Student Perceptions of a Novel Approach to Promote Professionalism Using Peer Evaluation in a Team-Based Learning™ Setting: a Quality Improvement Project

Twelve tips for conducting team-based learning session online in synchronous setting

INTRODUCTION

COVID-19 pandemic has challenged the educators to creatively develop teaching and assessment methods that can work effectively and efficiently while maintaining the social distancing and avoiding the gatherings of the classrooms and examination halls. Online approach has emerged as an effective alternate for classroom teaching.

AIM

To equip faculty with tools to conduct TBL session online, synchronously, effectively and efficiently.

METHODS

We examined the published literature in the area of online teaching and combined it with our own experience of conducting TBL sessions online.

RESULTS

We created 12 tips to assist faculty to facilitate an effective and engaging TBL session online.

CONCLUSIONS

Applying these 12 tips while facilitating a TBL-online session will ensure the full engagement of students in the process of active learning.

Understanding and Optimizing Group Dynamics in Case-Based Collaborative Learning

Teamwork skills are recognized as a core competency of physicians. To more effectively prepare trainees for the demands of their future work, medical educators are increasingly turning to group-based instructional formats. We employ case-based collaborative learning (CBCL) - a format which requires daily in-class discussion and collaboration in assigned small groups. While students overwhelmingly embraced CBCL as stimulating and thought-provoking, some students reported that social dynamics among group members adversely impacted their experience. Using mixed methods, we demonstrate that a short intervention that asked students to discuss how they can best learn together improved small group dynamics, and promoted psychological safety among peers. Importantly, no specific instruction in team work was required, students overall had a clear understanding how they could improve, but they did not know how to start this conversation with each other. To promote team learning, we propose that educators emphasize students' accountability to their peers' learning in addition to their own, and devote some time in class for teams to reflect and discuss how to improve learning with each other. Our observations are of interest to anyone frequently relying on group work without peer assessment or formal feedback on group performance.