The TBL Consultants are:
- Chris Burns
- Sandy Cook
- Judy Currey
- Brian Dzwonek
- Marty Eng
- Gail Feigenbaum
- Rick Goedde
- Paul Haidet
- Paul Koles
- Kevin Krane
- Ruth Levine
- Amy Lin
- Larry Michaelsen
- Elizabeth Oldland
- Michael Rindler
- Dean Parmelee
- Richard Sabina
- Jim Sibley
- Mary Sinclair
- Sophie Sparrow
- Michael Sweet
- Loretta Whitehorne
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Chris Burns, PhD
Associate Professor of Microbiology
University of Illinois College of Medicine
cmburns@illinois.edu
I am a specialist in medical education and collaborative learning. Since 2001, I have taught and directed medical and graduate courses at four institutions and have helped lead curriculum change at three. I enjoy giving workshops and working one-on-one with faculty and students, to help them shed the traditional expectations of teacher and learner that limit what they can achieve. I advocate TBL because it takes advantage of readily accessible knowledge resources, freeing faculty to foster in-depth student understanding that goes far beyond what can be simply looked up on the internet.
In addition to adopting TBL in my own classroom, I help others embrace TBL as an effective and fun way to accomplish their particular educational goals. At the University of Virginia, I was part of the group overseeing TBL implementation throughout the pre-clerkship medical curriculum. At the University of Illinois, I have a broader mission engaging basic and clinical faculty and students across campus and at regional sites to help them discover the benefits of TBL and successfully pioneer this instructional strategy. I’ve especially valued connecting with colleagues in veterinary medicine, nursing, business, arts and sciences, and faculty development and continuing education to help them become TBL trailblazers.
Sandy Cook, PhD
Associate Dean for Curriculum Development
Duke - NUS Graduate Medical School - Singapore
sandy.cook@duke-nus.edu.sg
Sandy Cook received her PhD from Cornell University in Adult and Continuing Education. Her Master's is in Research Methodology and her Bachelor's in Experimental Psychology, both from Ohio State University. Her previous position was the Associate Dean for Curricular Affairs, Senior Research Professional at The University of Chicago Pritzker School of Medicine from 2001-2006. Dr. Cook went to Chicago in 1985 to work as an education specialist for the Diabetes Research and Training Center (DRTC), a major NIH grant that was awarded to the University of Chicago in 1976 and continues to be funded. One of the major focuses on that grant has been the translation of diabetes research to the community, patients, and physicians. She continued on that grant and other diabetes related grants until 2003, when she needed to focus more of her time with University of Chicago Pritzker School of Medical and working with faculty to develop scholarly medical education research projects.
Dr. Cook's overall research focused on developing and evaluating educational programs throughout the Division of Biological Sciences; health outcomes research in the area of diabetes, sleep medicine disorders, asthma, and geriatrics; and faculty development efforts in the area of the Scholarship of Education. Her work in the area of simulation and clinical assessment grew with the development of Clinical Performance Center at the University of Chicago for use in teaching and assessing the clinical skills of our medical students. As of 2008, she has 34 journal publications, 19 published abstracts, and one book chapter.
She was appointed to the Board of the Society of Directors in Research in Medical Education in 2002 (first as member-at large, secretary, treasurer, and after moving to Singapore as Financial Liaison). She spent 8 years on the board of the Chicago Asthma Consortium, and served as President from 2003-2006. She also was the chair of the Curriculum and Evaluation committee of the 13-Schools Consortium from 2001-2006.
Judy Currey
Associate Professor
Deakin University, Burwood, Victoria, Australia
judy.currey@deakin.edu.au
Judy is the Course Leader for ten critical care and perioperative postgraduate nursing programs in the Master of Nursing at Deakin University, Melbourne. Judy is an award winning teacher with national recognition by the Australian Learning and Teaching Council in 2011 through a ‘Citation for Outstanding Contributions to Student Learning’. In 2010 Judy was awarded four teaching and innovation awards including the Deakin University Teacher of the Year. In 2008, she was awarded the Health Super Award for Nursing Leadership in an Urban environment for the creation of an innovative leadership role between academia and clinical nursing. Judy researches teaching and assessment methods to improve skills, knowledge and attributes in critical care nursing postgraduate students in addition to her clinical nursing research program at The Alfred Hospital.
Brian Dzwonek, PhD
Associate Dean for Medical Education
Marshall University
Joan C. Edwards School of Medicine
brian.dzwonek@marshall.edu
Brian is actively involved in curriculum design and faculty development in his role as the Associate Dean for Medical Education at the Marshall University Joan C. Edwards School of Medicine. Much of Brian’s work in his current position is focused on implementing curricular change and promoting learning strategies to foster active learning. Key elements of this work include the integration of the curriculum and the introduction of TBL as a learning model for medical education. Prior to his current position Brian served as the Deputy Director of Medical Education Research and Evaluation at Duke-NUS Singapore where he worked with Sandy Cook to provide oversight of the MD and MD-PhD curriculum which was delivered using TBL.
Brian received a Doctor of Education degree in Adult and Higher Education from the University of South Dakota. He also holds a Master of Education degree in Curriculum and Instruction from South Dakota State University and a Bachelor degree in Biology from The University of North Carolina at Wilmington.
Marty Eng, PharmD, RPh, CGP, CDP, BCPP, FASCP
Associate Professor
Cedarville University
School of Pharmacy
martyeng@cedarville.edu
Dr. Eng is currently in the Department of Pharmacy Practice with Cedarville University in Ohio. He is a clinical pharmacy specialist in Geriatrics Neurology. His scholarly efforts have included Team-Based Learning, Learning Styles, interprofessional education, medication use in older adults, Alzheimer’s disease and Parkinson’s disease. Dr. Eng teaches therapeutics and pharmacology and has taught in Pharmacy, Medical, Nursing, Social Work, and Nurse Practitioner programs.
Dr. Eng implemented a TBL strategy over a range of health professions topics including pharmacoeconomics, asthma, Alzheimer’s, geriatrics medication use, and faculty development. He consulted on the development and launch of an interprofessional Geriatrics Certificate program at the University of Kansas which is delivered using TBL. Dr. Eng presented on TBL in large classrooms for the Center for Teaching Excellence. Recently, he has consulted on how to incorporate the TBL strategy into therapeutics modules in a pharmacy curriculum. Dr. Eng has used TBL in small to large classes and multi-site campuses.
Dr. Eng began using a TBL strategy to engage students more and develop his teaching skills. He ended up influencing the learning culture of his students.
Paul Haidet, M.D., M.P.H.
General Internist
Department of Medicine
Baylor College of Medicine
phaidet@bcm.edu
Dr. Haidet is a general internist in the Department of Medicine. He is a member of the class of 1999-2000 of the Master Teacher Fellowship. An active member of the American Academy on Physician and Patient. Dr. Haidet has advanced training in small group teaching and communication skills. He has facilitated small group learning sessions (including Problem-Based Learning and Bedside Teaching) at the Pennsylvania State University College of Medicine, Harvard Medical School, and Baylor College of Medicine. Dr Haidet is available for direct observation and input on clinical teaching, team learning, including both one-to-one (as in the outpatient setting) and small group formats (as in bedside rounds).
N. Kevin Krane, M.D., F.A.C.P.
Professor Medicine and Vice Dean
Academic Affairs
Tulane University School of Medicine
kkrane@tulane.edu
N. Kevin Krane, M.D., is Professor Medicine and Vice Dean for Academic Affairs at Tulane University School of Medicine. He received his undergraduate degree from Michigan State University with high honor and his medical degree from Tulane University School of Medicine. Following an internship in internal medicine at the University of Massachusetts Medical Center, he completed his residency training and chief residency in internal medicine and a fellowship in nephrology and hypertension at Henry Ford Hospital before he joined the faculty at Tulane. He joined the faculty at Tulane as Director of Dialysis and then became Director of Student Programs for the Department of Medicine. Currently he is Vice Dean for Academic Affairs and Chief, Clinical Nephrology. In 1997-98 he was awarded a Harvard Macy Fellowship in medical education reform, focusing on ambulatory education. Dr. Krane’s clinical interests are in the areas of renal disease in pregnancy and systemic lupus erythematosus. His major area of publication has been focused on different aspects of acute renal failure in pregnancy and its management. In his administrative positions at Tulane, he serves as the Chair of the Curriculum Committee, having overseen significant curriculum reform in both basic and clinical science. He is also Chair of the Personnel and Honors Committee, which oversees faculty appointments, promotions, reviews and tenure decisions. Dr. Krane is the immediate past-Chair of the AAMC’s Southern Group on Educational Affairs and in 2004 served as the site host for the 8th International Association of Medical Science Educators. He has presented medical educational programs at many national educational meetings and has received numerous teaching awards from students and residents throughout his career including the Tulane University Medical Center Teaching Scholar Award and the 2001 Tulane University Presidential Award for Teaching Excellence.
Ruth Levine, M.D.
Professor of Psychiatry
Past-President of the TBLC
Current Executive Editor for TBLC
Associate Editor for the TBLC section for MedEdPORTAL
University of Texas Medical Branch at Galveston, Texas
rlevine@utmb.edu
I have been using TBL in the Psychiatry clerkship since 2002, and in the Neuroscience and Human Behavior course since 2003. I have conducted numerous workshops and assisted faculty in a variety of disciplines to learn about and establish Team-Based Learning programs in medical student, resident, and nursing education. TBL consulting to local, national and international audiences.
Amy Lin, M.D.
Director of Curricular Affairs
University of Illinois College of Medicine at Chicago
ALin@UIC.EDU
Amy Lin is the Course Director of the 2nd Year Medical Student Pathology Course, Director of Curricular Affairs, and student in the Masters of Health Professions Education (MHPE) program at the University of Illinois College of Medicine at Chicago. These complementary roles allow Amy to explore her interests in curriculum planning, active learning methodologies, use of technology in education, and integration of basic science and clinical medicine. The University of Illinois College of Medicine enrolls approximately 350 students per year across four campuses in Illinois. In Chicago, the class size is approximately 200 students. With a large class size and relatively few faculty, Amy decided to implement TBL in the Pathology course in 2011 after participating in a few workshops, seeing it in action, and reading about it. She has conducted faculty development workshops on TBL to faculty and course directors in Chicago and affiliated campuses, and has helped other course directors implement TBL in their own courses. She has hosted faculty from UIC and other schools to observe her TBL sessions, answer their questions, and provide advice and feedback.
Larry K. Michaelsen, Ph.D.
Professor of Management
University of Central Missouri
lmichaelsen@ucmo.edu
Larry K. Michaelsen (Ph.D. in Organizational Psychology from The University of Michigan) David Ross Boyd Professor Emeritus at the University of Oklahoma, Professor of Management at Central Missouri State University, a Carnegie Scholar, a Fulbright Senior Scholar and, former Editor of the Journal of Management Education. He is active in faculty and staff development activities and has conducted workshops on teaching effectively with small groups in a wide variety of university and, corporate settings. Dr. Michaelsen has also received numerous college, university and national awards for his outstanding teaching and for his pioneering work in two areas. One is the development of Team-Based Learning, a comprehensive small-group based instructional process that is now being used in over 100 academic disciplines and on over 200 campuses in the US and in eight foreign countries.
Michael Rindler, PhD, Ph.D.
Associate Professor in the Department of Cell Biology
New York University School of Medicine
I am an Associate Professor in the Department of Cell Biology at NYU School of Medicine. I serve as the Director of Team-Based Learning and the Director of Concentrations in the undergraduate medical school curriculum, as well as the Embryology content director and an instructor in the Cell Biology and Histology basic science courses. I have led the TBL program (known as Team-Based Medical Decision-making) since it was introduced in 2010. I have helped design and write 15 TBLs used throughout the first year and half basic science curriculum, as well as several adopted as part of the Interclerkship Intensive program during the clinical years. The goal of the TBL program is to foster critical thinking, communication skills and effective teamwork, all of which are essential core competencies for clinicians. TBL topics include cystic fibrosis, cardiomyopathies and diabetes, among others. I co-facilitate most of the TBLs with clinical faculty. I train and mentor the faculty engaged in the program and run TBL101 and Advanced TBL workshops. In addition, I oversee the peer evaluation component, which is now an integral part of the NYU medical school professional development program.
Dean X. Parmelee, M.D.
Associate Dean for Academic Affairs
Professor of Psychiatry, Professor of Pediatrics
Wright State University, Dayton, Ohio
dean.parmelee@wright.edu
At the Boonshoft School of Medicine, Dr. Parmelee has championed the development of Team-Based Learning for medical and health sciences education. In addition to publications on this topic, he has conducted over 40 workshops/presentations on medical education topics for faculty development at annual meetings of the American Association of Medical Colleges and the following medical schools:
Dartmouth Medical School
Robert Wood Johnson School of Medicine & Dentistry
Case-Western Reserve
Catholic University of Korea
University of Cincinnati
Northeastern Ohio Universities College of Medicine
Wright State University
Indiana University School of Medicine
Virginia Commonwealth University
University of Arkansas
Florida State University
University of California at Davis
Weill Medical College of Cornell University
Duke/National University of Singapore
National University of Singapore
Pennsylvania State University
Catholic University of Korea
Tulane
Jordan University of Science and Technology
Johns Hopkins
Columbia University College of Physicians and Surgeons
University of Michigan
New Jersey Medical School
University of West Virginia
Richard L. Sabina
Associate Professor of Biomedical Sciences
Oakland University William Beaumont School of Medicine
sabina@oakland.edu
Dr. Sabina is a full-time educator with biochemistry and genetics content expertise in the Department of Biomedical Sciences. He received advanced training in Team-Based Learning as a member of the inaugural Train-the-Trainer class of the Collaborative and is currently leading an initiative to design and implement TBL in the undergraduate medical curriculum at the Oakland University William Beaumont School of Medicine. An active member of the TBLC, Dr. Sabina is currently Chair of the Educational Development Committee.
Jim Sibley
Director
Centre for Instructional Support, Faculty of Applied Science
University of British Columbia
Vancouver, Canada
jim.sibley@ubc.ca
Jim Sibley is Director of the Centre for Instructional Support at the Faculty of Applied Science at the University of British Columbia. As a faculty developer, his current focus leading the 10 year implementation of Team-Based Learning at UBC, developing and delivering new faculty orientations, consultations on course and curriculum development and developing his own online peer evaluation software (iPeer). Jim has over 30 years experience in faculty support and training, course design, and managing software development at UBC.
Jim has provide a large number of TBL consultations including custom designed faculty development seminars, to TBL course design series, to TBL curriculum development, to troubleshooting TBL implementations. Jim is an active member of the Team-Based Learning Collaborative, serving on its board and as a mentor in the Trainer the Trainer program.
Simon Fraser University, Canada
American University of Technology, Lebanon
University of California - Davis
University of Wisconsin
Northern Arizona University
Cal North State University, California
Saint Rose College, New York
Camosun College, Canada
Catholic University of Korea, Korea
Educational Research Group of Adelaide, Australia
Aga Kahn University, Pakistan
British Columbia Institute of Technology, Canada
Sophie Sparrow
Professor of Law
Franklin Pierce Law Center
Concord, New Hampshire
ssparrow@piercelaw.edu
Sophie Sparrow is the co-author of Teaching Law by Design (2009) and has conducted more than 50 workshops and presentations on assessment, teaching, professionalism, and writing to professors, judges, and lawyers. In 2004 she won the Inaugural Award for Innovation and Excellence in Teaching Professionalism and in 2008 became an approved candidate on the Fulbright Specialists Roster. She previously directed Franklin Pierce’s legal writing program, helped design New Hampshire’s alternative to the bar exam, and served as one of the founding members of Phoenix School of Law. She teaches Torts, Remedies, and Legal Writing.
Michael Sweet, Ph.D.
Faculty Development Specialist
Department of Instructional Innovation and Assessment
University of Texas at Austin
msweet@austin.utexas.edu
I have been helping others implement team-based learning since 1998 at both research universities and community colleges, in almost every discipline and class format. I am an Educational Psychologist by training, and my research/publication efforts are focused on small group learning processes in higher education. I enjoy team-based learning more than any other instructional strategy, and find sharing that joy with others extremely rewarding.
David M. Thomas, Ph.D.
Assistant Professor of Biomedical Sciences
Oakland University William Beaumont School of Medicine
thomas@oakland.edu
Dr. Thomas is the Molecular Biology Discipline Director and Endocrinology Course Co-Director at the Oakland University William Beaumont School of Medicine in Rochester, MI. Dr. Thomas is actively involved in the development and delivery of TBLs throughout the curriculum. He has also delivered workshops designed to convey the power of TBL, and to instruct both basic science and clinical faculty on TBL fundamentals, the creation of TBL modules, and proper TBL facilitation skills. Dr. Thomas is also heavily involved in the creation of “Revisions and Reflections” documents for all OUWB TBLs so they may be improved for subsequent iterations.
Rick Goedde
Director of Management Studies
Associate Professor
St. Olaf College
Northfield, Minnesota
goedde@stolaf.edu
Rick Goedde teaches courses in investments, corporate finance, and management within the Economics Department at St. Olaf College, a liberal arts college. The Management Studies Program offers a concentration in business-related courses to all majors at the college. Rick incorporates a variety of teaching/learning strategies within the team-based learning framework, including Just-in-Time Teaching (JiTT), online business and investment simulations, and unstructured case studies. His research interests include stock investment systems, asset allocation/portfolio rebalancing, and the development of personal endowments. He did both his undergraduate and graduate work in accounting and finance at the University of Wisconsin – Madison.
