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Team-Based Learning

TBL Background

The effectiveness of team-based learning (TBL) as an instructional strategy is based on its ability to allow learner groups to be not only familiar with key concepts, but to learn how to use those key concepts.  The process involves students collaboratively working with other students to learn how to use and apply this knowledge, ultimately helping to develop clinical reasoning.  Compared with traditional lecture, students participating in TBL are more likely to rate their experience as engaging, fun, and interactive.
 TBL Picture2.jpg
Goals of TBL:                                               
  • Active Learning                                    
  • Clinical Decision Making                           
  • Team Communication                              
  • Inter-team Collaboration

Paradigm Shift:

  • Knowing to applying
  • Teacher from "sage-on-the-stage" to "guide-on-the-side"
  • Student learning from passive to active


Required work before each TBL session (2 components):
1.    Pre-Session Reading:  Before each session you need to complete the required pre-session reading, which is generally 2-4 chapters from the course textbook unless otherwise noted.  This reading will provide the building blocks of knowledge that you will need to complete the iRAT as well as to participate in the application exercise during the TBL session itself. 
2.    Complete iRAT through Canvas:  After completing the assigned reading, you need to complete the Individual Readiness Assurance Test or iRAT through the Canvas website.  These brief quizzes are designed to be quick and are generally no more than 10 questions.  IRATs are closed-book.
TBL sessions are held on Thursday afternoons at the Anschutz Medical Campus and last for 2.5 hours.  Session attendance is mandatory and it is important to be on time.  Attendance will be taken at the start of each session.  Each TBL session will follow the same general format:
1.    Complete paper tRAT:  Teams will complete an additional brief, readiness assessment exercise at the beginning of each session.  Like iRATs, tRATs are closed-book exercises, but intra-group discussion is highly encouraged. 
2.    Appeals Process:  During this step, students are given the opportunity to restore credit for missed questions on the team test by making a successful appeal.  Appeals will be reviewed outside of class and an appeal decision will be communicated to all team members by email prior to the following week’s session.
3.    Application Exercise/Case:  The bulk of TBL session time will be devoted to completing “application exercises,”  clinical cases designed around key common complaints and diagnoses encountered in the inpatient adult-care setting.  Cases are designed to be very interactive, discussion between and among groups will be encouraged, and focus will be spent on clinical reasoning and higher level concepts.  Cases will be completed during the session and no additional work will be required to complete them outside of class.
Peer feedback is essential to the integrity of the TBL process and students are required to anonymously provide formative feedback to their team members at the clerkship mid-point through the New Innovations system.  Feedback will be used to make sure each team member is contributing to the process, has reliable attendance, positive contributions during team discussions, and values and encourages input from fellow team members.  Students will receive their own individual feedback gathered from teammates during clerkship Week 5.  Peer feedback will also be gathered at the end of the clerkship.  While you will not be graded on the feedback you give or receive, all students are required to complete all peer evaluations. 
Grades:  TBL comprises 15% of the overall HAC grade.  This 15% consists of the following:
      5%: Cumulative iRAT score
      5%: Cumulative tRAT score
      5%: Completion of peer feedback through New Innovations