1. Team-based Learning Simon Tweddell @simontweddell
Rebecca
University of Bradford

2. Content Why TBL? The TBL Process Our Experiences of TBL
RAP and Application Exercises
Summary
Q&A

3. Drivers for Change Growing student numbers Surface learners
Disengaged learners
Disruption and absenteeism
New UG MPharm Programme
Engaging L&T Strategy

4. What we liked about TBL Benefits of Small Group Learning but scalable
Accountability to self and team
Removes passivity
Removes anonymity

5. What we wanted students to do:
Prepare for class
Come to class
Participate and engage in
Be able to apply knowledge
Take a deep approach to their learning

6. Team-Based Learning Permanent Teams
Individual study of content out-of-class
Readiness Assurance Process (RAP)
Application Exercises
Peer Evaluation

7. A Team-based Learning Unit
Content
Pre-class
Individual Study
Directed to Learning Resources
Learning Outcomes
What we want students to be able to DO at the end of the unit
Written material and exercises
Direct students to:
Book Chapter(s)
Pod-Casts
Clinical Guidelines
Other Web resources

8. A Team-based Learning Unit
Content
Pre-class
Readiness Assurance Process
20-30% of class time
Individual Study
Directed to Learning Resources
iRAT
~10 MCQs

9. A Team-based Learning Unit
Content
Pre-class
Readiness Assurance Process
20-30% of class time
Individual Study
Directed to Learning Resources
iRAT
tRAT
Same Test as a team
IF AT cards
tRATs
Immediate Feedback
5% of module mark
Shared team scores on screen
High level of energy in the room
Mean ~90%

10. A Team-based Learning Unit
Content
Pre-class
Readiness Assurance Process
20-30% of class time
Individual Study
Directed to Learning Resources
iRAT
tRAT
Appeals
Appeal as a team before end of class
Appeal on Question or Content
Bespoke forms
Analytical and critical thinking skills

11. A Team-based Learning Unit
Content
Pre-class
Readiness Assurance Process
20-30% of class time
Individual Study
Directed to Learning Resources
iRAT
tRAT
Appeals
Corrective Instruction

12. A Team-based Learning Unit
Content
Pre-class
Readiness Assurance Process
20-30% of class time
Application Exercises
70-80% of class time
Individual Study
Directed to Learning Resources
iRAT
tRAT
Appeals
Corrective Instruction
Significant
Same
Specific Choice
Simultaneous

13. A Team-based Learning Unit
Content
Pre-class
Readiness Assurance Process
20-30% of class time
Application Exercises
70-80% of class time
Individual Study
Directed to Learning Resources
iRAT
tRAT
Appeals
Corrective Instruction
Significant
Same
Specific Choice
Simultaneous
Intra-team discussions
Inter-team discussions

14. TBL – Having a go yourself
Team Formation
Used TBL before?
Read about TBL before?
Used flipped teaching before?
Used in–class group work before
Anyone else
Pre-reading – 5 minutes
RAP Process
iRAT – 3 minutes
tRAT – 5 minutes
Application Exercises

15. Application Exercise 1
Which of the following do you believe is the MOST important benefit of TBL? A Increased course coverage B Enhanced student attendance C Increased student engagement D Reduction in staff workload E Increased student attainment F Enhanced student motivation G Promote deeper approaches to learning H Development of skills to enhance employability

16. Application Exercise 2
Which of the following aspects of TBL do you feel is the MOST challenging to staff?
A. Writing the Student Study Guide/identifying appropriate reading
B. Writing the RAT questions
C. Writing application exercises
D. Facilitating application exercises
E. Giving the corrective instruction
F. Mastering the technology
G. Managing the timings of application exercises
H. Managing the appeals process

17. Application Exercise 3
Where in the TBL cycle do you believe is the MOST effective at developing deep approaches to learning
Pre-reading
iRAT
tRAT
Appeals
Corrective Instruction
Application Exercises
Discussion of application exercises

18. Our Experiences of TBL Benefits Challenges
Staff and Student Positives and Negatives
Outcome Data
Employability skills
Summary of Lessons Learned
Estate

19. “100% never going back.” Staff
Outcomes: Benefits
“TBL has been so good and rewarding to the point that I am suggesting that we use it within the optional modules. It almost makes me want to be a first year again.” – 4th year Student
Students
Mostly very positive
Enjoyable experience
4th years helped explain to 1st years
Staff
Students engaged in learning
Students are more confident
Students are less needy and less pastoral issues
“The power of instant feedback, the students totally on topic, talking, engaged, coming prepared, it is unbelievable.” Staff
“I would definitely recommend TBL because you get the chance to apply your knowledge. It stays in your mind a lot more and you find your performance is a lot better” –Student
“100% never going back.” Staff

20. Outcomes - Challenges Large scale change Facilitation skills
“Some faculty need to improve the way they ask the questions” - Student
Outcomes - Challenges
Large scale change
Human resource
Managing Expectations
Faculty
Students
Facilitation skills
Application exercises
Authentic, integrated and
challenging
Timings
Difficult concepts
Student Support Sessions
Age/experience?
Technology
“You definitely need more preparation time and to learn how to facilitate discussions” Staff
“They need to be stricter with timings, you’re often waiting for everyone to finish when you could move on to the next exercise.” Student
“For me the most difficult part of TBL is writing application exercises that challenge them as a team” Staff

21. Student Positives
I found that the TBL learning was a lot more effective for myself and that I learnt more this way
TBL: really good opportunity to share understanding and discuss with peers and tutors
The team based learning was of huge help of me understanding topics as you can get other peoples view point
TBL works much better than group work, encourages me to revise in stead of leaving it all till the end of the year

22. Student Negatives TBL exercises should have a more strict time limit
The application exercises took up too much time

23. iRATs
tRATs
Lowest
Mean
Highest
% increase
on highest
% increase on mean 1 53 76 86 95
10.5
20.0 2 65 71 79
20.3
25.3 3 59 75 90
97.5
8.3
23.1 4 60 69 94
23.7
26.6 5 55 84 97
15.5
28.9 6 70 77 83
16.9
20.6 7 61 78 87
100
14.9
22.0 8 99
28.6
30.3 9 85 98
15.3
19.4 10 51 68 96
24.7
29.2 11
8.9
14.3 12 88
11.4
21.4 13 67 80
12.6
18.4 14 58
14.0
22.4 15
10.3
18.8 16 81
11.6
15.6 17
23.4
29.5
Mean increase
15.9
22.7

24. Highest individual 4 percentage points behind lowest performing team
iRATs
tRATs
Lowest
Mean
Highest
% increase
on highest
% increase on mean 1 53 76 86 95
10.5
20.0 2 65 71 79
20.3
25.3 3 59 75 90
97.5
8.3
23.1 4 60 69 94
23.7
26.6 5 55 84 97
15.5
28.9 6 70 77 83
16.9
20.6 7 61 78 87
100
14.9
22.0 8 99
28.6
30.3 9 85 98
15.3
19.4 10 51 68 96
24.7
29.2 11
8.9
14.3 12 88
11.4
21.4 13 67 80
12.6
18.4 14 58
14.0
22.4 15
10.3
18.8 16 81
11.6
15.6 17
23.4
29.5
Mean increase
15.9
22.7
No individual student
outperformed
any team
Highest individual 4 percentage points behind lowest performing team

25. Outcomes – Comparative data
Performance in written assessment
7% increase in one final year module
13% increase in one final year module (two cohorts)
Heidi Mennenga’s Team-Based Learning Student Assessment Instrument (TBL-SAI)
Subscale
Accountability Score
Preference for TBL
Satisfaction with TBL
Total Score
Range
8-40
16-80
9-45
33-165
Neutral 24 48 27 99
MPharm
33.2
57.6
36.5
127.2

26. Employability Skills Collaborative Communication Critical thinkers
Independent learners
Confidence
Teaching

27. Benefits Attendance Engagement Peer Learning Peer Support
Improved satisfaction
Improved results
Fun

28. Lessons Learned Help and support invaluable Staff Development
Preparation time
Peer review
Writing effective application exercises that are authentic and challenging
Taster sessions at interview

29. Estates and Facilities

30. Estates and Facilities

32. References and Further Resources
TBLC
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Listserv