Featured Resources

TBLC – Featured Module: Strategic Management, Strategic Planning, and Strategic Analysis

This month’s featured module is “Strategic Management, Strategic Planning, and Strategic Analysis.” The module was developed by Annetta Dolowitz, reviewed, and published to the Resource Bank in the fall of 2016. The “Strategic Management, Strategic Planning, and Strategic Analysis” module was designed for a course in Nonprofit Organizational Management.

The module focuses on seven learning goals. The learning goals are:

  1. Demonstrate and apply experience and skills that you have read or heard in class activities, and in your service learning projects, while adding skills to your resume.
  2. Identify the theoretical and conceptual foundations of a nonprofit.
  3. Assess and explain how strategic management competencies are applied to nonprofit organizations by running a SWOT analysis.
  4. Take the results of your SWOT analysis to evaluate Class NPO Partner to develop and defend strategies to address your findings for the Class NPO Partner Project.
  5. Critique the role of accountability, ethics, and social responsibility in the management of a nonprofit organization.
  6. Evaluate, explain, and defend the results of your project for your partner NPO.
  7. Demonstrate professional development.

The “Strategic Management, Strategic Planning, and Strategic Analysis” module includes a 10 question RAT and 2 Application Exercises.

This module and many more can be found in the TBLC Resource Bank. Click here to log in to the Member’s Site.

Did you know that you can submit your own module to be peer reviewed by fellow TBLC members and included in the TBLC Resource Bank? Click here to download the Resource Bank submission form and e-mail it to resources@tblcadmin.org.

Featured Module: Drug Discovery and Classification

This month’s featured module is “Drug Discovery and Classification.” The module was developed by Dr. Michael Nelson, reviewed, and published to the Resource Bank in the fall of 2015. The “Drug Discovery and Classification” module was designed as the first module for a class serving as an introduction to the basic and pharmaceutical sciences (physiology, pathophysiology, immunology, biochemistry, pharmacology, pharmaceutics, pharmacokinetics, medicinal chemistry) in a Doctor of Pharmacy (PharmD) curriculum.

The module focuses on 9 learning goals. The learning goals are:

  1. Provide a definition for “drug” and “pharmacognosy”
  2. Describe characteristics used to classify drugs into drug families
  3. Distinguish between traditional small molecule drugs and macromolecule drugs
  4. Describe the differences among natural, semi-synthetic, and synthetic drugs
  5. Identify sources of drug discovery
  6. Describe methods by which drugs are discovered or designed
  7. Describe the difference between a generic and brand (trade) drug name
  8. When given two or more generic drug names, predict which drugs are within the same drug class
  9. Apply concepts of drug discovery and classification to describe a new drug entity

The “Drug Discovery and Classification” module includes a 5 question RAT and 1 Application Exercise.

This module and many more can be found in the TBLC Resource Bank. Click here to log in to the Member’s Site.

Did you know that you can submit your own module to be peer reviewed by fellow TBLC members and included in the TBLC Resource Bank? Click here to download the Resource Bank submission form and e-mail it to resources@tblcadmin.org.

Featured Member: Kevin Krane

N. Kevin Krane, MD, Professor of Medicine, Vice Dean for Academic Affairs
Tulane University School of Medicine
New Orleans, Louisiana, USA

Discipline: Nephrology

TBL Experience: I have been involved in TBL at many levels including presenting faculty development workshops, hosting the TBLC in New Orleans in 2010, and in my role as the academic dean, promoting the implementation of TBL in the curriculum at Tulane and other health care institutions. I like to emphasize how TBL addresses most of the competency domains we are expecting of our medical students. Currently I use TBL to teach kidney diseases to both first and second year medical students.

Mentoring Experiences: I have been using TBL for the last 7-8 years, serving as a TBL mentor for most of that time. I have provided “TBL 101” workshops at a number of other medical and allied health schools, and for TBLC pre-conference workshops.

Interesting: One of the most interesting and fun experiences I have had with TBL was providing TBL 101 workshops to faculty from the National University of Rwanda. Just like TBL students everywhere, they would “high-five” each other for correct answers on the IF-AT card!

Adaptions: I like using TBL principles to teach any topic. For example, we have incorporated group application exercises into patient safety training with TeamSTEPPS. in our courses at Tulane.

Research: With other colleagues, we have used TBL to generate scholarly work from our activities in TBL that has resulted in several poster presentations at medical education meetings including one demonstrating improved learning for lower quartile students using TBL and a published TBL Module on MedEdPortal.

How has the TBLC assisted me?: An essential aspect of effective educators is always growing through professional development. The TBLC provides an outstanding opportunity to learn new skills, enhance existing ones, and develop scholarly projects. But more importantly, the TBLC provides a community of colleagues who are interested in enhancing learning at every level of education and are excited about sharing and collaborating with all members.

 

TBLC – Featured Module: Personality Disorders

This month’s featured module is “Personality Disorders”. The module was developed by Dr. Ruth Levine, reviewed, and published to the Resource Bank in the Fall of 2015. The “Personality Disorders” module was designed for a third year psychiatry clerkship with teams of 4-6 students in a classroom of 20-24 medical students.

The module focuses on three learning goals. The learning goals are:

  1. To be able to differentiate between the personality disorders.
  2. To be able to name and apply the most appropriate strategies for managing patients who experience interpersonal difficulties.
  3. To be able to describe the importance of establishing firm but compassionate limits when working with patients with personality disorders.

The “Personality Disorders” module includes a 13 question RAT and 2 Application Exercises.

This module and many more can be found in the TBLC Resource Bank. Click here to log in to the Member’s Site.

Did you know that you can submit your own module to be peer reviewed by fellow TBLC members and included in the TBLC Resource Bank? Click here to download the Resource Bank submission form and e-mail it to resources@tblcadmin.org.

TBLC – Featured Module: Cellular Membranes and Membrane Transporters

This month’s featured module is Cellular Membranes and Membrane Transporters. The Module was developed by Dr. Ruth Vinall, reviewed, and published to the Resource Bank in the Fall of 2016. The Cellular Membranes and Membrane Transporters module was designed for a course in a Biochemistry and Cell & Molecular Biology course. The is a foundational course that is taught to an average of 120 pharmacy students during the first year/first semester of their 4 year PharmD program. The majority of students are bio majors. This is one of 23 TBL modules in a one semester 5 unit course.

The Module focuses on five learning goals. The Learning Goals are:

  • Describe the key differences in structure and function of transporters, ion channels, and aquaporins.
  • Explain why transporters and ion channels are essential for cell function and survival.
  • Compare and contrast the properties of different types of membrane transporters and how this impacts function.
  • Discuss how dysfunction of membrane transporters can result in diseases and disorders.
  • Utilize knowledge of membrane transporters to select appropriate therapeutic targets and interventions.

The Cellular Membranes and Membrane Transporters module includes a seven question RAT and one three-part Application Exercise.

This module and many more can be found in the TBLC Resource Bank. Click here to log in to the Member’s Site.

Did you know that you can submit your own module to be peer reviewed by fellow TBLC members and included in the TBLC Resource Bank? Click here to download the Resource Bank submission form and e-mail it to resources@tblcadmin.org.

Featured Member: Parto Khansari

Parto Khansari
Associate Professor and Chair
California Northstate University
College of Pharmacy
Phone: (916)686-8549
pkhansari@cnsu.edu

Discipline: Pharmacology/Neuropharmacology

My TBL Experience: I began using TBL in 2009. I am actively involved in cultivating TBL delivery in pharmacy education, mentored over 10 faculty members to implement TBL at CNUCOP and through TBLC Consultant training, and have conducted several workshops at national and local conferences on implementing TBL.

Improvement in TBL: To enrich the review sessions and apply the principles of TBL, my colleague, Dr. Leanne Coyne, and I introduced the addition of team exam review. These team exams have a similar format to individual midterm exams, with the exception that answering the questions is a team effort. In a research study, we explored students’ perceptions of the benefits of having team exams prior to major exams. The findings of the study confirms that students believed team exams help them to identify class content that is challenging to them, recognize gaps in their knowledge, and strengthen their skills through discussion and debate with their team.

Citation: Khansari P and Coyne L. An Innovative Approach to Enhance Learning & Teaching by Incorporating Team-Exams into Team-Based-Learning. American Journal of Pharmaceutical Education 2014; 78 (5) Article 111.

How has the TBLC assisted me?: The landscape of effective teaching is changing rapidly. The educational process is no longer a transfer of information; rather, an active engagement of students to acquire, evaluate and apply knowledge. The shift in transforming the educational process requires skill, well-thought infrastructure and support from other educators. The Team-Based Learning Collaborative is just the place where innovation is encouraged, best practice is shared and support is offered unconditionally. I joined the TBLC in 2009 and became TBL Trainer Certified in 2014 and I believe this is undoubtedly, was one of the most enriched decision I made in my career.

TBL Presentations:

  1. Khansari P, Coyne L. TBL 101 and Creating an Effective TBL Module, San Francisco, CA (2016)
  2. Khansari PS, Create effective TBL modules, CNU Elk Grove, August 31, 2016.
  3. McDowell, JA Jr., PS Khansari, G Kubat, T Ho, C Porter-Fraser, RM Alajajian, H Yang, T-J M Kreys, JK Cusick, CT Doan, A Nauli, K Hassell, S Clark, HT Tran. Plussing the Interview Day with an Authentic Team-Based Learning Experience at a College of Pharmacy. AACP Annual Meeting 23 June 2016.
  4. Khansari P, Coyne L, Frausto S, McClendon K. Assessment of Student Learning Outcomes in Team-Based Learning in Pharmacy Education. AACP Annual Meeting, Chicago, July 2013
  5. Vinall, R., Khansari, P., Ofstad, W., and Clark, S. Methods to foster individual engagement, intrinsic motivation, and accountability to enhance team-based learning. 2016. Annual TBLC conference. Albuquerque, NM.
  6. Khansari P, Coyne L, Ofstad W, Building an Assessment Framework for a TBL Classroom. 2015. Annual TBLC conference. Podium presentation, St. Petersburg, FL.
  7. Khansari P, Coyne L, Ofstad W, An Introduction to Teaching and Assessment in A Team-Based Setting, Sacramento State Nursing School (2014)
  8. Khansari P, Coyne L, Ofstad W, Pathways to Expand the Effectiveness of Teaching and Learning, California Northstate University (2014)

TBLC – Featured Module: Intra-Aortic Balloon Pumping

This month’s featured module is Intra-Aortic Balloon Pumping (IABP). The Module was developed by Dr. Judy Currey, reviewed, and published to the Resource Bank in the Fall of 2015. The Intra-Aortic Balloon Pumping module was designed for a course in Master of Nursing Practice (Intensive Care, Cardiac Care, Emergency Care, Critical Care).

The Module focuses on six learning goals. The Learning Goals are:

  1. perform a safety check of the IABP machine to ensure correct functioning;
  2. discuss the indications and contraindications for IABP therapy;
  3. explain principles and physiological effects of IABP therapy;
  4. rationalise and evaluate the nursing management of a patient with an IABP insitu with reference to:
    • systemic assessment of patient
    • prevention and detection of systemic and local complications
    • alarm troubleshooting
    • timing:
      • establishment
      • difference between r wave deflate (real timing) and conventional
      • recognition of correct timing and timing errors
    • weaning from therapy
    • removal of balloon
    • transport of patient
    • care of the catheter, tubing and machine;
  5. describe and evaluate the normal balloon pressure waveform morphology;
  6. interpret tracings of a concurrent cardiac rhythm strip and arterial blood pressure waveform in order to determine timing of the IABP in the cardiac cycle and any potential haemodynamic benefits or complications, with particular reference to:
    • correct timing morphology
    • timing errors of late inflation, late deflation, early inflation and early deflation
    • identification of 1:1, 1:2 and 1:3 IABP support

The Intra-Aortic Balloon Pumping module includes an eight question RAT and two Application Exercises.

This module and many more can be found in the TBLC Resource Bank. Click here to log in to the Member’s Site.

Did you know that you can submit your own module to be peer reviewed by fellow TBLC members and included in the TBLC Resource Bank? Click here to download the Resource Bank submission form and e-mail it to resources@tblcadmin.org.

TBLC – Featured Module: The Manager’s Job

This month’s featured module is The Manager’s Job. The Module was developed by Dr. Mark Harrison, reviewed, and published to the Resource Bank in the Winter of 2017. The Manager’s Job module was designed for a course in Management at a liberal arts college. The primary focus is on critical thinking and communication skills, which have priority over technical knowledge and skills. The course serves as part of a broader effort to do Writing Across the Curriculum. This module is traditionally taught in small sections of 15 – 20 students of traditional age. These students have negligible prior exposure to Management, but they have read Harrison (2012) Note on Decision Cases Situation Analysis.

The Module focuses on three learning goals. The Learning Goals are:

  • Think critically and analytically; communicate clearly (both orally and in writing)
  • Apply managerial theories to realistic business situations; specifically, to apply Mintzberg’s ‘ten roles of a manager’ to the situation of Jessica Gonon in the case “Mommy-Track Backlash”.
  • Perform a situation analysis on a realistic management situation and make a reasoned recommendation for a course of action.

The Manager’s Job module includes a nine question RAT and two Application Exercises.

This module and many more can be found in the TBLC Resource Bank. Click here to log in to the Member’s Site.

Did you know that you can submit your own module to be peer reviewed by fellow TBLC members and included in the TBLC Resource Bank? Click here to download the Resource Bank submission form and e-mail it to resources@tblcadmin.org.

TBLC – Featured Module: Exploring Potential New Treatments For Alzheimer’s Disease

This month’s featured module is the Exploring Potential New Treatments For Alzheimer’s Disease module. The Module was developed by Dr. Leanne Coyne, reviewed, and published to the Resource Bank in the Winter of 2014. The Exploring Potential New Treatments For Alzheimer’s Disease module was used in a neuropharmacology course to introduce students to the challenges in treating Alzheimer’s disease. This course is taught to pharmacy students in their second semester of pharmacy school. All students have a bachelor’s degree or equivalent and prior education in biology.

The Module focuses on three learning goals. The Learning Goals are:

  1. Explain what is currently known about the underlying pathophysiology of Alzheimer’s disease.
  2. Identify potential drug targets based upon our current understanding of Alzheimer’s disease pathophysiology.
  3. Predict systemic effects that may occur if a potential drug target is modulated.

The Exploring Potential New Treatments For Alzheimer’s Disease module includes a five question RAT and three Application Exercises.

This module and many more can be found in the TBLC Resource Bank. Click here to log in to the Member’s Site or you can click here to join the TBLC today.

Did you know that you can submit your own module to be peer reviewed by fellow TBLC members and included in the TBLC Resource Bank? Click here to download the Resource Bank submission form and e-mail it to resources@tblcadmin.org.

Featured Member – Patricia Gwirtz

Field of Instruction: Physiology
Type of Institution: Health Science Center, graduate level instruction
Location: University of North Texas Health Science Center at Fort Worth, Texas

My TBL Experience: I have attended several workshops and conferences to gain knowledge about Team Based Learning and how to implement Team Based Learning into my teaching. Dr. Wayne McCormack first visited the Graduate School of Biomedical Sciences at the University of North Texas Health Science Center at Fort Worth in 2011. After his workshop, I had the pleasure of going to dinner with him and learn more about Team Based Learning (TBL). I have been attending the Annual TBL Conferences since then. I took the lead at our institution in helping other faculty learn about TBL technique, how to write TBLs, and how to use them in the classroom. Most of the faculty was skeptical and since I do not mind being the first to try out new teaching methods, I was the first faculty at UNTHSC to use TBL in medical school classroom (student size of 230). Many other faculty attended just to see how it can be done with such a large class because they just knew it was going to be a failure, especially with such a large class. It was a great success. We have been using TBLs in our classrooms ever since. The medical school has modified them and calls them Team Learning Modules. I have created several TBLs that have been used in our graduate physiology course (there will be 7 TBLs in the course this spring) and for a physiology course I teach to physical therapy students.

Mentoring Experiences: Since 2014 I have been invited to conduct TBL workshops and to mentor faculty on incorporating TBLs into the teaching programs. I have presented workshops several time to the faculty here at the University of North Texas Health Science Center at Fort Worth, Texas. I was honored to present three workshops to the faculty and administration at Moscow State University of Medicine and Dentistry in Moscow, Russia (Department of Pathophysiology and the entire faculty and administration), University of Puerto Rico at Cayey, St. Mary’s University in San Antonio School of Science, Engineering and Technology), Texas, and Texas Woman’s University in Denton, Texas (along with Dr. Ruth Levine – I think I learned more from her than I contributed). I have been advising and mentoring several faculty at the University of North Texas Health Science Center and I also work with a faculty member at Moscow State University by helping her develop her TBLs for a pathophysiology course. This has proven to be an interesting and rewarding experience. The TBLs I developed must be translated into Russian and that can prove to be amusing at times.

Research: Incorporating TBLs into the graduate physiology course was an important component of the Quality Enhancement Program for accreditation by the Southern Association of Colleges and Schools. I am in the process of analyzing data examining the improvement in higher order thinking skills of our student and the role TBLs played in any improvement. Once this data is completed, it will be written up for publication.