1	Interactive Teaching Techniques: The Potential of Team Learning Boyd Richards, PhD Baylor College of Medicine
2	Acknowledgements Dr. Larry Michaelsen Professor of Management and Carnegie Foundation Pew Scholar Baylor Colleagues Paul Haidet, MD, MPH, Charles Seidel, PhD Nancy Searle, EdD, Adam Kelly, PhD Virginia Schneider, PA Partners at 10+ Medical Schools Linda Perkowski, Chair, National Advisory Panel
3	Agenda Team Learning Defined Hands-on Experience Applications and Outcomes Conclusion
4	Objectives At the end of this presentation you will: want to learn more about Team Learning consider how you might use Team Learning in your teaching
5	Case # 1 A 24-year-old medical student presents with a complaint of feeling overwhelmed in preparation for an exam in three days, and somewhat isolated from peers (all of whom study individually). He finds lectures boring and endless, and small groups not helpful except when the “answers” are given right away.
6	Case #2 A 46-year-old associate professor presents with complaint of exasperation in teaching because the students, though bright enough, tend to come ill-prepared and resistant to being challenged.
7	Case #3 A 51-year-old course director complains of fatigue from having to beg faculty to lead small groups. She feels hopeless about getting these faculty volunteers to all work from “the same page” and is discouraged when students gravitate to groups led by a few popular faculty.
8	Case #4 A 53-year-old associate dean presents with complaint of too many complaints from preclinical faculty about students not attending lecture or small groups and not participating. He also has complaints from clerkship directors that students take too long to learn how to work within teams.
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13	BCM Human Physiology Course
14	Human Physiology Course Sample RAT (1 of 10)
15	"Sample Group Application (1" Sample Group Application (1 of 2-3)
16	Hands-on Experience
17	Hands-on Experience with Phase 3 of Team Learning What: Divide into groups Work in groups to solve task Share answers simultaneously Discuss and defend answers Context: Teacher Education Course in English Unit on instructional methods Illustrating concepts using content area of Active Versus Passive Voice
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19	Which of the following will best help you ensure that students can discriminate between effective and ineffective use of active vs. passive voice? Students list mistakes that writers frequently make that detract from their efforts to write in active voice. Students read a given passage and identify an example of a) active voice, and b) passive voice. Students read a passage and identify the sentence where passive voice is used most appropriately. Instructor gives a lecture on how to determine effective use of active vs passive voice in writing.
20	Debriefing Intra-group versus inter-group discussion. Quantity and quality of engagement. Role of task design and facilitation.
21	Applications and Outcomes
22	Use At Baylor Medical School (UME) Evidence Based Medicine Pharmacology Introduction to Clinical Medicine Physiology Allied Health Physical Diagnosis Physiology Faculty Development Workshops Medical School (GME) Noon lectures
23	Selected Applications Elsewhere Albany Evidence-based medicine Arizona Anatomy; Microbiology; Histology Oklahoma Physiology; Neuroscience; Anatomy Rochester Neuroscience Southwestern Allied Health; Ethics; Microbiology Texas Tech Pharmacology UNC Cardiovascular; Urology Clerkship UT-Houston Biochemistry; Anatomy UTMB Allied Health; Psychiatry Clerkship Wright State Throughout preclinical (25% of grade)
24	Results, Impressions to Date Engagement Knowledge Skill Attitude
25	Engagement BCM: Multiple courses.
26	Engagement Texas Tech: 2^nd Year Pharmacology “I’m convinced that Team Learning …. helps the learner go from a passive ‘student’ role to a more involved ‘learner’ role.”
27	Engagement UTMB: Psychiatry Clerkship
28	Knowledge UNC: 2^nd-year Cardiovascular Course “The overall level of learning, as assessed by the course director of the last decade, is higher than in previous years--even the years when we used PBL in this course.”
29	Knowledge Oklahoma: 1^st-year Physiology “90% of the 184 responding students felt that the team learning exercises were worthwhile and helped them learn physiology.”
30	Knowledge BCM: Randomized Control Trial
31	Knowledge BCM: Physical Diagnosis
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34	Skill BCM: 2^nd-year Evidence-Based Medicine “The class average grade on the final examination was 86.0 (sd=7.38). The vast majority of students demonstrated mastery of all [skills-oriented] objectives of the course as assessed by this examination”
35	Skill BCM: Differential Diagnosis⁾ “[Students] feel they are engaging in exercises that accurately mimic their future work on clinical rotations. That is a tremendous morale boost for students. It has helped them see the relevance of classroom learning.”
36	Attitudes: Value of Teams BCM: Randomized Control Trial UTMB: Psychiatry Clerkship
37	Attitudes: Value of Teams BCM: Allied Health Differential Diagnosis “It does help to have all these different team experiences so when you go out looking for a job yourself, you are already pretty comfortable with the idea of working in teams.”
38	Attitudes: Impact Wright State – multiple courses
39	Process BCM: 2^nd-year Evidence-Based Medicine “I just felt like you wanted to be a team player, so you wanted to be there to help your team out when they were answering the questions and give your input. And you wanted to try to read the night before to help your team”
40	Process BCM: 2^nd-year Evidence-Based Medicine “In the standard classroom format, if you don’t study or you fall asleep in class, you don’t learn anything; whereas in this one, because you go over it in a group, you are kind of forced to talk it over and learn something”
41	Process BCM: 2^nd-year Evidence-Based Medicine “...a lot of times students were kind of learning the stuff, you know, from scratch and because of their levels of understanding are able to explain it to other students in a way that students can understand because they are kind of at the same level...”
42	Remember the four cases…who will benefit most from team learning? medical student who feels isolated; behind in learning lecturer frustrated that students not prepared for class course director who can’t get faculty for small groups; inconsistent teaching associate dean getting complaints that student didn’t know how to work in teams
43	Where do you think team learning might be most effective? A. preclinical lecture B. clerkship lecture C. noon-time lecture D. morning report E. grand rounds
44	Conclusion
45	Reference and Listserv Michaelsen LK, Knight AB, Fink LD Team-Based Learning: A Transformative use of Small Groups in College Teaching. Stylus Publishing, LLC Sterling, VA, 2004. I'd invite any individuals interested to be included in our team learning collaborative (includes a list serve) to send their name and email to Shena Pearson (spearson@bcm.tmc.edu).