The TBLC Administrative Office will be closed on Monday, May 29th in observance of Memorial Day. We will resume normal business hours on Tuesday, May 30th. We would like to wish everyone a safe holiday weekend!
It is time to mark your calendar for the the 2018 TBLC Meeting in San Diego, California!
San Diego, California, USA
Date: March 1-3, 2018
Mission Valley Hilton Double Tree San Diego
Stay tuned to your email and be sure to check out www.tblcmeeting.org for further updates!
The Team Based Learning Collaborative (TBLC) is offering a unique opportunity to experience team-based learning at the 2017 regional workshop in Chicago, Illinois on Saturday, September 30, 2017.
This all day session will offer 2 workshops: TBL 101 & Creating an Effective TBL Module. These workshops will be led by TBLC’s Certified Trainer-Consultants Amy Lin, Abbas Hyderi, and Hugh Clements-Jewery. Registration will be open at the end of May, so be sure to keep an eye on your email!
There’s still time to register for the TBLC-sponsored workshop, “The Basics of Team-Based Learning in a Day” at the 2017 IAMSE Meeting in Burlington, Vermont! If you’d like to attend, please be sure to visit www.iamseconference.org to register today!
We hope to see you there!
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:
- Explain what is currently known about the underlying pathophysiology of Alzheimer’s disease.
- Identify potential drug targets based upon our current understanding of Alzheimer’s disease pathophysiology.
- 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.
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 firstname.lastname@example.org.
The 2017 TBLC Meeting Archives are now available on the TBLC website! The 2017 Meeting was held March 2-4 at the Orlando Airport Marriott Lakeside in sunny Orlando, Florida.
To access the Meeting Archives, visit the TBLC website (www.teambasedlearning.org), go to “Events” in the top menu bar, and then click on “Conferences” from the drop down menu. Here, we have listed the previous TBLC meetings including the 2017 meeting. Clicking on “2017 – Orlando, Florida” will take you to information on the 2017 meeting.
If you have any questions, concerns, or problems accessing the archives, please email Danielle Inscoe at email@example.com.
We look forward to seeing you at next year’s meeting!
The Team-Based Learning Collaborative (TBLC) would like to congratulate the 2017 TBLC Grant Recipient. We received many high quality grants this year. There were 8 submissions, and we are happy to congratulate Christopher Eidson from the University of Alabama at Birmingham on his grant titled, “Development and Preliminary Validation of the Team-Based Learning Student Outcomes Measure (TBL-SOM)”
Grant submissions were open to all TBLC Members. Received grants were peer reviewed by three members of the TBLC Scholarship Committee. If you would like to submit a proposal for a TBLC grant for 2018, keep your eyes peeled for the email later this year!
Discipline: Biochemistry, Molecular and Cell Biology, Medical Genetics
Institution: College of Medicine, Central Michigan University
Mt Pleasant, MI 48859, USA
TBL Experience: I was recruited to the recently formed College of Medicine at Central Michigan University as the Founding Chair of Foundational Sciences. I now serve as Senior Associate Dean – Research, and Professor of Biochemistry and Medical Genetics. Prior to this appointment, I directed and taught courses in medical biochemistry and molecular biology as well as medical genetics at Indiana University School of Medicine – South Bend. I developed and used Team Based Learning extensively in these courses from 2006-2011. I moved to Central Michigan University in 2011 and have worked here to incorporate TBL into an innovative and integrated curriculum. I have been active in the Team-Based Learning collaborative since 2007 serving as treasurer 2012-2016, and as a member of the Executive committee from 2010-2016. I have also served as treasurer and past Vice-President and a member of the Executive Committee of the Association of Biochemistry Educators (2009-2015), (ABE), a group dedicated to supporting and enhancing the teaching of Biochemistry in medical, dental, and pharmacy schools. I have given workshops on Team-Based learning for the TBLC “Train the Trainers” Program and at National and International meetings as well as at Universities and Medical Schools.
Years of TBL Teaching: 11
I have mentored several medical school basic science faculty in the TBLC Train the Trainers program and have served informally by providing TBL modules and mentoring to many faculty, mostly in medical science education who are interested in using TBL, especially to teach biochemistry and medical genetics. I have been closely involved in mentoring faculty at my present institution in TBL.
Adaptions: We have developed a technique at Central Michigan University College of Medicine in which Case-based learning is used as pre-work for the TBL, which it turn serves as an assessment of the Case-based learning. We have submitted one of these to MedEdPortal for review.
Research: I have not conducted any research in TBL, but have published four TBL modules in MedEdPortal.
Assisting members as a TBL-Trainer:
- I have experience in providing workshops on many aspects of TBL; including, TBL 101, Designing Modules, Peer Evaluation, and Facilitation.
- I have specific experience in developing and sharing modules in Medical Biochemistry and Medical Genetics and have given workshops and mentored faculty in these disciplines using these modules as examples.
- I have more recently gained experience at a new medical school in developing TBL modules in an integrated medical school curriculum, in which faculty from different disciplines work together to develop TBL modules, many of which are coupled with Case-Based Learning.
How has the TBLC assisted me?
I became interested in TBL in 2004 and received my initial exposure by visiting Wright State Boonshoft School of Medicine and becoming a member of a student team in Dr. Paul Koles’ pathology class. This was a wonderful experience and got me started. However, it was membership in TBLC and attendance at subsequent TBLC meetings that aided me greatly in filling in important details. Here I learned the importance of peer evaluation and how to design peer evaluation instruments. Here I learned to improve my facilitation skills, and how to mentor other faculty in improving their facilitation skills. Lastly, membership in the TBLC and attendance at meetings provide an important outlet for educational scholarship and an opportunity to develop networks of support.
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 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 here. Please 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.
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!