Team-Based Learning™ refers to a series of clearly-defined practices that need to be implemented in a specific sequence. These include permanent and purposefully-formed teams, the Readiness Assurance Process, the 4-S team applications (significant problem; same problem; specific choice; simultaneous report), and peer evaluation within the teams. The trademark is used to protect the meaning of the term and helps to distinguish TBL from other approaches that incorporate small group work.
As dental educators incorporate more interactive and group learning methodologies into the curricula, individual accountability must be factored into course grades. Data from the dental hygiene classes of 2009 and 2010 (n=59) were examined to assess the effectiveness of a peer evaluation tool for holding individuals accountable for their contributions to group assignments in a Team Based Learning™ course. Students were instructed to complete a peer evaluation for each student in their team by assigning an average of ten points to all members of the team excluding themselves. At least one score was to be 11 or higher and one score was 9 or lower with a rationale for the highest and lowest ratings. Scores for each student were averaged. Variability among teams was examined by observing student scores by team. Individual scores of 11 or higher and scores 9 or lower were selected for review of the narrative feedback using the Constant Comparative method to identify common themes.
Variability among individual scores was noted in nine of the ten teams with scores ranging from 12 to 7.4. Two themes emerged from the data as determinants for both high and low scores; Social Interaction and Work Ethic. The peer evaluation method used in this project demonstrated the ability to differentiate between groups where individual students contributed more equally (less variation in averaged scores) and groups where individual students contributed at different levels (greater range of scores within the team). The peer evaluation method described in this study could be a first step to implementing more sophisticated peer assessments.
- To demonstrate effective teamwork skills.
- To evaluate the teamwork skills of peers.
- To work collaboratively to enhance individual and group learning of the course content.
- To provide constructive feedback to peers.
None to report.
None to report.
Keselyak N, Gadbury-Amyot CC, Simmer-Beck M. Examining Peer Assessment in a Didactic Team-based Learning Course. Poster presented at: American Dental Hygienists’ Association, Annual Session; June 24, 2010; Las Vegas, NV.
Keselyak N, Gadbury-Amyot CC, Simmer-Beck M. Examining Peer Assessment in a Didactic Team-based Learning Course. Poster presented at: American Dental Education Association 87th Annual Session & Exhibition; March 1, 2010; National Harbor, Maryland.
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- Michaelsen, LK, Parmelee DX, McMahon, KK, and Levine RE. Team-based learning for Health Professions Education: A guide to using small groups for improving learning. Stylus Publishing, Sterling, VA; 2008.
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