Lorrie has been using TBL in her first semester General Chemistry course at Salem State University (Salem, Massachusetts) since 2010. During 2015-16, she facilitated a year-long faculty learning community for colleagues from a variety of disciplines who were implementing TBL for the first time. In this environment, faculty worked on TBL basics, developed modules, and tried the modules in their classes. They celebrated each other’s successes and supported each other when things didn’t go as planned. Lorrie has also conducted two TBL workshops at Salem State.
For a list of past Featured Members, click here.
Michelle Z. Farland – University of Florida College of Pharmacy
Michelle teaches clinical pharmacy practice at the University of Florida College of Pharmacy (UFCOP) in Gainesville, Florida. After being introduced to team-based learning during her 2nd year in post-graduate residency training while at Virginia Commonwealth University, she created a TBL course in chronic disease management for the University of Tennessee College of Pharmacy, Knoxville Campus (her first academic position), and then expanded the use of TBL to other courses in the curriculum (taught across all campuses synchronously using videoconferencing technology). At UFCOP, Michelle has been tasked with faculty development in TBL, as a decision has been made to increase the use of active learning methods in the curriculum. Michelle has mentored post-graduate pharmacy residents and other faculty in TBL and has conducted TBL workshops within and outside the institutions she has worked for. She especially enjoys working with faculty to develop creative approaches to team applications.
Sandy Cook – Duke-NUS Medical School
In June 2006, Sandy joined the Duke – NUS Medical School in Singapore, as Associate Professor and the Associate Dean for Curriculum Development as well as head of the Medical Education, Research, and Evaluation Department. It was decided that TBL would be the primary mode of instruction for the new medical school’s basic science year. After TBL was implemented at the medical school, Sandy and her colleagues began receiving requests from others in the region to help them develop TBL. Over 600 people have participated in the introductory TBL workshops that Sandy and colleagues developed. In 2012 she began working with the Academic Medicine Education Institute (AM.EI), a joint venture with Duke-NUS and SingHealth – Partners in Medicine as Chief of Pedagogy. To expand and deepen knowledge of TBL, Sandy and colleagues established a three series fellowship in TBL in 2012. The first series, which has had 88 participants from 9 countries, covers the basics of what TBL is; writing objectives, MCQs, and applications; facilitation, and action planning. Series 2 is about mentoring, peer review, advanced facilitation, and evaluation. Series 3 is dedicated to becoming a Certified Trainer.
Click here for a listing of past featured members.
Hugh is currently an assistant professor of physiology at West Virginia School of Osteopathic Medicine (WVSOM); his field of instruction is physiology, with a specialty in respiratory and renal physiology. Hugh has been a TBL practitioner since 2008, when he implemented TBL into the WVSOM Medical Physiology course. When WVSOP transitioned to an integrated curriculum, Hugh helped lead the process of implementing TBL throughout the first two years of courses. As a leader in this process, Hugh served a resource for TBL implementation and, as a member of the TBL review committee, provided feedback and assessment on TBL materials. As a result, Hugh has experience with mentoring colleagues through the provision of constructive feedback. Hugh’s TBL innovation is to create application exercises that have an element of open-ended response while preserving the 4S principle recommended for application exercises. For an example of this innovation, follow this link!
Judy is a critical care nursing specialist In the Faculty of Health at Deakin University, located in Melbourne, Australia and teaches large classes in a postgraduate critical care program. Judy chairs the TBLC Scholarship Committee. Judy is a graduate of the first cohort of TBLC Trainer/Consultants. In 2009, she pioneered TBL in health education at the university level in Australia; TBL has now been adopted in her university in a variety of undergraduate programs. Judy is a “TBL purist; she believes that the “essential” TBL energizes and inspires educators to do the best they can and results in high levels of student engagement and commitment to learning. Her publications have focused on nurse attitudes and engagement with TBL, the impact of TBL on learning styles, teamwork behaviors and clinical practice, as well as hospital educator perceptions of TBL on clinical performance. Follow this link for more information.
Daniel (Dan) Brown, Pharm.D.
Daniel is a Professor of Pharmacy Practice and Director of Faculty Development at the Lloyd L. Gregory School of Pharmacy in West Palm Beach, Florida. He first implemented TBL in a clinical pharmacokinetics course in 2011, and has since completed 5 iterations of that course. He has mentored one trainer-consultant as part of the TBLC program and, as Director of Faculty Development, he has conducted numerous TBL workshops for faculty at his institution and other schools.
Daniel’s two TBL innovations are a “memory quiz” to help students learn critical factual information that is needed in problem-solving, and a “Take Home Points” slide that follows the discussion of every application exercise. Learn more about these innovations by following this link!
Alaa is a year 5 medical student at Ras Al Khaimah Medical and Health Sciences University (RAKMHSU) in the United Arab Emirates. Her experience with TBL as a student has motivated Alaa to study the impact of TBL on medical students. Alaa is interested in implementing TBL within an Objective Structured Clinical Examination (OSCE) format. Her proposal to do this is currently under consideration at RAKMHSU. Alaa is an author on the upcoming publication Impact and effectiveness of TBL methodology on MBBS students of RAKMHSU. In addition, she plans to expand upon this research by including additional study years, majors, and instructors.
This month’s featured module is the Cold War, Consumers, and Civil Rights: U.S. History from 1945-1963 module. The Module was developed by Dr. Penne Restad, reviewed, and published to the Resource Bank in the Summer of 2013. The Cold War, Consumers, and Civil Rights: U.S. History from 1945-1963 module was designed for “U.S. History, 1865 – The Present” as an undergraduate survey course.
The Module focuses on four learning goals. The Learning Goals are:
- Identify the sequence of critical events underlying:
- Cold War fears
- the rise of consumer culture
- the development of social criticism and protest
- Explain the significance or importance of these events and understand how they interact
- Demonstrate an understanding of the interrelationships between these events and contemporary events to put them in historical context
- Develop arguments based on evidence to examine the transformation of American culture across the time period from a seemingly well-ordered cohesion to a more fractured, conflicted discourse
The Cold War, Consumers, and Civil Rights: U.S. History from 1945-1963 module includes a 19 question RAT and 1 Application Exercise.
This module and many more can be found in the TBLC Resource Bank. To access the Resource Bank, first sign in to the Member’s Only site here. Once logged in, the link to the Resource Bank is found in the top menu bar.
This month’s featured module is the Adolescent with Chest Pain module. The Module was developed by Dr. Amanda R. Emke, reviewed, and published to the Resource Bank in the Summer of 2013. The Adolescent with Chest Pain module was designed for Pre-Clinical Pediatrics in the second year of a medical student course in pediatrics.
The Module focuses on five learning goals. The Learning Goals are:
- Compare and contrast confidentiality and consent
- Compare and contrast confidentiality and consent in the unique context of the adolescent patient
- List the vaccination recommendations for teenagers including timing, correct preparation, and contraindications
- List the components of and when to use the following adolescent interview tools:
- Compare and contrast the following causes of chest pain in the adolescent with respect to signs and symptoms, history, and physical exam findings:
- Gastroesophageal reflux
- Mitral valve prolapse
The Adolescent with Chest Pain module includes a 10 question RAT and a three-part Application Exercise.
This month’s featured module is the Long-Term Investing Decision and Long-Run Macroeconomic Growth module. The Module was developed by W. Edward Chi, reviewed, and published to the Resource Bank in the Summer of 2013. The Long-Term Investing Decision and Long-Run Macroeconomic Growth module was designed for the Principles of Macroeconomics at the undergraduate level. It was designed with accessibility in mind as the learning goals can be achieved with an audience able to perform basic arithmetic operations and able to understand the usefulness of money.
The Module focuses on three learning goals. The Learning Goals are:
- Use the “rule of 70” (or 72) to determine the time for an investment to double
- Interpret the effect of human capital, technology, physical capital, and institutional factors for the rate of growth in each country
- Use macroeconomic growth prospects to inform an investment decision
The Long-Term Investing Decision and Long-Run Macroeconomic Growth module includes a four question RAT and one Application Exercise.
Be sure to check this resource out!