Creating Clear and Effective Learning Outcomes for Your Team-based Learning Module

Sabrina Yusri, Sandy Cook

May 17, 2023 • 4min read

Imagine you are a sailor about to embark on a long journey. You know your destination and have an idea of how to get there, but without a map, you are likely to drift off course. The same goes for Team-based Learning (TBL) classes - without clear and effective learning outcomes, you and your students may wander aimlessly without a sense of direction or clarity of expectations of the learning activity.

Creating clear and effective learning outcomes is the key to the success of a TBL module, as they not only provide a roadmap for your students, but also ensure that your learning strategies and assessments align with your instructional outcomes. In this blog post, we will discuss three possible frameworks to help you create meaningful learning outcomes.

1. Define-Describe-Explain Framework

Before you define your learning outcomes, you may want to establish your overall expectations for the course or module through the Define-Describe-Explain Framework.

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Firstly, define your topic to establish a baseline understanding. Then, describe why it is important to help learners understand its relevance and value. Finally, explain how to do it, providing practical guidance and steps for learners to apply what they have learned. Once you have clarity of the purpose of your course or module, you are ready to think about the more specific learner outcomes.

2. ABCD(E) Framework

When crafting your learning outcomes, you want to think about them being achievable and measurable. The ABCD(E) Framework one method for creating observable and measurable learning outcomes.

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"A" stands for the audience. Keeping in mind who are your learners, their background, and capacity is important to create achievable expectations. "B" stands for behaviour. Being clear on what your learners are able to do after completing the learning experience and using action verbs will help you define observable and measurable actions. "C" stands for conditions under which you will observe the achievement of the behavior. The behavior can be observed through discussion, tests, or projects. Being clear on how you are “evaluating” the achievement of the outcome has a great impact on the learning activity being conducted. "D" stands for degree of success. Being clear on the passing criteria will help both you in setting your assessment strategy as well as the learner to know their end goal. Finally, after you have defined the ABCD - "E" stands for the learning environment. With the ABCD(E) framework, educators can create targeted and effective learning objectives.

3. Bloom's Taxonomy

Bloom's Taxonomy is a widely-used framework that provides educators with a tool to create clear observable behaviors as part of the learning outcomes.

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Benjamin Bloom broke the learning process into six broad levels - ranging from lower-order thinking skills to higher-order skills. Within each category, there are numerous observable action verbs to use in describing the learning outcome behavior.

For example, here are some learning objectives for a nursing course using Bloom’s Taxonomy verbs within the ABCD (E) framework:

At the end of this session, learners (A) will be able to:

1. Remembering: Identify (B) accurately (D) the functions of the organs in the human digestive system on a written test (C).
2. Understanding: Explain (B) the three key (D) principles of pharmacology in an essay (C).
3. Applying: Demonstrate (B) the correct (D) steps involved in performing a sterile dressing change using appropriate (D) equipment and techniques in a procedural exam (C).
4. Analyzing: Accurately (D) compare and contrast (B) the pathophysiology and clinical manifestations of Type 1 and 2 diabetes mellitus in a written test (C).
5. Evaluating: Accurately (D) assess (B) the vital signs, physical status, and emotional state of a patient.
6. Creating: Develop (B) an accurate and comprehensive (D) care plan for a patient.

The learning environment (E) will vary depending on both the evaluation (condition) planned and behaviors expected.

In conclusion, effective learning outcomes are part of the “Backward Design" and essential for the success of TBL classes. With these frameworks, educators can create learning outcomes that promote critical thinking, active learning, and align with the intended course goals.

Testimonials

Dr. Julie M Estis Associate Professor University of South Alabama

"Outstanding tool for face-to-face, web-blended and fully online TBL courses! We've been using InteDashboard across several TBL classes at the University of South Alabama and are consistently impressed with the tool as well as the exceptional support from the team. We look forward to increasing utilization of InteDashboard through our campus-wide project."

Dr. Sandy Cook Emeritus Professor, TBL Consultant, TBLC-APC Committee Chairperson Formerly from Duke-National University of Singapore Medical School

"The administrative challenges behind TBL are often viewed as a major barrier to effective implementation. InteDashboard is the only technological solution that puts it all together, allowing the faculty to focus on creating the learning environment - not fumbling with papers, grading and pulling data from different sources."

Dr. John Chapman Assistant Professor Southern Virginia University

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Dr. Jennifer Styron Assistant Professor Eastern Virginia Medical School

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Dr. Judy Currey Professor Deakin University

"I love having real time access to my students performance data and knowing exactly what concepts have or haven’t been understood while they complete their IRATs and TRATs! InteDashboard has significantly enhanced the ease and effectiveness with which I prepare for, and teach in, my TBL classes at Deakin."

Dr. Tom DeWitt Professor Michigan State University

"Overall, I’ve been really pleased with how InteDashboard has elevated the ability to engage students in Team-based learning."

Victor Holmes Assistant Professor University of North Texas Health Science Center

"The InteDashboard platform is unique in what it offers for educators and learners. The ability to interact, work with the quizzes easily, and general functionality of the program are key features not to miss. I have been able to create a more experiential learning environment allowing learners to immediately dive into experiences that simulate real clinical challenges."

Dr. Sarada Harichand Bulchand Lead Associate Duke-National University of Singapore Medical School

"InteDashboard is a fantastic and very useful platform to conduct classes in a team-based learning setting, probably because it has all the features that team-based learning requires. The features on InteDashboard are so nuanced that they help in enhancing the learning of students, which is the core objective that the educators try to achieve from TBL methodology."

Matthew Robson Senior Learning Designer Macquarie University

"The feature which we find most valuable is the automated grading and item analysis dashboards. They effectively provide staff and students within information that help inform what the clarification session should address. Also, the InteDashboard team provides great support. The team has been responsive to our feedback when we have asked for a possible enhancement to their tool in the past!"

Dr. Chitra Pai Professor Touro University College of Osteopathic Medicine

"The support staff was prompt when we were in the initial phase of integrating it into Canvas. It provided the benefits of graded IRAT and TRAT and was really a seamless way to provide active learning in an online environment."

Tanya Bomsta Curriculum Project Manager The Ohio State University College of Pharmacy

"Tech support is great, the software is easy to use and learn, online TBL is awesome (and helpful in this time of the pandemic), and the ability for easy peer review is stellar."

Dr. Grady Campbell Professor Nova Southeastern University

"Student evaluations were higher the semester we used InteDashboard than the previous semesters we held TBL in in-person setting."

Russell Marcus Department Chair & Associate Professor Hamilton College

"The great advantage of InteDashboard is that it is a single platform for RATs, peer evaluation, and 4S activities."

Hillel W. Cohen, Dr.P.H. Professor Associate Director of Curriculum, Clinical Research Training Program Albert Einstein College of Medicine

"InteDashboard allowed a seamless transition from paper-pencil response forms to electronic response."

Michael E. Woods, Ph.D. Associate Professor Pathology & Director of Research Laboratories Burrell College of Osteopathic Medicine

"InteDashboard gives me the ability to run online TBLs with ease. The interface is intuitive for faculty and students and matches what we would have done in the classroom."

Paul Mcdermott Senior Lecturer University of East Anglia School of Pharmacy

"I have recommended the product to many people already. It is a very versatile product with features that can be applied across a wide range of pedagogies. I have presented this tool to my school not just as a TBL tool but also a way to collect and analyse MCQ data and as a way to facilitate group learning and peer evaluation."

Steve Schneid Managing Director University of California

"I just want to say I love InteDashboard, and it is an integral part of my teaching!"

Dr. Simon Twedell Professor of Pharmacy Education University of Bradford

"It’s more sustainable now – there's less printing, less admin work, and saves a lot of time."

Dr. Gemma Quinn Associate Professor in Clinical Pharmacy University of Bradford

“InteDashboard has made a huge difference. We could have gone back to the way things were before we started using the software, but it would have been an absolute nightmare. The platform is great – it’s all in one place!”

Dr. Steve Cayzer Director of Studies in Mechanical Engineering University of Bath

"I think the real-time dashboard is just really, really, good. It just works. Recently, I used the histograms and answers feature that you can present to students during the RAT debrief – I found that a very useful way of presenting the results!”

Dr. Zachary Noel Assistant Professor University of Maryland School of Pharmacy

“Because InteDashboard is entirely built for TBL, you don't have to fiddle with a lot of settings and multiple softwares, so that certainly saves time. And now that we're in our third year of using InteDashboard, we're able to copy the activities from the prior years and use those, so that has certainly saved time as well!"

Dr. Suzan Kamel-ElSayed Associate Professor in the Department of Foundational Medical Studies Oakland University William Beaumont School of Medicine

"It was very, very easy for us. When comparing what we did before using InteDashboard, with what we have now with InteDashboard - it has been really easy for us. Everything is available on one platform!"