This week we are going deal with more authoring detail and the importance of group selection and dynamics. We'll also look to see if this modality sticks around once a school gives it a try.

Occasional issue with some of the PDF files: Mischief has gotten into some of the PDF files. Every now and then one will not open when you click the link. I'm not sure of the problem, but I've found that if you close the new window and click again on the link, the file will open. I have also found that if you download the file to your own computer (right click and choose the 'save as' option), you can open the saved copy without problem. Unsolved mystery.

• Reading:

  • Thompson, Britta; Team-based learning at ten medical schools: two years later

  • Sibley, Jim; Knowledge Is No Longer Enough: Enhancing Professional Education with Team-Based Learning

  • Cestone, Christina M.; Peer Assessment and Evaluation in Team-Based Learning

  • Vasan, Nagaswami S.; A Survey of Student Perceptions of Team-Based Learning in Anatomy Curriculum: Favorable Views Unrelated to Grades

  • What makes a good case? What does a good story teller do to make a tale interesting?

  • Chapters 6-10 of Michaelsen.

• Discussion: Efficacy of team and problem-based learning, peer review plus aspects related to TBL and PBL case writing.
• Discovery:
  • Find at least two online sources for cases.
  • Review and critique the sources I've provided.
  • Do a literature search expanding the topics we're discussing this week.
  • Look specifically for interdisciplinary and integrated cases.
• Writing:
  • Start your own bibliography (this you will hand in to me at the end of the month).
  • Write one TBL case. It should have a strong interdisciplinary and/or integrated component. Be sure to include the IRAT, GRAT, informational source to the students and the final summary.

Week three