I am attempting to convince as many faculty as possible at my institution to start using TBL and Intedashboard. I am running a TBL workshop next week. The majority of attendees at this workshop will have no experience with TBL. Does anyone have any advice on what to focus on to convince faculty to start using this approach in their classrooms?
Hi Andrew,
I think the best way to show someone the power of TBL is to actually do TBL with them. Along that line, there is a TBL module known as the Hot Pepper TBL. It’s fun and works nicely with people who have a variety of different educational backgrounds. InteDashboard did a session on the Hot Pepper TBL back in January. You can also search online and find the pre-reading, RAT, and Applications for it. Hope this helps.
My favorite way is a TBL on TBL. When you doubt they will do any pre reading I will start with an overview lecture on what TBL is - then follow with RATs on the lecture. This allows you to demonstrate how little they actually got from the lecture and the value of the team in getting the correct answers. Next I focus the applications on the typical challenges of starting TBL (or any new learning strategy) and have them begin to work on solutions that work for them .
Another option is get a group discount and signup them up for the fundamentals.
Lastly create a TBL interest/support group for the faculty who show an interest So they can help (commiserate with) each other as they develop modules.
Sandy COOK, PhD, Professor Emeritus
Duke-NUS Medical School, Singapore
Trainer/Consultant – Team-Based Learning Collaborative
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Dear Andrew,
I second Karla’s recommendation. Also, I strongly recommend two things. One is using IFATs (or an electronic equivalent). The other is emphasizing that RATs and not the most important aspect of TBL. By far, the applications are the most important part of TBL and, if you don’t do a good job with them, you will almost certainly fail to get students to buy in to TBL. Based on lots of experience many, if not the majority, have so much fun with the tRAT that they think that the readiness assurance process is TBL.
Good luck.
Larry
Thank you all for your recommendations. I think a TBL on TBL is great! What are your go to TBL articles that highlight best practices about developing robust application activities. Does anyone know of any that are medically focused?
An interesting summary article- with some guidance on applications https://goglobal.fiu.edu/_assets/docs/team-based-learning_prereading_2017.pdf
Sandy COOK, PhD, Professor Emeritus
Duke-NUS Medical School, Singapore
Trainer/Consultant – Team-Based Learning Collaborative
Important: This email is confidential and may be privileged. If you are not the intended recipient, please delete it and notify us immediately; you should not copy or use it for any purpose, nor disclose its contents to any other person. Thank you.
Very helpful Sandy
I would like to tell you more abou the TBL that I am doing for the Med III IM clerkship
Thank you
George
I am in for the faculty support group
Keep me posted!
George
Can I have access to: TBL module known as the Hot Pepper TBL?
George
Thank you Karla for suggesting our workshop on the Hot Peppers case study!
@gcortas you can access the workshop recording through this link. Hope this is helpful!
You can also find other workshops in the Video Library category 
Will the introductory application task be a 4S or more of a gallery walk?
@jay, gallery walks are technically 4S as well, just a different format for sharing 
Sandy COOK, PhD, Professor Emeritus
Duke-NUS Medical School, Singapore
Trainer/Consultant – Team-Based Learning Collaborative
Important: This email is confidential and may be privileged. If you are not the intended recipient, please delete it and notify us immediately; you should not copy or use it for any purpose, nor disclose its contents to any other person. Thank you.
Sorry I meant the MCQ type of 4S. In any case I find designing a 4S for a specific topic like monoarthritis to be easier than one introducing TBL. Jim Sibley’s website for example has flood control as a sample 4s activity. It makes a convincing application task but it doesn’t seem to be in synch if the RAT’s are questions about TBL.
You raise an interesting issue. I believe that when you are introducing TBL – it is true that often the Rats and Applications are not entirely linked to each other but often used for illustration of the format/principles. Thus the Rats focus on the structure/definitions and application is something more thought provoking.
In a “real” TBL module, there might also not always be a direct link among the prep material, Rats, and Applications to force critical thinking. What I mean is that if, for example, the pre-reading and Rats are about diabetes, then the learners may be focused on only diabetes if the applications are also about diabetes – not forcing them to think more broadly. But medicine is very interdisciplinary and to force broader thinking – having the applications build on prior learning/modules can enhance the learning.
Now, perhaps early in the learning there are clear links among prep, Rats, applications, as there are so much about a topic to learn– but as the depth of content/learning increases – the breadth of the applications can occur too – linked to prior learning but not necessarily the mode immediate Rats.
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