Featured Resources

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.

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.

TBL Workshop Support Kit

Are you going to be presenting a TBL workshop soon? Let us know!

If you’ll be leading a TBL workshop and you’d like some TBLC materials, please just let us know at support@tblcadmin.org. Please be sure to include:

  • Where the workshop will be held
  • How many attendees you expect
  • When the workshop will be held
  • Your shipping address

We’d be happy to provide you with some A-E cards, TBLC brochures, and TBLC meeting or regional workshop flyers!

Once the workshop is over, we ask that you forward us this sign in sheet that includes attendee’s names, institutions, and email addresses so that we may follow up with them.

Spots Still Available for the FREE TBLC 2019 Preview Webinar

TBLC 19 Banner

There is still availability to view the FREE orientation webinar for the 18th Annual TBLC Meeting on Thursday, January 10. This webinar is your sneak peek into the preconference workshops, keynote speakers and workshops that make the TBLC annual meeting the can’t-miss team-based learning event of the year! Join our panelists, Dr. Peter Balan and Dr. Jennifer Styron in an enriching and engaging look into the upcoming meeting in Tampa, Florida!


Panelists: Peter Balan, University of South Australia MGN School and Jennifer Styron, Eastern Virginia Medical School


Register here for the TBLC webinar at 12:00pm ET on Thursday, January 10 for an hour-long preview of the meeting, including an orientation to the workshops and sessions, speakers and poster presentations that round out our robust conference. Take an in-depth look at the content offered in each workshop as well as the content’s interconnectedness across various disciplines. Peter and Jennifer will show you why the TBLC annual meeting can benefit any educator who wants to meet and interact with others who are serious about developing their knowledge of TBL and why the session offerings are essential for every serious TBL instructor.
We will also have time for a Q&A session where you will have the chance to ask questions about the conference.


Remember to register for the conference and make your hotel arrangements at www.tblcmeeting.org. The deadline for Early Bird registrations is 15 January.

PREVIEW THE 2019 ANNUAL CONFERENCE!

TBLC 19 Banner

Don’t miss the FREE orientation webinar for the 18th Annual TBLC Meeting on Thursday, January 10. This webinar is your sneak peak into the preconference workshops, keynote speakers and workshops that make the TBLC annual meeting the can’t-miss team-based learning event of the year! Join our panelists, Dr. Peter Balan and Dr. Jennifer Styron in an enriching and engaging look into the upcoming meeting in Tampa, Florida!

Panelists: Peter Balan, University of South Australia MGN School and Jennifer Styron, Eastern Virginia Medical School

Register here for the TBLC webinar at 12:00pm ET on Thursday, January 10 for an hour-long preview of the meeting, including an orientation to the workshops and sessions, speakers and poster presentations that round out our robust conference. Take an in-depth look at the content offered in each workshop as well as the content’s interconnectedness across various disciplines. Peter and Jennifer will show you why the TBLC annual meeting can benefit any educator who wants to meet and interact with others who are serious about developing their knowledge of TBL and why the session offerings are essential for every serious TBL instructor.

We will also have time for a Q&A session where you will have the chance to ask questions about the conference.

Remember to register for the conference and make your hotel arrangements at www.tblcmeeting.org. The deadline for Early Bird registrations is 15 January.

Want to improve TBL in your classroom? Get Certified!

The TBLC now offers a 3-tiered certification process for educators:

(1) Fundamentals, (2) Practitioner, and (3) Trainer-Consultant. These are described below. Further information is available at www.teambasedlearning.org and clicking on Resources.

Fundamentals

To obtain the Fundamentals Certification, educators must attend five (5) workshops that are essential to laying the foundation for applying a team-based learning strategy.

Practitioner

The Practitioner Certification is designed for those who are skilled in the development of TBL modules and experienced in facilitation using the TBL strategy.

Trainer-Consultant

The Trainer-Consultant Certification is designed for members of the TBLC who have achieved practitioner certification and are now actively mentoring others to develop their own TBL modules.

Featured Module – Global Health Microbiology

Global Health Microbiology

Authors: Christopher Burns, PhD and Joanna Shisler, PhD

This team-based learning (TBL) module addresses basic strategies to control or eliminate infectious disease, focusing on parasites as the main example. Students develop an understanding of parasite life-cycles in the context of solving real-world problems in global health. This includes basic knowledge about the disease, characteristics, habitat and transmission, pathogenesis, laboratory diagnosis, prevention, life cycle and any hosts or vectors, number and location of infected population, and eradication or control strategies.

An emphasis on neglected tropical diseases provides complex problems with regional and societal facets, and economic and political challenges, in addition to basic and clinical science content. Application exercise problems address major factors in disease elimination including vaccination, physical barriers, targeting vectors, effectiveness of treatment, role of different hosts, and detection of infected individuals.

Organisms/diseases covered include Plasmodium (malaria), Dracunculus (Guinea worm), Onchocerca (river blindness), Wuchereria (lymphatic filarisis), and poliovirus (polio), and touch on measles and smallpox as examples of possible recurrence.


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.

Have You Explored the Communities of Practice?

This month’s featured resource are the Communities of Practice, specifically the Research and Scholarship community. Find out how the TBLC can help you to develop your research knowledge, profile, and outputs through collaboration! This resource is an outcome of the very successful Research Development Day at the 2018 Annual Conference in San Diego. It includes an inventory of research projects submitted by members, specific research publication proposals, information about education research conferences, and a detailed account of the outputs of the Research Development Day.

Join this community, post your comments on the blogs that have already been set up, and suggest new blogs. You can access this community of practice here.

Did you know that you can submit your own module or resource 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.

Thank you,
TBLC Admin Team

Personality in Sport & Exercise – April’s Featured TBL Module

Featured Resource

This month’s featured module is the Personality in Sport and Exercise Module. The Module was developed by Karla Kubitz, reviewed, and published to the Resource Bank in 2015. This class is part of the undergraduate curriculum for students majoring in Physical Education/ Teacher Education, Athletic Training, and/ or Sport Management. It is also an elective class for any student in any major across campus. Students are typically junior or senior standing and have completed an introductory psychology class.

The Module focuses on four learning goals. The Learning Goals are:
• The students will identify the dimensions, the levels, and the personality characteristics of the Martens model of personality.
• The students will classify statements illustrating various personality characteristics (i.e., beliefs, personality traits, and personality states) according to their levels in the Martens model of personality.
• The students will decide which of several sentences in a case study best illustrates a selected personality characteristic in the Martens model of personality.
• The students will use correlational data to decide which of several personality characteristics in the Martens model of personality would be the most problematic/ most important to change.

The Personality in Sport and Exercise Module includes 5 personality module readiness assurance questions and 3 application exercises.


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: Compounds and Stoichiometry

This month’s featured module is “Compounds and Stoichiometry.” The module was developed by Dr. Lorrie Comeford, reviewed, and published to the Resource Portal in the Summer of 2017. The “Compounds and Stoichiometry” module was designed for a course in General Chemistry I, which is the first chemistry course taken by chemistry and biology majors.

The module focuses on 11 learning goals. The learning goals are:

  1. Identify and name ionic and molecular compounds
  2. Use the formula of a compound to calculate a molar mass
  3. Use molar mass to calculate the mass, number of moles, or number of molecules of a compound
  4. Identify reactants and products in a chemical reaction
  5. Balance a chemical equation
  6. Use a balanced chemical equation to find the relationship between the moles of reactants used and/or products produced (stoichiometry with moles)
  7. Use a balanced chemical to find the relationship between the mass of reactants used and/or products produced (stoichiometry with mass)
  8. Use a balanced chemical equation to identify the limiting reactant in terms of moles or mass
  9. Use a balanced chemical equation to find the moles of a product produced when one reactant is limiting
  10. Use a balanced chemical equation to find the mass of product produced when one reactant is limiting
  11. Solve quantitative problems using units

The “Compounds and Stoichiometry” module includes two, five question RATs and three Application Exercises.

This module and many more can be found in the TBLC Resource Portal. 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 Portal? Click here to download the Resource Portal submission form and e-mail it to resources@tblcadmin.org.