Sample TBL Timing
Sample TBL Timing Heading link
This is just an example of how the timing might go for a typical TBL activity. The first column is not clock time but just elapsed time. The last column is where facilitators or observers can mark the timing during the actual activity. This can help designers and delivery faculty if there is a need to modify questions or timing for the next time the TBL is used.
Readiness Assurance Test: A RAT typically includes 10 questions. The timing for the IRAT is 1.6x, and 2.4x for the TRAT. For example, a 10-question IRAT would take up to 16 minutes and a 10-question TRAT would take up to 24 minutes. RAT questions should be answerable with information from the preparatory work. There should be only one correct answer in a RAT quiz, and being a quiz, it is a graded exercise. The RAT questions and Application cases and questions are required to be entered in MedEd Database (BenWare). Please contact the Office of Assessment and Evaluation for more information on this process.
Below each question in the facilitator guide is an area to indicate the correct answer and provide a brief explanation for correct and incorrect responses, as well as the key concept(s) the question addresses. You should also indicate the learning objective the question is testing. Provide your Angoff rating (e.g. 0, 0.5, 1) of the item. The explanation/rationale area is useful for the faculty facilitators and reviewers who may not be the developers of the module or content experts.
Application Exercises: There are spaces for up to 4 cases with 1-2 associated questions. You do not need to fill in every single space. Like the RAT, below each question is a box to indicate the best (preferred) answer and provide a brief explanation for the best and less optimal responses. Application questions should be of sufficient difficulty that teams use their collective resources to come to an answer, and not all teams select the “correct” response. Answer options should have elements of “rightness”, and not be “google-able”. Like the RAT, there is space to indicate the associated learning objective.
(Note: The Application exercises are usually not graded, so it is not necessary to provide an Angoff rating.) Use the “Discussion prompts” section to help plan the facilitation and provide probing & follow-up questions.
For a 2-hour 50-minute TBL session, there are usually approximately 2 hours available for the Application portion. We recommend allotting approximately 25 minutes per application question (i.e. reading the case and question, having intra-team discussion, and facilitating whole class, inter-team discussion, debrief), though this depends on how many cases and questions you include. Therefore, if there are 2 hours available for application, we recommend having 4 well-written questions that require deep conversation among group participants. Even though you have 25 minutes per application question, do not drag out the conversation.
(Note: Sciences and clinician partners should work together to establish what the learner should be able to do (and apply) as you begin module development.)
The example timing below is just that – an example. Timing may differ depending on content and strategy. As you are delivering your TBL, it is a good idea to keep track of how long each part of it takes to unfold. If an instructional designer or other person is observing your delivery, you can ask them to pay attention to timing and they can then report back to you with more accurate timing you can use for the next time you deliver it. For the column with estimated timing, note that it is not actual time such as 1 pm on a clock, but elapsed time during the session.
| Estimated Timing (delivery) | Time | Activity | Actual Timing |
|---|---|---|---|
| 0:00-0:05 | 5 min | Introduction and login to MedEd Database (BenWare) | xx:xx |
| 0:05-0:21 | 16 min | IRAT - 10 questions (1.6x IRAT time) | xx:xx |
| 0:21-023 | 2 min | TRAT Instructions | xx:xx |
| 0:23-0:47 | 24 min | TRAT - 10 questions (2.4x IRAT time) | xx:xx |
| 0:47-0:48 | 1 min | Reminder of appeals process (appeals are not handled during the session) | xx:xx |
| 0:48-0:58 | 10 min | Debrief readiness assurance test (highlight take home points OR mini-clarifying discussion) | xx:xx |
| 0:58-1:03 | 5 min | Break | xx:xx |
| 1:03-1:21 | 18 min | Application Case 1 / Question 1 7 mins for teams to read case and submit answer to question 7 min for large group discussion 2 min reveal preferred answer and summarize key points 2 min provide conclusion to case | xx:xx |
| 1:21-1:39 | 18 min | Application Case 2 / Question 1 7 mins for teams to read case and submit answer to question 7 min for large group discussion 2 min reveal preferred answer and summarize key points 2 min provide conclusion to case | xx:xx |
| 1:39-1:57 | 18 min | Application Case 3 / Question 1 7 mins for teams to read case and submit answer to question 7 min for large group discussion 2 min reveal preferred answer and summarize key points 2 min provide conclusion to case | xx:xx |
| 1:57-2:15 | 18 min | Application Case 4 / Question 1 7 mins for teams to read case and submit answer to question 7 min for large group discussion 2 min reveal preferred answer and summarize key points 2 min provide conclusion to case | xx:xx |
| 2:15-2:30 | 15 min | Application Case 5 / Question 1 5 mins for teams to read case and submit answer to question 6 min for large group discussion 2 min reveal preferred answer and summarize key points 2 min provide conclusion to case | xx:xx |
| 2:30-2:45 | 15 | Application Case 6 / Question 1 5 mins for teams to read case and submit answer to question 6 min for large group discussion 2 min reveal preferred answer and summarize key points 2 min provide conclusion to case | xx:xx |
| 2:45-2:50 | 5 min | Debrief of session for students | xx:xx |
| 2:50-3:00 | 10 min | Debrief TBL with instructional designer and/or facilitating faculty / clinical experts (Note: facilitators should build this time into their schedule) | xx:xx |