In healthcare system Practices of Team-Based Learning and 4 Fundamental Principles is a rules and manners of collaborative and vast information. It is interactive and dynamic process as compare to traditional method of teaching only giving knowledge.
The 4 Fundamental Principles and Practices of Team-Based Learning
Principle 3 Students Must Receive Frequent and Timely Feedback
Immediate feedback is the instructional prime mover in TBL for two very different reasons. First, feedback is essential to content learning and retention—a notion that not only makes intuitive sense but is also well documented in educational research literature (e.g., Bruning, Schraw, & Ronning, 1994).
The second reason immediate feedback is crucial to TBL is seldom mentioned in the education literature but is well documented in decades of group dynamics research (Michaelsen et al., 2002, 2004)—feedback is important because of its impact on team development. Further, the positive impact of feedback on learning and team development is greater when it is immediate, frequent, and discriminatory (i.e., enables learners to clearly distinguish between good and bad choices, effective and ineffective strategies, etc.)
Timely Feedback From the RATs
The RATs—mentioned above and discussed in detail later in this topic are where TBL provides students the feedback they need for learning and team development. Since RATs are given at the beginning of each major instructional unit, they virtually guarantee that students will have the conceptual skills required for tackling more complex application-focused assignments. In addition, feedback from the group RATs facilitates team development in two important ways.
One is that because the group (not individual) scores are made public, members are highly motivated to pull together to protect their public image. The other is that immediate feedback during the group tests stimulates groups to continually improve how they communicate as a team. Because they receive the real-time feedback during the team test, students can instantly reflect on how their group failed to capitalize on the knowledge of one or more of their members strongly motivating them to keep it from happening next time (Watson, Michaelsen, & Sharp, 1991).
Thus, over time, naturally extroverted or assertive members learn to do more listening and less talking, quieter students become much more active in team discussions, and cohesiveness increases because members develop a genuine appreciation for each other’s contributions.
Timely Feedback on Application-Focused Team Assignments
Providing immediate feedback on application-focused team assignments is just as important for learning and team development, but this typically presents a much greater challenge than providing immediate feedback on the RATs. Unlike the RATs, which are designed to ensure that students understand basic concepts, most application-focused team assignments are aimed at developing higher-level thinking skills in more complex situations. As a result, these assignments can be much more difficult to design and grade, but the task is fairly straightforward once you understand the key elements in the process.
In fact, many assignments you already use can likely be modified to facilitate learning and team development as TBL application-oriented activities. For example, one instructor already used a series of case write-ups to develop her medical students’ diagnostic skills. She used to require student groups to write a series of one-page memos identifying a preliminary diagnosis of the patients in each case.
Unfortunately, groups almost always simply divided the cases across their members, which resulted in students actively working with (and learning from) only a fraction of the cases. Furthermore, because of the large class size, she had to spend considerable time reading responses for the grading. When she started using TBL, she modified these assignments in two ways.
First, she placed the emphasis on deciding on a diagnosis rather than writing about it. Second, she involved the teams in the assessment/feedback process. Now, she preas signs the same set of cases—all students must read the cases outside class and come prepared to help develop a diagnosis for each case. In class, however, the teacher adds a vital piece of new information to the assigned case and gives teams a specified length of time to either:
(a) select a most likely diagnosis from a limited set of alternatives
(b) commit to a position that one simply cannot make a definite diagnosis with the information provided
When the time for deciding has elapsed, the teams hand in a one-page form on which they report their choice and the key items of evidence supporting their conclusion (for grading purposes). Once teams have turned in their decisions, she asks the teams to simultaneously hold up a numbered card revealing their diagnostic choice and then walks through the case with the whole class by having the teams defend their choice.
In this form, the outcome of each case assignment is a series of lively discussions. The discussions first occur within the teams. Then, there is always a vigorous interchange between all teams, as students challenge the rationale for each other’s choices. Further, the give-and-take discussion in both phases fosters concept understanding and team cohesiveness.
Principle Four Team Assignments Must Promote Both Learning and Team Development
The development of appropriate group assignments is a critical aspect of success fully implementing TBL. In fact, most of the reported problems with learning groups (free riders, member conflict, etc.) are the direct result of inappropriate group assignments. When bad assignments are used, poor results are predictable and very nearly 100% preventable.
In most cases, the reason that group assignments produce problems is that they are not really group assignments at all. Instead, the structure of the assignment is such that individuals work alone rather than members working together as a group wind up doing the actual work. Further, since discussion time is so limited, these kinds of assignments inhibit learning and prevent, rather than pro mote, team development.
The most fundamental aspect of designing effective team assignments is ensuring that they truly require group interaction. In most cases, team assignments will generate a high level of interaction if they:
(a) require teams to use course concepts to make decisions that involve a complex set of issues
(b) enable teams to report their decisions in a simple form
When assignments emphasize making decisions, intra group discussion is the natural and rational way to complete the task. In contrast, assignments that involve producing complex outputs, such as a lengthy document, are likely to limit discussion because the rational way to complete the task is to divide up the work and have members individually complete their part of the total task. Therefore, tasks that can be divided among team members should always be avoided.
Conclusion
By adhering to the four essential principles of TBL, teachers ensure that the vast majority of groups will develop a level of cohesiveness and trust required to transform them into effective learning teams. Appropriately forming the teams puts them on equal footing and greatly reduces the possibility of mistrust from preexisting relationships between a subset of team members.
Holding students accountable for preparing for and attending class motivates team members to behave in ways that build cohesiveness and foster trust. Using RATs and other assignments to provide ongoing and timely feedback on individual and team performance enables teams to develop confidence in their ability to capture the intellectual resources of all their members.
Assignments that promote learning and team development motivate members to challenge each other’s ideas for the good of the team. Also, over time students’ confidence in their teams grows to the point where they are willing and able to tackle difficult assignments with little or no external help.
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