Using Student Feedback to Improve TBLs: An Exploratory Analysis of Quantitative and Qualitative Feedback
Jennifer W. Gibson, PhD, Deborah Larimer, EdD, and Annie Daniel, PhD Tulane University School of Medicine
Background: In the Spring of 2008, the School of Medicine offered a series of faculty development sessions on TBL. A TBL committee was formed to review TBLs to ensure consistency with established guidelines and standards. In the Fall of 2008, piloting began in three courses and by the Fall of 2009, five courses were utilizing TBL as a supplementary teaching method.
Description: As part of the course evaluation process after each block exam, students were asked whether they felt TBL sessions enhanced their learning. A five-point Likert Scale was used with ratings from “Strongly Agree” to “Strongly Disagree.” The option to provide qualitative comments was also available.
Evaluation: During Fall 2009, 14 TBLs were conducted in five first and second year courses (courses “A” through “E”). Student evaluation mean ratings for each TBL and overall block session were: Course A – 3.84/4.05, Course B – 3.55/3.63, Course C – 2.97/3.24, Course D – 3.60/3.89, and Course E – 2.06/2.47. Themes were extracted from qualitative comments to identify perceived TBL strengths and suggestions for improvement.
The most frequently reported strengths were: TBLs provided practical clinical information, reinforced course material, served as a good review, and promoted rewarding team interaction. The most frequently suggested changes were: shorten pre-readings, assign readings at students’ level of understanding and directly related to course material, reduce session length, reduce ambiguity of quiz questions, and provide a printed copy of TBL material for use as a study aid.
Conclusions:
Courses that were rated low overall, also received low TBL ratings. Perhaps issues that affect perceived course quality also impact student perceptions of the TBL process, and lack of clarity about TBL value.
