Basic academy training prepares law enforcement recruits for the complex challenges they will face in their careers. However, traditional lecture — the instructional standard of most police academies — falls short of providing the interpersonal and decision-making skills necessary to prepare recruits for the rigors of modern policing. Problem-based learning, in comparison, is rooted in constructivism, where students construct new knowledge through hands-on learning and peer interaction.
Through experiential learning, recruits participate in activities to understand and apply new concepts. For example, recruits engage in live scenarios, create presentations, facilitate discussions, and conduct role plays and other interactive learning activities to reinforce understanding. One particular strategy that has gained prominence in problem-based learning is the use of teach-back. This article aims to provide law enforcement educators with an understanding of the theoretical foundations, processes and benefits of integrating teach-back into problem-based learning. Through well-developed design and facilitation methods, teach-back activities improve understanding of course content and real-world applications. This experience builds knowledge, encourages teamwork and promotes confidence while improving communication skills.
Integrating problem-based learning into police academy training
Problem-based learning is a student-centered instructional methodology that immerses students in authentic problem-solving activities to promote learning. Central to problem-based learning is the notion that students learn best when they collaborate with their peers, actively engage in subject matter and apply knowledge to solve real-world problems. The experience gained through these processes improves recruits’ critical thinking and teamwork.
Effective problem-based learning, however, requires that recruits be challenged with authentic problems and practical learning activities that simulate real-world policing. For example, engaging recruits in simulated crime scene investigations, witness interviews, report writing and other policing activities improves their understanding of key issues while clarifying legal issues and concepts.
In addition to experiential activities, peer-to-peer teaching, also called teach-backs, is an effective method to teach recruits in the classroom. During teach-backs, recruits research and discuss key terms and processes in their own words with the class. Often called the “flipped classroom,” the recruits complete course readings before class. On the day of class, the recruits present what they learned in their own words. Because of its seamless nature, teach-back can easily be integrated into classroom learning, effectively improving teamwork and collaboration. [1]
Reinforcing learning through teach-backs
Based on interviews with recruit training officers (RTO), classroom instructors and post-academy field training officers (FTO), basic academy recruits’ most common weaknesses include their inability to make decisions, solve problems and effectively communicate. Teach-back is an effective method to improve these skills.
With its roots in health care, teach-back challenges recruits to discuss and demonstrate key terms and concepts to ensure understanding. For example, during teach-back sessions, instructors assign topics to recruits organized in small groups. Recruits research and present their understanding of the course material to the class while exchanging ideas and facilitating questions from their peers. While reinforcing their understanding and retention of course material, the active engagement of teach-back improves the recruit’s interpersonal skills. [2]
After completing teach-backs, instructors should provide feedback on their performance. Providing regular opportunities to practice teach-backs helps to improve recruits’ presentation and communication skills. This may include allocating time for small and large group discussions, facilitation exercises, and role plays and other interactive learning activities.
Challenges of teach-backs
While an effective instructional strategy, teach-back poses several challenges. For example, teach-backs are time-consuming. They require significant pre-class development, requiring instructors to spend more time organizing and managing classroom time to ensure course content is covered and learning objectives are met. In addition, differences in recruits’ academic and communication skills may affect their ability and willingness to perform teach-backs, requiring a gradual introduction rather than immediate use.
To maximize the effectiveness of teach-back in problem-based learning, instructors should model teach-back methods while providing a supportive environment. Several actions can improve the use of teach-backs:
- Instructors should explain the purpose of teach-backs and demonstrate how they are performed.
- Gradually introduce and practice teach-backs in the classroom.
- Provide positive results-oriented coaching to build confidence and improve decision-making and communication skills.
Conclusion
Introducing teach-backs in problem-based learning offers a promising approach to improving critical thinking and interpersonal skills. Utilizing teach-backs in the classroom offers instructors opportunities to motivate recruits to collaborate with their peers to become better problem solvers. While implementing teach-backs in basic academy training may represent a departure from traditional training practices, the benefits of improved learning may justify its use.
| RELATED: Problem-based learning in basic police academy instruction
References
1. Harvard University. Flipped classrooms. Bokcenter.harvard.edu. 2023.
2. Yen PH, Leasure AR. Use and effectiveness of the teach-back method in patient education and health outcomes. Federal Pract. 2019;36(6):284-289.