Disclosures � Linda Krypel, PharmD, FAPhA, is employed by Drake University College of Pharmacy and Health Sciences where she uses the educational techniques discussed in this session. She declares no conflicts of interest or financial interests in any product or service mentioned in this activity, including grants, other employment, gifts, stock holdings, and honoraria. � APhA’s editorial staff declares no conflicts of interest or financial Linda Krypel, PharmD, FAPhA interests in any product or service mentioned in this activity, including grants, employment, gifts, stock holdings, and honoraria. Professor of Clinical Sciences For complete staff disclosures, please see the Education and Accreditation Information section at www.pharmacist.com/education. Drake University College of Pharmacy and Health Sciences Learning Objectives Outline � Discuss the value of using team-based learning (TBL) in self- � Definition of TBL care education � Describe the team-based learning model and explain the � Why change to TBL importance of each component of the model � TBL key components � Demonstrate an example of using team-based learning to solve a problem l bl � Sample TBL activities � Identify opportunities to incorporate team-based learning � Do’s and Don’ts activities in the self-care curriculum to teach students how to function as part of a team � Summary � Discuss the challenges associated with using team-based � Q & A learning in self-care education Definition of TBL Why TBL? Traditional Lecture TBL � A special form of collaborative learning using a � Initial exposure to � Initial exposure to content specific sequence of individual work, group content � Students working alone work and immediate feedback to create a (pre-class) � Instructor provides motivational framework in which students content � Students working in increasingly hold each other accountable for increasingly hold each other accountable for teams (in class) teams (in-class) � Application/learning A li ti /l i coming to class prepared and contributing to � Application/learning � Primarily outside discussion classroom � Takes place inside classroom with instructor � Student works alone Michael Sweet, PhD � Students working in � Outside assignments University of Texas-Austin teams alone or in groups � Students 1-on-1 with instructor Incorporating Team-Based Learning Into Self-Care Education 2011 American Pharmacists Association Self-Care Institute
Learning Objectives and Learning Objectives and Instructional Strategies Instructional Strategies Objectives Traditional TBL Objectives Traditional TBL Ensure mastery of subject Lecture/class discussion Pre-class individual study Prepare students to be Little or nothing Active learning matter Individual study post-class Readiness assurance lifelong learners Counterproductive – Exposes students to process passive role reinforces multiple learning Develop ability to use Class discussion In-class team work (critical student dependency stude t depe de cy st ateg es; ea strategies; learners e s concepts (critical Group projects (primarily thinking with team become confident and thinking/problem solving) outside of class) members, then discussed resourceful between teams) Individual exams Team projects What students consider Content well organized Team assignments are Enhance interpersonal and Sink or swim Daily in-class team work as enjoyable course Delivered with relevant and team skills Generally few group Tasks require cooperation enthusiasm and style challenging projects; little chance to Feedback on both team Lectures supported by Immediate feedback learn from mistakes; and individual high-quality visuals Friendship/social difficult to remediate performance support freeloaders Still Not Convinced? Paradigm Shift � During lecture, students are not attending to what is � Course goal shifts from knowing to applying being presented 40% of the time � 4 months after taking an introductory psychology � Teacher shifts from “sage on the stage” to guide course, only 8% of students have more information than � Students shift from passive to active a control group that never had the course g p � Responsibility for learning shifts from instructor � Rote memory ≠ learning to student � “In past 20 years, over 99.95% of the teams have outperformed their best member by an average of nearly � Enhances development of “life-long learning” 14%. In fact, the worst team typically outperforms the best student in the class!” Michaelsen LK et al. (eds). Team-Based Learning for Health Professions Education: A Guide to Using Small Groups for Improving Learning. Stylus Publishing; November 2007. 4 Key Principles � Large teams are required � Diverse � Permanent � Student accountability � Pre-class preparation � P l ti � Contribution to team success � Students make complex decisions � Must require application of key concepts � Reported in simple form � Frequent and timely feedback www.teambasedlearning.org Incorporating Team-Based Learning Into Self-Care Education 2011 American Pharmacists Association Self-Care Institute
TBL Components Principles: Structuring Teams Not your father’s group work! � Use some form of logical randomization � Little solid evidence one way is better than � Well-structured teams of 5 to 7 students another � Assigned pre-class readings � I have had “luck” using randomization based on: � Readiness Assurance Process (RAP) � GPA � Individual Readiness Assurance Test (IRAT) � Individual Readiness Assurance Test (IRAT) � Learning style (VARK) � Group (Team) Readiness Assurance Test (GRAT) � Something totally random such as favorite color from � Clarification (mini - lecture) given list � Application Exercises (AEs) that require critical thinking � Ensuring that “significant others” are not on the same � Simultaneous reporting of answers team � Discussion � Providing an option to name someone � Peer evaluation “detrimental to their learning” Principles: Complex Decisions Principles: Student Accountability � ½ to ⅔ of the RAP questions and all of � Pre-reading(s) with (optional) study guide application exercises should require complex � Individual Readiness Assurance Tests (IRAT) decisions � Contributions to team success on Group � AEs should follow 4-S Rule Readiness Assurance Tests (GRAT) ( ) � Significant problem � Significant problem � Contributions to team AEs � Same problem for everyone � Contributions to team projects � Specific choice � Individual exams � Simultaneous report � Peer assessments from team members � Design the RAP after the AEs and determining key points Activities Progress Through Principles: Bloom’s Levels Frequent and Timely Feedback � Daily feedback � AE discussion Creating � General class discussion (Q & A) Evaluating � 5 to 7 times throughout semester 5 7 i h h Analyzing � Readiness Assurance Process (IRAT/GRAT) Applying � Exams � Peer assessments Understanding Remembering Incorporating Team-Based Learning Into Self-Care Education 2011 American Pharmacists Association Self-Care Institute
Pre-class readings RAP ( ⅓ - ½ recall; ⅔ application) Clarification mini-lecture Appeals Majority of class time spent here � Teams can “appeal” any Declare Declare Declare Declare GRAT “Ambiguity in “Ambiguity in “Ambiguity in “Ambiguity in Question” Question” Readings ” Readings ” � Ambiguous question Application Exercise given to teams � Ambiguous readings Describe Describe � Only teams can appeal � Only teams can appeal source of reason for ambiguity disagreement Review key Discussion � Only teams that appeal learning points within teams get credit if appeal Provide Provide alternative supporting accepted wording for page reference question and quotation � Submitted within 24 to 48 Classroom Teams report hours after class discussion simultaneously Mechanics Mini-Lecture � Concludes Readiness Assurance Process (IRAT/GRAT) � Focuses on any concepts that were most problematic for students � Don’t go over every GRAT question � Do review questions that majority of class missed on first try � Do review questions that majority of class missed on first try � May provide supplemental information or explanations Team necessary for concept understanding not found in Folders readings Scanners � Should NOT rehash what was in the readings and IF-AT forms Classroom Map Mechanics Let’s Practice the RAP � Audience response � IRAT software � GRAT � Texting responses � Poll Everywhere � Poll Everywhere � HootCourse � Google Moderator � Moodle � Class or team wikis Incorporating Team-Based Learning Into Self-Care Education 2011 American Pharmacists Association Self-Care Institute
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