Team Based Learning
Faculty Development Program
Office of Medical Education
Boston University School of Medicine
2005
Learning Objectives:
By the end of this presentation, you will be able to:
What is TBL?
What makes TBL?
Why use TBL?
How to do TBL?
• Define Team Based Learning
(TBL)
• Describe the four essential
principles of Team-Based
Learning
• Identify the benefits of TeamBased Learning
• List the steps to implement
Team-Based Learning in a
course
What is TBL?
Team Based Learning*
Small groups of students interact as in-class teams to apply
content to simple and complex problems with the feedback of the
instructor as the content expert.
Pre-class
Individual learns assigned teacher-specified content
In-class
Student teams apply teacher-specified content to
problem-solving discussions
During class
Students receive frequent and immediate feedback
*Team Based Learning was developed in the 1970’s by Dr. Larry K. Michaelsen, a Professor of
Management at the University of Oklahoma, who wanted to change the passive learning in his
lectures into active learning by testing and assigning students to teams.
What is TBL?
Team-Baased Learning
Process
Phase 1
Phase 2
Phase 3
Preparation
(Pre-class)
Readiness Assurance
(In-class)
Application of
Course Concepts
Individual Study
Instructor
Feedback
Small Group
Assignments
Group
Test
Team
Appeals
Individual
Test
Individual
Work
X
Small Group
Discussion
X
Total Class
Discussion
=
Impact on
Learning
What is TBL?
Phase 2: Readiness Assurance Test
Procedures
Individual Test
Team Test
Appeals
Closed Book
3pts/question
Closed Book
3pts/question
Open book
Answer both on
test and answer
sheet
Place Team # on
answer sheet
Show evidence
from reading
Answer sheet
goes in Team
folder
Use score sheet
for grading
Questions &
Discussions
Clarify issues
What is TBL?
Phase 3: Application-Focused
Assignment
Groups apply the fundamental concepts of the unit
to a problem (50% class time) to produce an
answer, product or idea
• Examples
– answer a multiple-choice question set of 3 for
a case vignette
– develop a treatment plan (essay)
– justify your diagnosis
– explain the difference
– compile a list of manifestations
What is TBL?
Team -Based Learning FAQs*
1. How much material can be covered in Team-Based Learning?
The same or more material can be covered in TBL as in traditional lecture
format.
2. What is the most important element in Team-Based Learning?
Team-Based Learning, Student Preparation, Readiness Assessment and
Group Activities are the elements of Team-Based Learning and are
equally important.
3. Where in medical education has Team-Based Learning been used?
Team-Based Learning has been used in large group pre-clinical classes
and clinical classes for 3rd and 4th students and residents.
4. What is the role of the faculty in Team-Based Learning?
As the content experts, Faculty plays an active role providing feedback to
the students, introducing new material and challenging the students
with new questions.
*From Baylor College of Medicine, Team Learning in Medical Education, February 04 Workshops
What is TBL?
Team-Based Learning
Course Objectives
By the end of the course, the student will be able to:
•
Master the course subject matter
Similar to
•
Utilize the course concepts in thinking
lecturing
and problem-solving
•
Develop interpersonal and group interaction skills
•
Prepare for life-long learning
Meets LCME guidelines
Purpose of Team-based learning
*From Baylor College of Medicine, Team Learning in Medical Education, February 04 Workshops
What is TBL?
An Alternative to Lecturing
Lecture
• Faculty identifies content to
student in the syllabus and
in lectures
•
• Pre- class: Student “might”
study concepts
• In class: Student passively
takes notes
• Student accountability:
Student study notes for final
exam
•
•
•
Team Based Learning
Faculty identifies content for
pre-class assignments, the
syllabus and group
interaction
Pre- class: Student “must”
study concepts for test
In class: Student is tested on
concepts and actively joins
Team to solve simple and
complex concept
applications
Student accountability:
Student pre-class work and
tests, Team tests and work,
and final exam
What is TBL?
What is the TBL Difference*?
Lecture
Problem-Based Learning
Team-Based Learning
Key points
Instructor provides
content for student
note-taking in a hall
Student-directed learning in
solving real world problems in
small groups
Instructor-directed content
applied to real world problems by
student teams in a lecture hall
Teaching
Methods
Lecturer didactically
provides content
Facilitators give cases and
students analyze facts to solve
case
Students prepare content before
class. In class, they apply it in
teams to solve problems
Outcomes
Content acquisition
and conceptual
understanding
Problem-solving abilities, critical
reasoning, content acquisition,
understanding, effective
communication and small group
interaction
Content acquisition,
understanding, content
application to solve problems,
critical reasoning, effective
communication, collaborative
team work
Instructor’s
role
Identifies learning
objectives, prepares
presentations and
answers student
questions
Facilitates small group
discussions and gives students
feedback and guidance as
needed
Identifies learning objectives and
content, prepares readiness
tests, answers student questions
and prepares application
assignments for team work
Student’s
role
Attend lecture, study
notes, prepare for
exam
Identify learning issues, do
independent out of class
research, join group discussions
Do independent out-of-class
study, join team discussions,
defend team solutions to class
*Table excerpted from Baylor College of Medicine, Team Learning in Medical Education, September 2002
What is TBL?
Can You Differentiate
Small Group Learning?
• Casual
– After a 15-20 minute lecture, students pair with a neighbor and discuss
a question and some share their answers with the class
– Breaks up lecture and requires little advanced planning, but provides
little significant learning
• Collaborative or Cooperative
– Frequent use of structured student activities
– Requires planning, but does not alter structure of course
• Transformation or Team-Based Learning
– Individual students commit to team effort
– Requires transformation of course, student groups into teams and
quality of learning
What makes TBL?
4 Essential Principles of TBL*
No matter how you customize your TBL class, you must
have these 4 principles or TBL will not work:
1.
Properly formed and managed groups
2.
Student accountability for pre-class preparation and
team performance
3.
Team assignments that promote learning, group
interaction and team development
4.
Frequent and immediate student feedback provided
through RATS and application-focused team
assignments
*From Michaelsen, Larry K. “Getting Started with Team Learning.”
What makes TBL?
Essential Element:
Group Formation
• Group Cohesivesness Developed
– Minimize barriers by avoiding previously established groups
– Mix students to establish new groups from ground up
• Group Resources Distributed
– Assets: life and work experiences, previous courses, etc.
– Liabilities: no previous experience, limited fluency in English
– Evenly distribute resources for learning teams to work effectively
• Group Size
– Large enough to maximize resources (5-7 members)
– Large enough to allow full participation of members
• Group Permanency
– As groups become teams, communication is easier and helps learning
– Teams members willing to challenge each other for success of team
What makes TBL?
Essential Element:
Student Accountability
• Pre-class Preparation
– Readiness Assurance Test evaluates pre-class preparation
– Individual preparation necessary for Group Test and Team work
• Contribution to Team
– Peer assessment of each member’s team work
– Performance of team to develop a product
• Grading
– Individual’s preparation for work
– Individual’s contribution to the group
– Effectiveness of the group
What makes TBL?
Essential Element:
Team Assignments
• Appropriate Group Assignments
– Require group interaction
– Members make decisions and report in simple form
• Inappropriate Group Assignments
– Results in problem with learning groups (free-riders, member
conflict)
– Requires members dividing the work and completing it
individually for a complex output (e.g., lengthy document or oral
presentation)
– Limits interaction and difficult to compare performance of teams
What makes TBL?
Essential Element:
Frequent and Immediate Feedback
Regular and timely student feedback on group performance
by:
1.
Readiness Assurance Tests (RATS)
•
Informs students how effective their learning procedures are
•
Pulls together group members since Group scores are public
•
Informs group immediatelt when and how they failed to perform
2.
Application-focused Team Assignments
•
More difficult to evaluate than RATS due to higher level learning skills
•
Needs right kind of Team output to evaluate
•
Provide a process to give peer review
What makes TBL?
Difference Between
a Team and Group
Team
Group
• 2 or more people who interact
on a common activity
• Individual commitment to the
welfare of the group
• High level of trust among
members of team
• 98% of teams will out perform
the best member on learningrelated tasks*
• 2 or more people who interact
on a common activity
• Individual commitment to
group is casual, temporary or
permanent
*From Michaelsen, L., Watson, W. and Black, R. (1989). A realistic test of individual versus group
consensus decision making. Journal of Applied Psychology, 74(5), 834-839.
Why use TL?
The Student TBL Advantages
Motivated to Attend
Applies Knowledge
-Offered alternative to
large lecture classes
-Becomes part of a team
-Achieves higher-level cognitive skills
-Learns basic concepts and
experiences their application in
assignments
Participates Actively
in Education
Develops Interpersonal skills
-Acquires life-long skills
-Engages students who
prefer to work alone
-Assists “at risk” students
-Student learn about themselves in
collaborating with others on tasks
-Students learn to work as a team to
accomplish difficult intellectual tasks
Why use TBL?
The TBL Advantages
for Facilitators
1.Faculty-to-student interaction
High amount
2.Motivation to teach
Taps enthusiasm of empowering students to learn in teams
3.Individual class preparation
Little needed so can focus on guiding teams
4.Student attendance not an issue
Attendance responsibility of student to team
5.Low faculty-to-student ratio
Facilitator works with large class in teams
6.No special facilities required
No need for small group rooms
How to do TBL?
Questions for a TBL Course
Questions
What do I as the
instructor want
students to do?
What do the students
have to learn?
Answers
1. Specify student
performance in the
learning objectives
3.
How do I as the
instructor know the
students mastered the
concepts?
3. The students will be
evaluated by the
Readiness Assurance
Test (RAT)
4.
How can I as the
instructor tell if the
students will be able to
use the knowledge?
4. The students will use
the knowledge in the
application
assignments.
1.
2.
2. Prepare a content
outline & assignments
Sample
Team-Based Learning Process
Phase 1
Phase 2
Phase 3
Preparation
(Pre-class)
Readiness Assurance
(In-class)
Application of
Course Concepts
Individual Study
-Attend a lecture
-Review Lab 2
-Read textbook or
journal articles
Instructor Feedback
Group
Test
IRAT and GRAT
assess student’s
preparation to begin
Group Assignment
Small Group
Assignments
Read case history
and view visuals,
then apply core
concepts to
complete group
assignment
Individual
Test
Level of Content Understanding
40%
50%
60%
70%
80%
90-100%
How to do TBL?
Implementation Steps
1. Before class begins: Make course plans
A. Divide course content into units
B. Identify learning objectives
C. Design a grading system
2. 1st Class: Get started
A. Explain why and how TBL course is conducted
B. Form the groups
C. Describe grading
D. Develop positive group norms
3. Near End of Class: Review learning objectives
A. Recognize effective team interaction
B. Identify how the students learned about
themselves
How to do TBL?
Change Your Teaching Role
From “Sage on the Stage,”
and disseminating information
to “Guide on the Side,”
and asking open-ended questions
to prompt the team to find the information
How to do TBL?
Facilitator Activities in 1st Class
Getting started
1.
2.
Explain your rationale for using TBL and how the class will be
conducted
1.
Compare TBL to traditional lecture
2.
Demonstrate Readiness Assurance Test by having the students read a
portion of the syllabus, take an individual test and a group test
Form the groups
1.
Identify Student characteristics
2.
Group 5-7 students by lining up the students by characteristic and asking
them to count down. All the student with the same number form a group.
3.
Describe the grading – Individual tests count and set grade weights
4.
Develop positive group norms – pre-class preparation and class
attendance (use team folders)
How to do TBL?
Rationale for Using TBL
If a students asks you why the class is using
TBL, here are some answers:
•
To encourage team performance behavior and
skills because the highest quality of medical
care is from effective medical teams
• To apply complex concepts because the
instructor spends less time on basics and more
on applications
• To learn from team tasks that are too difficult
for individuals
How to do TBL?
Student Accountability
Student accountability includes setting the grade weights for the major
performance areas:
1) Individual -- (IRAT) maximum value 50%
2) Group -- (GRAT and group assignments) minimum value 10%
3) Peer Evaluation -- minimum value 10%
Please note: The ranges for grade weights usually* are:
1) Individual performance: 15-20%
2) Group performance: 60-65%
3) Peer Evaluation: 10-30%
*Michaelson, LK , Knight, AB & Fink, LD (2004). Team-based learning.
Sterling, VA: Stylus Publishing.
How to do TBL?
Near the End of TBL Unit
• Remind students of learning objectives
• Briefly review course content
• Review content applications
• Appreciate the significance of Team-Baased Learning
• Recognize effective team interaction
• Identify how the students learned about themselves
How to do TBL?
Facilitating TBL
Getting Started
Phase 2
Phase 3
1st Class
Readiness Assurance
(In-class)
Application of
Course Concepts
1. Describe the TBL unit
2. Form the Teams
3. Set grading weights
4. Develop positive
group norms
1. Distribute RATS and collect
answers in Group folders
A.
IRAT B.
GRAT C Instructor
Feedback
2. Ask for GRAT answers and
provide feedback
Individual
Work
X
Small Group
Discussion
X
Total Class
Discussion
Small Group
Assignments
1. Distribute case
2. Time Teams
3. Facilitate team
discussions
4. Collect answers
5. Call for answers
6. Provide feedback
on team work
=
Impact on
Learning
Summary
What is TBL?
What makes TBL?
Why use TBL?
How to do TBL?
• Team Based Learning is a small learning group
method where individual work is done outside the
class and team work is completed in class.
• The four principles of TBL are (1) properly formed
and managed groups, (2) student accountability,
(3)team assignments that promote learning, group
interaction and team development, and (4) frequent
and immediate feedback to students.
• The rationale for using TBL is that it is a good
interactive alternative to passive lectures, requires no
extra facilities or faculty, develops interpersonal skills
and assists “at risk” students.
• Implementation of TBL involves planning before the
class, forming groups in the 1st class and reminding
the students of the learning objectives, content
application and team work near the end of the class.
TBL Websites
• Team Learning Collaborative, a public site developed as
a team learning resource for medical educators,
www.tlcollaborative.org
• Baylor College of Medicine, Team-Based Learning in
Medical Education www.bcm.tmc.edu/faced/team_learning
• Team-Based Learning, University of Oklahoma
www.ou.edu/idp/teamlearning
• Team-Based Learning Resources, Wright State
University School of Medicine Faculty Development site,
www.med.wright.edu/aa/facdev/TBL