Team-Based Learning (TBL) MEDI 102 PDF

Team Based Learning (TBL) MEDI 102 Health Professions Education Fall 2023 Mrs. Rula Shami BSc. Pharm, MPH Lecturer, College of Dental Medicine, Qatar university 1 Introduction In this session you will explore: • • • • • What is Team Based Learning (TBL) The difference between TBL and other types...

Team Based Learning (TBL) MEDI 102 Health Professions Education Fall 2023 Mrs. Rula Shami BSc. Pharm, MPH Lecturer, College of Dental Medicine, Qatar university 1 Introduction In this session you will explore: • • • • • What is Team Based Learning (TBL) The difference between TBL and other types of learning. Advantages of TBL. Steps of a TBL session. Framework for TBL. 2 Inductive teaching Strategies Instructional inductive strategies that support student-centered learning are: • Problem-Based Learning (PBL) • Team-Based Learning (TBL) • Task-Based Learning (TK-BL) • Case-Based Learning (CBL) 3 Definition of TBL • An evidence-based learning and teaching strategy. • An inductive instructional strategy that engages students and improves their knowledge through individual testing and group collaboration. • In the TBL classroom, the bulk of class time is spent having student teams solve, report, and discuss solutions to relevant, significant problems. 4 Advantages of TBL • Students have reported growing in their creative thinking and oral communication through TBL (Huggins, et. al, 2015) • It motivates students by holding them accountable to themselves and one another, while introducing them to a variety of thought processes devoted to a single problem. • TBL promotes active learning and team work. • TBL is flexible enough to be implemented in classes of varying sizes including large lecture courses. 5 Unique features of TBL It’s like a courtroom jury ... • A need to sift through large amounts of evidence and statements to come up with a simple decision. • Imagine you work on a jury; you rise to state the jury’s verdict, but another person rises from a different jury team and states a different verdict. • The natural tendency to ask “why” is at the heart of TBL. • Empowers insightful debates between student teams. 6 Unique features of TBL • Students come to class prepared by using TBL’s ingenious Readiness Assurance Process (RAP). • Students learn how to apply the course concepts to solve interesting, authentic, real-world problems using TBL’s 4 S framework. 7 Steps of TBL “Mini lecture” 8 Steps of TBL TBL is designed around units of instruction, known as “modules,” that are taught in a three-step cycle, resulting in a recurring pattern of instruction: 1. Preparation before class 2. In-class readiness assurance testing: • Individual Readiness Assurance Test (iRAT) • Team Readiness Assurance Test (tRAT) 3. Application-focused activities 9 The rhythm of TBL • A typical TBL course is divided into 5 to 7 modules. • Each module has a similar rhythm and extends over one TBL cycle:  Readiness Assurance Process (RAP) that prepares the students for the activities that follow,  Application Activities that often grow in complexity and length as the module progresses. 10 The rhythm of TBL • Module length varies: for each module, the entire cycle may fall in one long session or may spread across multiple sessions. • Each module ends with closure and reinforcement. 11 How TBL Works: Readiness Assurance Process RAP is a 5-stage process: • At the beginning of each module, students progress from initial preparation to true readiness to begin problem-solving. 5 stages of Readiness Assurance Process RAP 12 How TBL Works: Readiness Assurance Process 1. Pre-Class Preparation Students are assigned preparatory materials to review before start of each module.  Textbook chapters, articles, videos, or PowerPoint slides.  Should highlight foundational vocabulary and the most important concepts the students need to begin problem solving, but not everything they need to know by module end. 13 How TBL Works: Readiness Assurance Process 2. Individual Readiness Assurance Test (iRAT) • To begin the classroom portion of RAP, students complete a 15-20 multiple-choice question (MCQ) test. • They first complete the test individually (iRAT), which holds students accountable for acquiring important foundational knowledge from the preparatory materials. • Questions are typically written at Bloom’s levels: remembering, understanding and simple applying. 14 How TBL Works: Readiness Assurance Process 3. Team Readiness Assurance Test (tRAT) • tRAT is the exact same test as the iRAT. • Each team provides a single answer to each MCQ. • Members of each team must negotiate which answer to choose, and share the same tRAT score. • Teams may use a special type of scoring card (scratch and win style testing). • Simultaneous team reporting occurs with holding up of a colored card indicating a particular choice. 15 How TBL Works: Readiness Assurance Process 4. Appeals • Instructor circulates around the room and encourages teams to consider creating a written appeal for questions they got incorrect. • Students forced back into the reading material where they are still having difficulty. • Team researches the “right” answer and may choose to complete the appeals form with their rationale and defense for their alternate answer. • Appeal must consist of:  a clear statement of argument  evidence cited from the preparation materials. 16 How TBL Works: Readiness Assurance Process 5. Mini-lecture To conclude the RAP, the instructor focuses a short mini-lecture only on the concepts that are still problematic for the students. 17 In Class Application Activities • After RAP, the bulk of class time is spent with students applying course concepts and solving problems. • Will include longer class sessions that build on prior learning. • Teams work to develop solutions to significant problems through a series of application exercises. • Teams work simultaneously on a problem or task and share their answers. • Instructors control discussion between teams, consolidate, summarize and focus learning. 18 In Class Application Activities 4S Problem-Solving Framework A 4S framework provides a useful guide for designing in-class application activities. 1. 2. 3. 4. Significant Problems Same Problem Specific Choice Simultaneous Report 19 In Class Activities 4S Problem-Solving Framework 1. Significant Problem A relevant problem that captures the interest of students and requires the use of course concepts. Examples of Significant Problem A historian reconciles conflicting sources. A doctor decides the best course of action. A businessperson picks the best location for a business. 20 In Class Activities 4S Problem-Solving Framework 2. Same Problem Teams work on the same problem. • This ensures the comparability of team solutions and this naturally acts as a potent discussion starter. • Creates reporting opportunities for teams to defend, challenge, discuss, and examine each other’s thinking and problem-solving process. 21 In Class Activities 4S Problem-Solving Framework 3. Specific Choice Teams select the best choice from a limited list of options. (MCQs with a single correct answer); This ensures that teams can easily compare their final decisions to the decisions of other teams. Examples of Specific Choice • Which of these is the best example of X? • Most important piece of evidence in support of Y? • Which statement would the author most agree with? 22 In Class Activities 4S Problem-Solving Framework 4. Simultaneous Report • Holding up of a colored card indicating a particular choice. • Different answers decisions promotes challenge between teams. • Teams challenge each other and defend their own thinking. • Feedback from peers is immediate and focused on “how did you arrive at your decision” and not “which is the right answer.” 2 23 24 References and resources • https://blogs.sussex.ac.uk/tel/2018/03/06/short-guide-team-basedlearning/ • https://www.semanticscholar.org/paper/Perceptions-and-Attitudesof-First-Year-Medical-onInuwa/3d928aec419a1b86d8e274ef3226dca87f5a6d12 • A practical Guide for Medical Teachers, Fourth edition, 2013. Edited by John Dent and, Ronald Harden, Churchill Livingstone, Elsevier. 25