Conference News

#TBLC22 Meeting Archives Now Online

Thank you all once more to all who were able to participate in the 2022 TBLC Virtual Annual Conference. The meeting archives are now available to all registered attendees including:

  • Recorded plenary sessions by Larry Michaelsen and Michael Sweet
  • Poster and oral abstracts
  • Recorded oral presentations and the virtual interactive poster hall 
  • “Empowering Team-Based Learning with InteDashboard’s Dashboard Analytics:” A special presentation from Karen George LeClair

If you enjoyed the 2022 TBLC Annual Conference, we encourage you to take your next step and get more involved with the TBLC! Want to join the Collaborative? Click here! Already a member? Consider joining a committee, starting your fundamentals certification, or join an upcoming Social Hour. We invite you to explore what the TBLC has to offer and look forward to welcoming you to our annual conference in 2023.

Annette Burgess Wins TBLC 2022 Best Paper Awards

Dear Colleagues,

During the recent 2022 business meeting at the virtual annual meeting, we recognized two papers that stood out among the rest. In an effort to recognize excellence and innovation in advancing Team-Based Learning through research and scholarly publications, two papers were awarded top honors in the following categories:

Research Category
Dr. Annette Burgess
Peer review in team-based learning: influencing feedback literacy

Annette Burgess, Chris Roberts, Andrew Stuart Lane, Inam Haq, Tyler Clark, Eszter Kalman, Nicole Pappalardo & Jane Bleasel. BMC Med Educ 21426 (2021).

Scholarship Category
Dr. Annette Burgess
Use of Established Guidelines When Reporting on Interprofessional Team-Based Learning in Health Professions Student Education: A Systematic Review

Annette Burgess and Deborah McGregor. Acad Med. 1;97(1):143-151 (2022).

Winning articles were published in a peer-reviewed journal in the last two calendar years (2020 to 2022), are consistent with the entire TBL process, and align with the mission of the TBLC.

Thank you,
Richard Plunkett
TBLC Research & Scholarship Committee Chair

TBLC 2022 Research Grant Recipients

Dear Colleagues,

The Team-Based Learning Collaborative (TBLC) would like to congratulate the 2022 TBLC Grant Recipients. We received many thought-provoking and interesting proposals and are happy to congratulate the following on receiving grants from TBLC this year:

  • Comparison of Virtual Versus In-Person Delivery of a Naloxone Certification Training Program Through the Use of Team-Based Learning
    Jennifer Courtney, Erika Titus-Lay, Tiffany-Jade Krey, Eugene Kreys, Ruth Vinall
    California Northstate University College of Pharmacy
  • Comparison of Asynchronous vs. Synchronous Team-Based Learning in an Online Global
    Health for Pharmacists Course

    Renee Hayslett and Pamela Moye-Dickerson
    Mercer University College of Pharmacy
  • Exploring Student Attitudes and Perceptions of the lmpact of TBL Peer Assessment on the Development of Self-Regulated Learning in a Professional Program: A Mixed Methods Analysis
    Cecelia Martin and Cortny Williams
    University of Western States

If you would like to submit a proposal for a TBLC grant for 2023, keep your eyes peeled for the email later this year!

Thank you,
Richard Plunkett, PhD
Chair, TBLC Research and Scholarship Committee

Annette Burgess and Deborah M. McGregor Win Best Poster Award at #TBLC22

We would like to extend our congratulations on behalf of the TBLC to this year’s poster award winners: Annette Burgess and Deborah M. McGregor. Their poster abstract was titled “Interprofessional Team-based learning (TBL) in health professional education: a systematic review.” As the lead presenter, TBLC is pleased to announce that Annette Burgess will receive one year of free membership for winning.

Interprofessional Team-based learning (TBL) in health professional education: a systematic review.

Background: Use of TBL in interprofessional education (IPE) has increased over the past decade, applied within health professional degree programs as a means of engaging students in small-group interprofessional teamwork. TBL has been adopted and delivered in varied formats, across diverse IPE contexts and content areas. We conducted this systematic review to establish the extent, design, and practice of interprofessional TBL within medical and health professional university degree programs.

Methods: We searched PubMed, CINAHL, Web of Science and ERIC databases for articles describing TBL involving student representation from multiple health profession degree programs published between 2010 and 2020. Included original research articles were assessed and described according to Haidet et al’s seven core TBL design elements: team formation, readiness assurance, immediate feedback, sequencing of in-class problem solving, the four S’s (significant problem, same problem, specific choice, and simultaneous reporting), incentive structure, and peer review.

Results: Twelve articles satisfied the inclusion criteria. Significant variability was noted in the application and reporting of the seven core TBL design elements. Although the structured format of TBL provided a suitable pedagogy for interprofessional education, some challenges to the implementation of interprofessional TBL were identified.

Conclusions: Most articles reported the TBL format provided a positive interprofessional learning experience. However, we identified some of challenges: the unequal distribution of students to teams as a result of multiple disciplines from different programs; varied levels of student experience with the pedagogy of TBL; resources required for large groups of students to suit the TBL format; timetabling requirements; continuity of TBL sessions; design of patient cases to suit multiple disciplines; alignment of topics within curricula of multiple disciplines and programs; and limited opportunity for peer review. Key to successful interprofessional TBL is curricula alignment and integration; equal distribution of disciplines within teams; suitable patient cases; and provision of student training/guidelines in TBL.

Thank you and congratulations again to our presenters. Abstracts for the TBLC 2023 Annual Conference will be accepted this September and we encourage you all to submit!

TBLC Practitioners & Trainer-Consultants Class of 2022

Dear Colleagues,

We would like to extend our congratulations to 5 individuals who have completed all requirements to become either a TBLC Certified Practitioner or Trainer-Consultant over the last year. The graduates in 2022 are:

  • Steve Cayzer – Practitioner
  • Misti Sharp – Practitioner
  • Osama Shoair – Practitioner
  • Anne Marie O’Brien – Practitioner
  • Gemma Quinn – Trainer-Consultant

Our new Practitioners all took the next step to consolidate their implementation of TBL and enhance their practice with the support of experts in our community. They each successfully evidenced their competency in the core knowledge and activities of an effective TBL educator through a practical process that encourages reflection and development.

The award of Trainer-Consultant is for colleagues who have developed expertise and who are now influencing and supporting the professional practice of others in TBL. It is both a demonstration of their commitment to improving teaching and learning and acknowledgment of their impact in this area.

Please join me in celebrating the achievements of our class of 2022!

If you would like to explore how our certifications can support your professional development and career aspirations, please get in touch by emailing or vising the TBLC Certifications page.

Thank you,
Rebecca McCarter
TBLC Training and Certification Committee Chair

Did you miss the opening of #TBLC22? There is still time to join!

The 21st Annual Team-Based Learning Collaborative Virtual Meeting is in full swing! Join us for the second week of live workshops, poster and oral presentations, plenary sessions and networking, all while gaining access to week one’s plenary address, oral presentations and a special session from InteDashboard. Not registered yet? No problem! Claim your spot and join any of our six upcoming workshops. You don’t want to miss the opportunity to learn from the best and brightest minds in the field of team-based learning.

We welcome you to join us at what we are sure will be a TBL event unlike any you’ve ever experienced. We hope to see you there!

Where to Find Quick Help During the #TBLC22 Virtual Conference

As we put the finishing touches on the 21st Annual TBLC Meeting, we would like to extend a sincere THANK YOU to the volunteers, attendees, speakers and sponsors that have already made our event a success.

The TBLC Administrative Office will have limited availability from April 11 – 21, 2022 while facilitating the meeting. Response times may be delayed as we remotely staff the virtual event. Need help in a hurry? Here are the best ways to find answers to your questions.

Event FAQ
Looking for information on pre-readings, switching sessions, or how to view the plenary sessions after the live event? Quickly find answers here on the Event FAQ page.

TBLC Membership Information
Looking for information on how to join the Collaborative or need to pay your member dues? Check the Member page!

Missing a set of pre-readings for one of your upcoming workshops? No worries! All pre-readings are emailed out before the beginning of the event, so double-check your junk folder for that message. Still can’t find them? Log in to the Event Hub page and find the tab labeled Pre-Readings. *You will need the email address and password that you set up during your registration to access this page.*

When all else fails, reach out to We will respond to your questions as quickly as we can.

Team-Based Learning (TBL) Module for Diversity, Equity, and Inclusion Training

TBLC 2022 Annual Conference Banner

With the 2022 TBLC Meeting just around the corner, we would like to bring attention to one of our featured workshops: Team-Based Learning (TBL) Module for Diversity, Equity, and Inclusion Training. This session will be presented by Suzan Kamel-Elsayed, Deirdre Pitts, Sarah Lerchenfeldt, Tracey Taylor and Robin Rivest. We hope you enjoy this session!

Title: Team-Based Learning (TBL) Module for Diversity, Equity, and Inclusion Training
Presented by: Suzan Kamel-Elsayed – Oakland University William Beaumont School of Medicine
Deirdre Pitts – Oakland University William Beaumont School of Medicine
Sarah Lerchenfeldt -Oakland University William Beaumont School of Medicine
Tracey Taylor – Oakland University William Beaumont School of Medicine
Robin Rivest – Oakland University William Beaumont School of Medicine
Date & Time: Tuesday, April 12, 2022, 7:00 PM – 9:00 PM Eastern and Tuesday, April 19, 2022, 7:00 PM – 9:00 PM Eastern

Over the last several years, schools, colleges and universities have established offices of diversity, equity and inclusion (DEI) to promote and support an equitable and inclusive environment. Academic and healthcare institutions have implemented unconscious bias training to inform individuals of the natural inclination to hold biases based on each individual’s background and experiences and to, provide tools to adjust automatic patterns of thinking, and ultimately eliminate discriminatory behaviors. Institutions must navigate from raising awareness to fostering an inclusive work and learning environment. One way to go beyond bias awareness and effectively engage the institutional transformation process is by developing a program that supports the growing need to recruit and retain underrepresented minorities (URM) throughout academia and health care institutions. In OUWB, an innovative Diversity Champion Certificate Program was developed to ensure everyone within our community has a voice and a sense of belonging. Since the team-based learning pedagogy by itself enhances diversity and inclusion, a TBL module focused on issues of bias, diversity, equity and inclusion was developed for the program training curriculum. The TBL aims to enhance active learning and critical thinking surrounding diversity, equity and inclusion. It also allows Diversity Champion trainees an opportunity to apply their knowledge to solve real-life DEI-related scenarios that commonly occur in the workplace and learning environment within a team setting.

We hope you enjoy this and our other exciting workshops.

Use of Vignettes for the Application Exercises During TBL to Enhance Reasoning and Decision-Making Skills in the Health Sciences Education

TBLC 2022 Annual Conference Banner

With the 2022 TBLC Meeting just around the corner, we would like to bring attention to one of our featured workshops: Use of Vignettes for the Application Exercises During TBL to Enhance Reasoning and Decision-Making Skills in the Health Sciences Education. This session will be presented by Sarah Lerchenfeldt, Sandeep Bansal and Mark Hernandez. We hope you enjoy this session!

Title: Use of Vignettes for the Application Exercises During TBL to Enhance Reasoning and Decision-Making Skills in the Health Sciences Education
Presented by: Sarah Lerchenfeldt – Oakland University William Beaumont School of Medicine
Sandeep Bansal – TCU & UNTHSC School of Medicine
Mark Hernandez – Alabama College of Osteopathic Medicine
Date & Time: Tuesday, April 12, 2022, 1:00 PM – 3:00 PM Eastern and Tuesday, April 19, 2022, 1:00 PM – 3:00 PM Eastern

Educators who use team-based learning play a variety of roles in the educational institutions in which they work. Regardless of their specific roles, many of them are connected in a direct or indirect way to the processes of curriculum development that can influence the success of TBL activities in enhancing reasoning and decision-making in health sciences education. The proposed workshop is designed to provide innovative strategies that will equip participants with the skills to develop valuable case scenarios to elevate their students’ reasoning and decision-making skills. Most educational institutions had to transition to virtual learning due to the Covid-19 pandemic. During this time, they learned to acclimatize with the unique situation rapidly by adopting remote teaching. The aim now is to leverage those experiences to enhance reasoning and decision-making with in-person interactions during TBL sessions when it is safe to return to in-person exercises. This highly interactive workshop will introduce participants to a step-by-step process of developing case scenarios, the necessary tools, and sample approaches such as the use of pre-recorded simulated scenes, or Matchy-Matchy exercises to enable them to successfully enhance critical thinking and decision making. A toolkit consisting of instructions on what has been presented at the workshop will then be provided to the participants.

We hope you enjoy this and our other exciting workshops.

Facilitating Transformative Learning through TBL

TBLC 2022 Annual Conference Banner

With the 2022 TBLC Meeting just around the corner, we would like to bring attention to one of our featured workshops: Facilitating Transformative Learning through TBL. This session will be presented by William Ofstad and Cortny Williams. We hope you enjoy this session!

Title: Facilitating Transformative Learning through TBL
Presented by: William Ofstad – West Coast University
Cortny Williams – University of Western States
Date & Time: Tuesday, April 12, 2022, 1:00 PM – 3:00 PM Eastern and Wednesday, April 13, 2022, 9:00 PM – 11:00 PM Eastern

To cultivate a culture of deep learning, a facilitator must create a positive and challenging learning environment that fully engages learners and teams (Smith & Apple, 2007). Well-designed TBL modules offer opportunities for rich discussion and feedback. To fully realize the benefits of this process, learners and teams must feel safe to collaborate and reflect within and between teams despite discomfort and disorientation. How learners choose to embrace challenges is critical to their long-term growth and transformation. Transformative Learning (Mezirow, 1996) offers a systematic approach to embracing challenges and making meaning of one’s experience in order to guide future goals and actions. In this workshop, we will discuss the art of prompting engagement and improving accountability to self-and team goals through a structured discussion of regulating discontent that promotes the transformative learning process. Participants will engage in applications to: 1) Identify questions that prompt discovery, examination, and commitment of ideas toward promoting individual accountability. 2) Apply an inventory of the learning environment that builds trust and transparency for collaboration. 3) Develop a structure for teams of learners to discuss their discontent when facing challenges and plan solutions to common barriers.

We hope you enjoy this and our other exciting workshops.