Latest Updates

TBLC – Congratulations 2017 Trainer-Consultant Graduates

We would like to extend our congratulations to 17 individuals who have completed all requirements to become a TBLC Certified Trainer-Consultant over the last year!

The graduates for 2017 are:

  • Judi Bradetich
  • Joy de Vries
  • Annetta Dolowitz
  • Chris Eidson
  • Julie Estis
  • Andrea Franks
  • Brian Griffith
  • Tam Ha
  • Garin Horner
  • Amanda Irvin
  • Sarah Lerchenfeldt
  • Rebecca McCarter
  • OP McCubbins
  • Rebecca Orr
  • Marit Ostebo
  • Maria Sheakley
  • Ruth Vinall

The TBLC Consultant-Trainer program is designed for those who want to become certified by the TBLC as an expert educator and consultant for faculty who are implementing TBL. The program begins with a six-hour workshop at the annual meeting, and continues all year under the guidance of an experienced mentor. Graduation and certification as a trainer-consultant require fulfillment of six competencies. Please join us in congratulating them!

TBLC Workshop – Basics of TBL in a Day at the IAMSE Meeting

TBLC is pleased to present a pre-conference workshop on the “Basics of Team-Based Learning in a Day,” led by certified consultant-trainers Marty Eng, Paul Koles, Peggy Mohr, and William Ofstad at the 2017 IAMSE Meeting. The 2017 IAMSE Meeting will be in Burlington, Vermont from June 10-13, 2017 with the TBLC Workshop on June 10th. We hope you’ll join us to learn about TBL and how to make it work for you!

The session starts with TBL 101 – This is the single best introduction to TBL. It is conducted in the TBL format to demonstrate the process, while giving participants the student experience. Participants must prepare ahead, take an IRAT, and engage actively with their assigned team members. The structure, process, and essential characteristics of an effective TBL module are emphasized. By the conclusion of this workshop, participants will be able to describe the elements and of TBL and debate how they impact small group learning through experiencing a TBL module.

The afternoon session will focus on applying what was learned in the morning session to the challenge of creating an effective TBL module. This session uses the TBL format to explore readiness assurance and group application exercise questions more thoroughly, including time for participants to work on creating their own applications with peer and faculty feedback. By the conclusion of the afternoon, participants will be able to create an action plan on how they might convert a learning session into a TBL module and to construct a group application that enhances team cohesiveness.

For more information on the 2017 IAMSE Meeting and to register, click herePlease note, this workshop is being offered as a pre-conference workshop. You do not have to register for the full meeting to attend the TBL workshop.

Congratulations to the 2017 Poster Award Winners

We would like to extend our congratulations on behalf of the TBLC to this year’s poster award winners: Stanley Ellis and Kimberly Morris-Ross. Their poster abstract was titled “Faculty Peer Review Program: Quality Assurance in a New Team Based Learning Curriculum.” As the lead presenter, TBLC is pleased to announce that Stanley Ellis will receive one year of free membership for winning. Please see their abstract below:

BACKGROUND: Traditional training for Team Based Learning (TBL) focuses largely on teaching faculty to develop lessons that will be employed to transmit knowledge content to learners and to facilitate TBL sessions. However, TBL literature that espouses its benefits as an instructional method foregoes guidance or training in the area of quality assurance for this knowledge transmission model. To successfully shift to this new learning model, from a curriculum where a majority of instruction was traditionally didactic, the following components were necessitated: (a) buy-in from students and faculty; (b) training for students and faculty in the new pedagogy; and a (c) continuous quality improvement process. To assure quality TBLs were being developed and facilitated, a faculty peer review program (FPRP) was instituted that proved to be integral to our TBL-focused faculty development and curricular change efforts.

DESCRIPTION: The FPRP consisted of six phases: (1) faculty develop TBL session; (2) faculty submit TBL to a faculty peer review committee (FPRC); (3) FPRC reviews TBL; (4) FPRC provides feedback; (5) faculty facilitates TBL event; (6) After Event Review (AER) is conducted. The FPRC consisted of five senior faculty (2 basic science, 3 college of medicine) and an educational expert. Within our first 12 months, the FPRC reviewed, more than 20 new TBLs.

RESULTS: Faculty expressed appreciation of the FPRP process in helping with the transition, with emphasis on feedback provided during the AER phase of the program. In the AER phase, faculty received feedback based on an observation of their TBL session by a FPRC member.

CONCLUSION: As a result of faculty responses, the FPRP was identified as a contributing factor in the successful transition to the new TBL curriculum.

Posters were submitted through our online abstract system and then reviewed by members of our Program Committee. The top posters that scored in the twenty percent of all abstracts were selected as award nominees. If you’d like to submit a poster abstract for the 2018 TBLC Meeting, keep an eye on your email this summer for instructions on the submission process!

TBLC – March Featured Resource

This month’s featured module is the Personality in Sport and Exercise module. The Module was developed by Dr. Karla Kubtiz, reviewed, and published to the Resource Bank in the Fall of 2015. The Personality in Sport and Exercise module was designed for an undergraduate course for students majoring in Physical Education/Teacher
Education, Athletic Training, and/or Sport Management as well as a free elective for all students.

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

  1. Identify the dimensions, the levels, and the personality characteristics of the Martens model of personality.
  2. Classify statements illustrating various personality characteristics (i.e., beliefs, personality traits, and personality states) according to their levels in the Martens model of personality.
  3. Decide which of several sentences in a case study best illustrates a selected personality characteristic in the Martens model of personality.
  4. 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 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.

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 – Thank You 2017 Program Committee

The 2017 TBLC Meeting was a huge success thanks to your participation. Your attendance helps TBLC achieve its goals while allowing our members to receive valuable networking and resources. We would like to give a special thank you to the 2016-17 Program Committee for planning this successful meeting in Orlando, FL.

For updates on next year’s meeting, be sure to follow the TBLC Facebook and Twitter pages.

TBLC – February Featured Resource

This month’s featured module is the Developing and Testing Your Own Stock Screen module. The Module was developed by Dr. Rick Goedde, reviewed, and published to the Resource Bank in the Spring of 2014. The Developing and Testing Your Own Stock Screen module was designed for an introductory undergraduate course in investments.

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

  1. Identify stock characteristics that have historically led to high-performance.
  2. Identify screening criteria that are invalid or illogical.
  3. Optimize a back-tested stock screen.

The Units and Measurement module includes a 10 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.

How to Update Your TBLC Membership Profile

Did you know that you can update your contact information and add a picture to your TBLC Membership Profile? If you would like to update your information, you can do so by logging in to the TBLC Member’s Only section of the website here.

Once logged in, click “My Profile” at the top of the page. Once here, you can upload a picture to your profile by clicking on the current picture shown and also make any necessary changes to your membership profile, such as adding your address, phone number, or university.

If you have any questions about uploading your picture or updating your membership profile, contact Danielle Inscoe at danielle@tblcadmin.org.

January Featured Resource

This month’s featured module is the Vocal Pathologies module. The Module was developed by Dr. Julie Estis, reviewed, and published to the Resource Bank in the Fall of 2016. The Vocal Pathologies module was designed for “Exercise Psychology,” which is a required class for undergraduates majoring in Exercise Science as an undergraduate basic science course as well as a free elective for all students.

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

  1. Differentially diagnose voice disorders based on etiology, laryngeal structure, and laryngeal
    function.
  2. Analyze vocal fold imaging to determine structural and function vocal pathology

The Units and Measurement module includes a 10 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.

Featured Member – Marty Eng

Marty EngMarty is an Associate Professor at Cedarville University in Ohio, where his field of instruction is Pharmacy with a focus on Neurology and Psychiatry. He has been involved with TBL since 2010 where he has used it in large classroom settings (150 students). He completed the TBLC consultant Certification program in 2012 and is on the TBLC training and Certification Committee. Marty has mentored health professional faculty in the Midwest; these mentoring experiences helps fuel his enthusiasm for TBL.

Marty has extended the use of technology in his pre-learning assignments. Besides the required readings, he makes use of podcasts, interactive web books and recorded lectures. He feels this strengthens the pre-class learning structure to allow much of the foundational learning to occur outside the classroom prior to the RATS.

For a list of past Featured Members, click here.

#TBLC17 – Download the Meeting App!

We’re excited to announce we have a mobile guide for you to use for the 2017 TBLC Meeting! Get the guide to access the most up-to-date information about our event, including schedules, maps, and much more.

Get our guide here: https://guidebook.com/g/tblc17

Android and iOS users:

  1. Tap the “Download” button to download the free Guidebook app
  2. Open Guidebook and you can find our “16th Annual TBLC Meeting” guide

There’s still time left to register for the 2017 TBLC Meeting! Please click here for more information and to register today.