will help develop a step-wise process to aid the transformation of a traditional course into a team-based learning experience. Teams will work together to analyze the components of a didactic course, identifying themes and developing modular units suitable for translation into a Team-based learning model. A practical approach will be emphasized, transferable to a variety of disciplines. Approximately 70% of the session will be devoted to group activities with the balance consisting of the presentation the facilitator's personal experience transforming the Queen's School of Medicine undergraduate musculoskeletal course from a didactic to a blended e-learning/team-based learning model.

PowerPoint presentation
Podcast recording

Team-based learning (TBL) in the medical school admissions process: A pilot and feasibility study.

Thursday May 31, 2007 3:00 to 4:00
Sandy Cook, PhD, Duke-NUS Graduate Medical School Singapore
Robert K. Kamei, MD, Duke-NUS Graduate Medical School Singapore

This session will be an exploration of the value and feasibility of using TBL in the medical school admissions process. The purposes of using TBL during the applicant interview day were to find a way to inform the applicants of the primary teaching methodology being used and to be able to observe applicants engaged in discussions, debates, and critical thinking, in hopes of gaining more insights to their character, personality, and potential intellectual contribution to the medical school. As a recruitment tool, the use of TBL appears very successful in giving applicants a taste of the learning environment and making the applicant day unique and fun. For the facilitators, it was a exceptional opportunity to see all candidates in a less formal setting and see them being engaged in critical thinking and the learning process.

PowerPoint presentation
Handout 1 : A Demonstration of Team-Based Learning (TBL) for applicants to the Duke-National University of Singapore (NUS) Graduate Medical School - Pharmaceutical Company Gifts to Physicians
Handout 2 : Team-based learning (TBL) in the medical school admissions process: A pilot and feasibility study.

Friday, June 1st, 2007

Peer evaluation in TBL: A student-developed approach to the assessment of peer evaluation in medical education.

Friday June 1, 2007 9:45 to 10:45
Derek R. Lane, Ph.D., College of Communications & Information Studies, University of Kentucky

The exchange of helpful feedback between team members working on student projects is an essential communication activity to increase team productivity and maintain production quality. It is, of course, important to determine what constitutes “helpful” feedback as well as to develop a mechanism using either an internally or externally derived set of procedures and criteria to evaluate the feedback process. The session will detail how medical students can successfully integrate peer evaluation procedures and criteria to more successfully complete their instructional projects. The session will provide specific details regarding the criterion which is frequently employed as well as the strategies that can be implemented by students in medical courses.

PowerPoint presentation
Podcast recording
Handout 1 : Engineering feedback: A student-developed approach to the assessment of peer evaluation in Team-Based Learning curriculum
Handout 2 : Making Feedback Helpful

How to facilitate a TBL workshop at your own institution

Friday June 1, 2007 9:45 to 10:45
Jim Sibley, Faculty of Applied Science, University of British Columbia

In this session, we will explore the important aspects of planning and facilitating an Introduction to Team-Based Learning workshop at your own institution. We will review the important concepts to convey and discuss the use of TBL activities to teach TBL. You will also be provided access to many workshop documents and PowerPoint's to modify for your own use. The facilitator has presented over 20 TBL workshops, most recently at the 2007 Educuase Learning Initiative Meeting in Atlanta, GA and at the University of California Davis Medical School.

PowerPoint presentation
Podcast recording

Fine-tuning TBL Components to Teach Undergraduate Statistics

Friday June 1, 2007 9:45 to 10:45
Daniel H. Robinson, Department of Educational Psychology, University of Texas

This session will describe our efforts over the past two years to teach undergraduate introductory statistics with TBL. In classes of 70-80 students, we have successfully modified the TBL system described by Michaelsen, Knight and Fink (2002, 2004) in two ways, by modifying both the grade weighting process and the peer evaluation methods. In this session, we will describe our modified TBL system and provide attendees with several examples of the materials we use – quizzes, team games, tests, etc. It is our hope that we will eventually create an interest group devoted to using TBL to teach statistics.

PowerPoint presentation
Podcast recording

How Learning Theories Account for Group Development and Readiness Assurance: Applications of Piaget, Vygotsky and Bandura

Friday June 1, 2007 11:00 to 12:00
Michael S. Sweet, Division of Instructional Innovation and Assessment, University of Texas

Drawing from a recently-published article in Educational Psychology Review (EPR), this session will equip participants with theoretical insights necessary to explain how and why the Readiness Assurance Process (RAP) has the instructional power that it does. We will describe how learning theories can be used to describe the processes of learning and motivation, and explore how the group development process can be accounted for within each of these three theoretical traditions. After collaboratively building a grid to graphically organize our theoretical discussion, participants will be given a copy of the EPR article mentioned above, which shows how Sweet & Michaelsen began thinking along these lines last year. Session will conclude with an additional Q&A stimulated by the presentation and interactive discussion.

PowerPoint presentation
Podcast recording
Handout 1 : Piaget, Vygotsky, and Bandura

Utilizing Team Based Learning in Nursing Education: How do you incorporate peer evaluation into assessment?

Friday June 1, 2007 11:00 to 12:00
Mona P. Klose, MS, RN, CPHQ, Nursing Department, Jamestown College
Sarah B. Fuchs, BSN, RN, C, Nursing Department, Jamestown College

To encourage Nursing students to think critically, learn to work as a team, and become life long learners (all essential skills for nursing), Team Based Learning (TBL) was implemented in a 300 level Bachelors in Science Nursing class with second semester nursing students. This session will provide nursing faculty with a forum in which successes and barriers can be discussed, and innovative ideas for classroom activities and assessment methodologies can be shared. Initial session discussion/debate will focus on how to best incorporate peer evaluation into assessment.

PowerPoint presentation
Podcast recording

TBL and Writing for the World of Work: A Natural Fit?

Friday June 1, 2007 11:00 to 12:00
Dr. Maureen Kelly Jonason, English Department, Concordia College

This session will cover the highlights of integrating TBL into a Writing for the World of Work course. There will be a discussion of first experiences with TBL, modifications later made, and students' anecdotal evaluation of their experiences. Through this circuitous professional journey (read: motley career), the presenter has benefited from learning about many pedagogical approaches, but none has been so practically applicable and immediately practicable as TBL.

Supporting Team-Based Learning with a Faculty Learning Community

Friday June 1, 2007 1:30 to 2:30
Dr. Kathryn R. Ross, Indiana University Kokomo

A Faculty Learning Community (FLC) was created in order to support and sustain efforts to incorporate TBL in the curriculum at Indiana University Kokomo. A faculty learning community is a cross-disciplinary group of six to fifteen faculty who voluntarily interact in an extended, collaborative program to enhance teaching and learning through activities, scholarship, and community building. Four principles provided a foundation for planning the FLC structure — make it learner-centered, knowledge-centered, assessment-centered, and community-centered. This session's presenter is an instructional technologist who organized and facilitated the FLC while starting TBL in her own course. The session will use a format that combines interactive group decision-making with stories, insights, and examples taken from the Indiana University Kokomo FLC experience. Guidance, based on that experience, will be offered for planning a Team-Based Learning FLC and deciding on structure, activities, assignments, and rewards.

PowerPoint presentation
Podcast recording
Handout 1 : Examples from Indiana University Kokomo Team-Based Learning (TBL) Faculty Learning Community That Show Professional Development Principles* through Structure, Activities, Assignments, and Rewards
Handout 2 : Supporting Team-Based Learning with a Faculty Learning Community
Handout 3 : Team-Based Learning Faculty Learning Community Structure

Standing on Our Heads: How Teaching Engineering Design Looks Different from a Team-Based Learning Perspective

Friday June 1, 2007 1:30 to 2:30
Peter Ostafichuk, Department of Mechanical Engineering, University of British Columbia
Antony Hodgson, Department of Mechanical Engineering, University of British Columbia

We are now in the third year of using a Team-Based Learning (TBL) methodology in the mechanical design course of a radically restructured second-year mechanical engineering curriculum at the University of British Columbia. This course is taught in two intensive blocks of four and three weeks, respectively. Each block revolves around a challenging team-based design project, and we have designed all the course content according to a learning taxonomy in which students first gain knowledge, then acquire skills, and finally develop judgment. The course has been very well received by students, with a large majority indicating that they preferred the TBL approach to a conventional lecture-based course. This session will outline the unique features of the TBL approach employed in the course and will examine the lessons learned together with qualitative and quantitative feedback from students. Through surveys completed during and after the course, students have indicated a strong preference for the TBL format in comparison to a conventional lecture-based format. Students also reported in quantitative surveys that TBL made the course more enjoyable, increased their understanding of course concepts, and was effective in developing team skills. Qualitative feedback from students, as well as observations by instructors, has also been very positive and has mirrored the above findings.

PowerPoint presentation
Podcast recording

Stepping it Up: Combining Team-Based Learning and Critical Thinking Strategies to Increase Student Thinking Skills in College Courses

Friday June 1, 2007 1:30 to 2:30
Harry J. Meeuwsen, Department of Kinesiology, University of Texas at El Paso

Team-based Learning holds students individually accountable for their preparation and completion of challenging team assignments. Team-based Learning shifts the responsibilities of the instructor from preparing lectures to constructing challenging assignments, providing clear and relevant feedback, and continued learning opportunities. This session will provide conference participants with hands-on experiences that attempt to illustrate how critical thinking strategies (e.g. Wolcott, 2006) can be integrated into well-designed learning experiences to help students learn content and develop better critical thinking skills. Participants will be given an overview of Wolcott and Lynch's critical thinking model and how it may be integrated in a based TBL structure. They will experience a sample series of in-class assignments for a lower division motor learning and control class in which the Team-based Learning has been used for over 5 years.

PowerPoint presentation
Podcast recording
Handout 1 : Ticket to Class 1
Handout 2 : Ticket to Class 3
Handout 3 : Ticket to Class 12

To Adopt or Not Adopt Team-based Learning: A Diffusion of Innovations Analysis

Friday June 1, 2007 3:00 to 4:00
Mark Freeman, Faculty of Economics and Business, University of Sydney
Susan McGrath-Champ, Faculty of Economics and Business, University of Sydney

The objective of this session is to report the analysis of innovating with TBL using a diffusion of innovation model. We use Rogers model, now in its fifth edition (2003), extended for suggestions by Frambach and Schillewaert (2002) to analyse the introduction of TBL in a research-intensive Australian university and other stakeholders beyond the main teaching academic. The case study data involves transcripts of interviews with five people involved with the pilot implementation. Stakeholders include the senior teaching academic, a teaching assistant, an academic developer and a technical support professional. Information was gathered concerning the perceived relative advantage of TBL over conventional teaching, cultural compatibility, complexity, trialability and visibility of the innovation, as well as the influence of external variables (such as supply considerations) and characteristics of the organisation.

PowerPoint presentation
Podcast recording

An Interdisciplinary Course in Spirituality and Clinical Care: Comparing Team-Based Learning Strategies with Lecture and Standardized Patient Scenarios

Friday June 1, 2007 3:00 to 4:00
Ruth E. Levine, MD, M. Kay Sandor, Ph.D., RN., LPC, AHN-BC
Victor S. Sierpina, MD, Harold Vanderpool, Ph.D. Th.M. Rodger Marion, Ph.D.

The University of Texas Medical Branch, School of Nursing, School of Medicine, Institute for the Medical Humanities, and the School of Allied Health Sciences. Purpose: To compare three experiences in an interdisciplinary spirituality course. Method: Nursing, medical and allied health students participated in a one week “Spirituality and Clinical Care” course consisting of conventional lectures, a TBL exercise, and a large group standardized patient (SP) activity. Following each activity, students completed a Classroom Engagement Survey-Interdisciplinary (CES-I) with three subscales: Learner Participation, Learner Enjoyment of Class, and Interdisciplinary Awareness. Analyses were conducted using SPSS t-test or ANOVA. Findings: 342 students participated. TBL scores were significantly higher than lecture or SP scores in Learner Participation (Mean=15.4 vs. 11.0 and 10.9, F=224.6, p<.001), Enjoyment of Class (Mean=10.1 vs. 8.6 and 8.4, F=27.4, p<.001), and Interdisciplinary Awareness (Mean=7.9 vs. 7.1 and 7.2, F=18.4, p<.001). Moreover, following TBL nursing students scored higher than medical students in Learner Participation (Mean=16 vs. 15.2, F=4.9, p<.01) and Learner Enjoyment (Mean=10.9 vs. 9.6, F=9.0, p<.001). Discussion: Of all methods, students responded best to TBL, adding to the body of knowledge of methods for teaching spirituality to health professions students.

PowerPoint presentation
Podcast recording

Team-Based Testing: A Computer System to Lighten the Load

Friday June 1, 2007 3:00 to 4:00
Daniel H. Robinson, Department of Educational Psychology, University of Texas
Michael S. Sweet, Division of Instructional Innovation and Assessment, University of Texas

This session will introduce an online testing program called Team-Based Testing (TBT) developed by the Learning Technology Center at the University of Texas. In technology-enabled classrooms, the TBT allows teachers to conduct RAPs in ways that alleviate many of the traditional problems one encounters with paper-and-pencil tests. First, test and item security are easily compromised by distributing paper tests. We try to be diligent in ensuring that each student received only one test but sometimes stapled copies stick together. Second, in full courses, students sit in close quarters when taking tests and the opportunity for peeking at others' answers is tempting. Finally, paper versions of individual and team RAPs always have to be hand-scored which takes a reasonable amount of time. The computer-based testing system we developed allows students to enjoy all the advantages of the RAP while at the same time protecting test security, making it more difficult to copy from another student, and lightening the instructor' load by automatically recording grades. In this session, we will describe the TBT system and show attendees how it works.

PowerPoint presentation
Podcast recording