A Process for Providing Feedback to Faculty About TBL Modules

At the University of Illinois College of Medicine at Chicago, we first introduced Team-based learning (TBL) into the preclinical curriculum in academic year 2011-2012. We started with two modules generously provided by Wright State University Boonshoft School of Medicine. As course directors and faculty became more familiar with and willing to try TBL, the number of modules delivered markedly increased to 22 in academic year 2013-14. Some modules were homegrown, and others, adapted from existing modules. As novice practitioners of TBL, the quality of our modules was variable, so we developed a process for providing feedback to faculty about module quality.

Method: In AY2013-14, all TBL modules in the preclinical curriculum were submitted for peer review to two individuals at least three weeks prior to the scheduled TBL date. Reviewers provided narrative feedback using track changes about: quality of learning objectives, readiness assurance test (RAT) questions, and application exercises; nature of the preparatory material; and alignment of all components with one another. Reviewers had one week to complete their review, giving faculty one week to respond and make changes, so the module could be finalized for printing one week prior to the scheduled date.  

Lessons learned: 

1. When starting TBL in your program, one should have a process for providing feedback to faculty about module quality. A skilled facilitator cannot make up for a poorly constructed module. The feedback process provides a means for faculty development not only in TBL construction, but also for writing learning objectives and multiple-choice items, and constructing independent learning assignments.
   
2. It takes a team of people to complete the task of providing feedback because the workload is significant. It took us an average of 6-10 hours to complete one review, so having two individuals each reviewing 22 modules was not sustainable.
   
3. Hold faculty accountable for review submission deadlines or consider a longer time frame to review. When faculty were told to submit three weeks prior to the scheduled TBL date, they actually submitted their modules 1-2 weeks in advance, which was insufficient time for an adequate review.
   
4. Having the entire module in one document with explanatory notes is helpful for reviewers. We developed a template for faculty to fill in that includes a lesson plan, advance assignment, learning objectives, RAT, and application exercises. In addition, we provide spaces for faculty to indicate the linked learning objective(s) and explain key concepts for each RAT question and application exercise.

Future directions: We continue to modify our process for providing feedback on module quality, and are currently working with the Educational Development Committee (EDC) and other members of the TBLC to develop a rubric for assessing module quality. Another major pitfall in TBL implementation is poor facilitation. We are developing a process for providing feedback to faculty on facilitation of the session, which also involves working with the EDC and other TBLC members to develop a rubric for facilitation.

Amy Lin, MD

Abbas Hyderi, MD, MPH

Janet Riddle, MD 

University of Illinois College of Medicine at Chicago

TBLC Call for 2016 Program Committee Volunteers

Dear Colleagues,

It’s time to begin planning the 15th Annual TBLC Meeting! The first step in the process is to form the Program Committee. The role of the Program Committee is to establish a theme and schedule for the program, select and invite pertinent speakers, and collaborate on various tasks as needed in order to provide the membership with an outstanding annual meeting experience.

We are seeking broad representation of professional educators who have implemented TBL for at least one year. You should be available for monthly phone meetings as well as be able to respond to email requests within 2-3 days from April 2015 through March 2016. We also expect you to bring great ideas and a collegial spirit! If you are selected and actively participate, your name will be listed in the conference program.

If you would like to be considered for a position on this Committee, please send a brief statement of interest tobkounse@tblcadmin.org by Wednesday, April 1, 2015. We would like to complete selections by April 3rd, so we can begin our phone meetings in April 2015.

For additional information or questions, please contact bkounse@tblcadmin.org.

International Interest in TBL

TBL is growing worldwide at a rate that is quite remarkable. Educators and administrators are realising the tremendous benefits that TBL offers in terms of student engagement and proven learning outcomes. As a result, since I officially retired last May, I have been travelling very widely delivering TBL workshops around the world. In just the last 6 months I've worked with faculty in the US, Chile, Colombia, Netherlands, Denmark, Norway, Singapore, UK and Australia. During these visits, I have delivered workshops to mixed-discipline faculty groups as well as specific faculties including engineering, pharmacy, medicine and education and even to the national training staff of the Boy Scouts of America, and to primary and secondary teachers at the Singapore Ministry for Education.

One of the memorable experiences from my visits to all these countries was to observe the implementation of TBL in a Singapore normal school seventh grade math class. What struck me in particular was to see a student with ADHD in that TBL class who became engaged with math to the point where he was able to tutor other students. Another example of the power of the TBL process was the observation by Bradford University (UK) that after the school-wide introduction of TBL, student requests for two different kinds of support had been dramatically reduced. One was that requests for support from the disability office for special accommodations (e.g. extra time for exams, a quiet test-taking environment, etc.) had almost completely disappeared; students with disabilities didn't need extra help. The other was that student requests for individual tutoring support in relation to their coursework had almost vanished altogether.

Another very interesting project that I have been working on is the introduction of TBL across the University of South Alabama. This is being done as a very well-planned and well-implemented change process that started in 2011, and is progressing well in meeting the objectives of improving student retention and improved learning. This process and the outcomes are being well documented in a paper that will soon be available. For example, dropout rates in the over 150 classes taught with TBL were less than half of the rates in comparable non-TBL courses and there were 38% fewer D's and F's and higher critical thinking scores. I think that the experience documented in the paper will provide a very good model for other institutions that want to address the very universal challenges in improving student learning and classroom experience.

Larry Michaelsen, PhD

TBLC Poster Award Winners

We would like to extend our congratulations on behalf of the TBLC to this year’s poster award winners Alison Hartley, Josie Fraser, John Purvis, and Simon Tweddell. Their poster abstract was titled “Developing a Long-Loop Assessment using Team-based Learning”. See abstract below.

Bradford School of Pharmacy implemented a new programme in 2012, delivered using team-based learning (TBL). Students study themes that spiral, revisiting key concepts each year with increasing depth, breadth and complexity. Faculty were concerned about knowledge loss during summer. Our solution? An assessment that incentivizes students to revisit key concepts before return to University.

Students were asked to revise previous learning during summer vacation. In week 1 we held a 40-question iRAT, drawing on end of year assessments from the preceding year. Questions on concepts that were important to the next stage, or those shown to be challenging (based on item analysis) were used. The tRAT was taken in students’ new teams. The long-loop assessment was summative (incentivizing preparation).

The assessment was perceived as successful by faculty and students. Faculty said discussions during the tRAT demonstrated that students had engaged with key concepts from the previous stage. There was evidence of peer learning, faculty witnessed team members explaining difficult concepts. Student feedback was mixed. 380 students took long loop assessments, but only 26 responded to the survey. Most negative comments regarded ‘pressure’ to work during vacation; but overall students understood the principle (88% of respondents) and 62% found it educationally useful.

30% of respondents spent <5 hours preparing; almost 50% spent 5 - 20 hours; and 20% spent >20 hours preparing. Even students who had not prepared well were reminded of core concepts prior to the next stage of learning.

Long-loop assessment reactivates knowledge from previous stages. TBL principles create a motivational framework for student preparation, help students engage with new teams, and prepares students for the next stage of the programme.

Thank you,
TBLC Admin Team

14th Annual TBLC Conference has gone mobile!