Author Archives: Rachel Hewett

TBLC Featured Resource Health Assessment: Pulling it all Together!

Title: Health Assessment: Pulling it all Together!
Authors: Pam Johnson
Affiliations: University of South Alabama
Resources available with this module: Readings, application exercise
Context: NU 325 Nursing Health Assessment
This TBL module is used as a culminating learning activity in an undergraduate nursing health assessment course. These students are in their first semester of nursing classes (Junior year). These students will be entering the clinical setting the following semester, so they must have a strong foundation in health assessment skills. This course is taught every semester and there are anywhere from 50 – 130 students enrolled. Throughout the semester, content is taught based on body system (Cardiovascular, Respiratory, Abdomen, etc.) This module was created in order to plunge students into application of knowledge gained throughout the semester to complex clinical scenarios.

Required Reading•   Read the article: Crowe, S., Ewart, L., Derman, S. (2017). Something isn’t right: The subtle changes of early deterioration. Nursing Made Incredibly Easy! DOI-10.1097/01.NME.0000508537.59047.b3•   Read p. 3, 4, 5 including Table 1-1; p. 804-805 SBAR in Textbook: Jarvis, C. (2016). Physical examination and health assessment (7th ed.). Philadelphia: Saunders•   Review the PowerPoint presentation on Vital Signs, and Evidence-Based Assessment•   Watch this Introduction to Team-Based Learning Video: http://camtasia.usouthal.edu/Camtasia/pamjohnson/Introduction_to_TBL_-_20170424_165259_16.html•   Review the Student Database Document and Student Guidelines Document
Objectives•   Determine what patient data is considered normal versus abnormal.•   Recognize signs of clinical deterioration in an unfolding patient case.•   Demonstrate effective communication skills using the SBAR (Situation, Background, Assessment, and Recommendation) tool to report patient deterioration to a healthcare provider.
 For more information on this, and more, modules available in the Resource Bank, please visit theResource Portal.

TBLC Featured Resource Bad Blends: An Introduction to Pharmacology

Title: Bad Blends: An Introduction to Pharmacology
Authors: Sarah Lerchenfeldt and Rodney Nyland
Affiliations: Oakland University William Beaumont School of Medicine
Resources available with this module: Readings, iRAT, application exercise and facilitator guide
Context: Biomedical Sciences Summer Program
The Bad Blends TBL was created for biomedical science high school summer programs. It has been used for three years and was completed in two different settings. In one setting, it was delivered in two ninety-minute sessions over a two-week period. In was also delivered as one two-hour session. The first session included an introduction to basic pharmacology. The second session was the actual TBL activity. In both cases there were 25-30 students split into 5-6 teams. The intent was to introduce students to the TBL instructional strategy, as well encourage their interest and curiosity in health sciences. 

Required Reading
The preparatory material (attached) is a content outline that contains necessary information that the students must know about pharmacokinetics and pharmacodynamics. The handout provides all necessary information to answer the RAT questions. The PowerPoint slides that review pharmacokinetics and pharmacodynamics can also be used as part of the preparatory material. 

Version 1
If the opportunity for two separate sessions is provided, the students will have more time to research concepts and digest the material before taking part in the TBL. It also allows for additional information that students have found interesting (examples of computational modeling for drug design). 

Version 2
If the opportunity for one session is provided, the students will not have time to research concepts, although an introduction to basic pharmacology can still be provided.

Objectives

  • Explain how the body affects drugs (pharmacokinetics).
  • Explain how drugs affect the body (pharmacodynamics).
  • Evaluate potential drug-drug and drug-food interactions and their likely effect on the body.
  • Formulate recommendations for patients in which there is a concern for drug-drug or drug-food interactions.
  • Participate in the TBL activity in a professional and respect manner.

For more information on this, and more, modules available in the Resource Bank, please visit theResource Portal.

*Last Call* Steering Committee Nominations Due March 1

Nominations for the upcoming open positions on the Steering Committee of the Team-Based Learning Collaborative (TBLC) will soon be closing. The Steering Committee is the governing body that determines the direction of TBLC and all our various programs and activities.

This message is a call to our membership for those who wish to be considered by the Nominating Committee as potential candidates.

The following positions are up for election this year:
President-Elect (2 year term)
Member-At-Large: Health Sciences (3 year term)


Steering Committee meetings are held via conference call every month and additional business may be conducted through e-mail.

If this opportunity to expand your influence in Team-Based Learning while advancing the work of TBLC fits your personal career goals, then I invite you to submit your nomination for either President-Elect or Health Sciences Member-At-Large. Self-nominations are welcomed!

Please submit your nominations on the online form here:
https://teambasedlearning.site-ym.com/page/2019nominations

More Space Available in TBL Fundamentals Workshops at #TBLC19

TBLC 19

The 2019 TBLC Annual Meeting in Tampa, Florida is already proving an enormous success! Key Fundamentals workshops like Creating an Effective TBL Module and Fundamental Principles and Practices have been so successful that they have already sold out more than a month before the open of the meeting. To accommodate as many educators ready to earn their “Knowledge of the Fundamentals of TBL” certificate during their time in Tampa, we have INCREASED the cap on those workshops to 75 people per course! You can now register for all five of those sessions here!

Interested in earning the “Knowledge and Fundamentals of TBL” certificate in Tampa? These are the workshops you’ll need.

Fundamentals Schedule  
Date & TimeWorkshopSpeakers
Thursday, March 14
9:00 AM – 12:00 PM
Fundamental Principles and Practices of TBLCaroline Wilson and Liz Winter
Thursday, March 14
1:00 PM – 4:00 PM
Creating an Effective TBL ModuleJudi Bradetich and Peggy Mohr
Friday, March 15, 2019
10:00 AM – 11:45 AM
Evaluating Multiple Choice Questions for Readiness Assurance Tests and Application ActivitiesKarla Kubitz and Julie Estis
Friday, March 15
1:15 PM – 3:00 PM
Effective FacilitationParto Khansari and Ruth Vinall
Saturday, March 16, 2019    8:00 AM – 9:45 AMImplementation of TBL Peer FeedbackSarah Lerchenfeldt, Suzan El Sayed and Gustavo Patino 

Simply complete all five workshops to earn your “Knowledge of the Fundamentals of TBL” certificate. To apply for that certificate after the meeting, simply fill out an application on our website and you are on your way! Only need one or two Fundamentals workshops to complete your requirements? That’s no problem! Feel free to register for only those workshops you need to finish your coursework. 

Want to register for the meeting but not a TBLC Member yet? No problem! Register for the 2019 TBLC Annual Meetingas a non-member and receive ONE FREE YEAR of membership in the Team-Based Learning Collaborative. Emailsupport@tblcadmin.org for more information.

Don’t Miss This Session! Let’s Get ‘Em Engaged Online!

With the 2019 TBLC Meeting just around the corner, we would like to bring attention to one of our featured workshops: Let’s Get ‘Em Engaged Online! This session will be presented by Annetta Dolowitz from the University of Alabama at Birmingham (UAB), Michael Dorneich from Iowa State University, James Grogan from Oakland University William Beaumont SOM, Brian O’Dwyer from InteDashboard and Jennifer Styron from Eastern Virginia Medical School. We hope you enjoy this session!

Title: Let’s Get ‘Em Engaged Online!
Presented by: Annetta Dolowitz – University of Alabama at Birmingham (UAB)
Michael Dorneich – Iowa State University
James Grogan – Oakland University William Beaumont SOM
Brian O’Dwyer – InteDashboard
Jennifer Styron – Eastern Virginia Medical SchoolDate: Saturday, March 16, 2019
Time: 8:00 AM – 9:45 AM


The purpose of this workshop is to review the best practice principles for creating and implementing the Readiness Assurance Process (RAP) and 4S application activities in an online course. The workshop will be delivered in a hybrid format with both face-to-face and online components. In the pre-workshop online portion, participants will reading materials, form teams, and conduct an online RAP process. In the workshop itself, the face-to-face portion, participants will complete their team-RAT with their other team members, engage in discussion, and conduct 4S application activities where teams will continue collaborating in the online format while they complete these application activities. Finally, barriers to success (i.e. cheating or team loafers) and strategies to proactively reduce these barriers will be discussed. Presenters will (1) review recommendations from the TBL Online Community of Practice Applications Group manuscript, in process, and (2) discuss how these principles can be integrating into the design and development of online courses utilizing the TBL instructional strategy, and (3) consider alignment of these principles with QM Standards. Participants will have the opportunity to experience use of an online platform to deliver the RAP and application exercise components of TBL. Through the interactive session, participants will have a clearer perception of students’ online experience and how making use of existing tools can simplify the process and assist in running these components of TBL smoothly. This workshop is for individuals familiar with TBL who are currently teaching online courses, designing online courses, delivering professional development, and/or are interested in how TBL may be facilitated in an online environment. TBL educators who are looking for ideas or how to resolve issues they are encountering, particularly in the RAP and 4S application exercise components of delivering TBL online, may also find this workshop valuable.

Want to register for the meeting but not a TBLC Member yet? No problem! Register for the 2019 TBLC Annual Meeting as a non-member and receive ONE FREE YEAR of membership in the Team-Based Learning Collaborative. Email support@tblcadmin.org for more information.

Call for Members in the News Submissions – Deadline February 6

The next issue of the electronic membership newsletter of the Team-Based Learning Collaborative (TBLC) will be published in February. The purpose of this newsletter is to connect the TBLC membership with information, opportunities, resources, and each other.

We are very pleased to dedicate one section of this newsletter to recognize the professional accomplishments of our members but we need your help! Have you received awards or promotions, landed a great new job, or published an article or research in the last year? We would like to know about it and celebrate your accomplishments in our newsletter!

Please submit your news online here for inclusion in the next edition. Sorry, we can only include professional accomplishments in the newsletter, but welcome you to share your personal news on the TBLC Facebook page!

Deadline:February 6, 2019

Steering Committee Nominations Due March 1

It’s time once again to begin thinking about selection of those to serve on the Steering Committee of the Team-Based Learning Collaborative (TBLC). This is the governing body that determines the direction of TBLC and all our various programs and activities.

This message is a call to our membership for those who wish to be considered by the Nominating Committee as potential candidates.

The following positions are up for election this year:
President-Elect (2 year term)
Member-At-Large: Health Sciences (3 year term)


Steering Committee meetings are held via conference call every month and additional business may be conducted through e-mail.

If this opportunity to expand your influence in Team-Based Learning while advancing the work of TBLC fits your personal career goals, then I invite you to submit your nomination for either President-Elect or Health Sciences Member-At-Large. Self-nominations are welcomed!

Please submit your nominations on the online form here: https://teambasedlearning.site-ym.com/page/2019nominations

Don’t Miss This Session! Leading Change Initiatives with Panel Discussion

TBLC 19

With the 2019 TBLC Meeting just around the corner, we would like to bring attention to one of our featured workshops: Leading Change Initiatives. This session will be presented by Julie Estis and Ronald Styron from the University of South Alabama and Daniel Griffin from Nova Southeastern University. We hope you enjoy this session! 

Title: Leading Change Initiatives with Panel Discussion
Presented by: Julie Estis – University of South Alabama
Daniel Griffin – Nova Southeastern University
Ronald Styron – University of South AlabamaDate: Friday, March 14, 2019
Time: 1:00 PM – 4:00 PM

*Please note that this half-day session has an additional fee of $85.

By the end of this workshop, the participant will be able to:

  • Identify a process for leading change.
  • Select appropriate strategies to initiate and sustain change.
  • Compare factors based upon role (i.e. faculty, departmental leadership, institution wide oversight) and apply appropriate strategies to enable action.

In the second half of the session our leadership panel will lead a discussion about leading change. Panelists will range from a diverse set of backgrounds to discuss leadership strategies that have helped them succeed in leading change initiatives. 

If you’d like to register for this workshop but have already registered for the meeting, you may email the TBLC office at support@tblcadmin.org for assistance. You can also change your registration online at www.tblcmeeting.org, selecting “Already Registered?” at the bottom of the page, and entering your email address and password. Didn’t set up a password when you registered? No problem! Simply select the link on that page that says, “Don’t know your password? Click here to reset it.”

TBLC Featured Resource Lecture-Free Classroom Sessions

Title: Lecture-Free Classroom Sessions
Authors: Peter Balan, OAM, PhD
Affiliations: University of South Australia, Australia
Resources available with this module: Module User Manual, Excel spreadsheet for compiling evaluations of this teaching method, Implementing Class Tests PowerPoint Slides, Implementing Class Tests Slides (PDF Version)
Context: Entrepreneurship, creativity and commercialisation, but it can be applied in any discipline
This manual describes the way

that you can conduct classroom sessions that follow the classroom iRAT and tRAT tests. In other words, this approach is used in the classroom time that is normally used for “mini-lectures” and application exercises. This approach replaces the “mini-lecture” in a way that is based on the TBL principles and allows the whole classroom period to be conducted in a way that is faithful to these principles. 


Objectives
For the educator, this method provides:

  • A simple and flexible method for implementing a consistent TBL approach in the classroom in sessions for which students cannot reasonably pre-learn course content;
  • A delivery method that to a large extent removes time constraints. It allows the educator to spend time on sessions that require more attention, while being able to condense sessions where it is clear that students have come to grips with the content and its application.

For the student, this method provides:

  • A student-based learning approach that helps students to learn course content in a collaborative learning environment
  • Team activities that support and reinforce the development of good teamwork practice
    experience in speaking to a large group, where each student in a team contributes at the classroom level by reporting the deliberations of the team

For more information on this, and more, modules available in the Resource Bank, please visit theResource Portal.