Latest Updates

TBLC 2018 – Last Chance to Submit a Workshop Abstract – Deadline July 15

The deadline for the 2018 Call for Workshop Abstracts is quickly drawing close! As a reminder, proposals are to be submitted in the format requested through the online abstract submission site found here.

The deadline for submission is July 15, 2017.

Please note that the call for poster abstracts will be sent in the coming weeks. If you have any questions or issues submitting your workshop abstract, please email Danielle Inscoe at danielle@tblcadmin.org.

TBLC – Active Learning Conference at Anglia Ruskin University

Anglia Ruskin University, together with Nottingham Trent University and University of Bradford, is holding an Active Learning Conference on September 11-12, 2017. Pre-conference masterclasses will take place on 11 September, with the main conference on 12 September. Professor Mike Sharples, Chair in Educational Technology Learning and Teaching Innovation, Open University, will give the keynote address, followed by workshops and presentations.

Active learning focuses on students actively engaging in their learning through active problem-based learning, inverted or flipped classroom approaches, Team-Based Learning (TBL), SCALE-UP, and technology-enhanced active learning (TEAL).

Space is limited, so if you’re planning on attending the Active Learning Conference at Anglia Ruskin University, be sure to register soon! Click here for more information on the Active Learning Conference or to register today.

TBLC 2018 – Reminder Workshop Abstract Submission Deadline July 15

As a reminder, the deadline for workshop abstracts for the 2018 TBLC meeting in San Diego, California from March 1-3, 2018 is July 15, 2017.

Proposals are to be submitted in the format requested through the online abstract submission site. Workshops are currently being accepted in three tracks: Fundamentals, Innovations and Applications, and Scholarship and Research.

If you have any questions or problems with your workshop submission, please send them to Danielle Inscoe at danielle@tblcadmin.org.

New Modules Added to the TBLC Resource Bank

The Team-Based Learning Collaborative resource bank has been updated with three new TBL teaching modules! When you log into the Member Only section of the TBLC website, click on the Resource Bank to view the TBL modules available and to access these new modules. Below is a listing of the newly added TBL teaching modules:

Title: The Manager’s Job
Author: Mark Harrison

Title: Ensuring Student Buy-in and Engagement with TBL or Flipped Classes
Author: Peter Balan, Michele Clark, and Greg Restall

Title: Team-Based Learning in an Online Environment
Author: Michele Clark

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.

If you have any difficulty accessing these resources, please contact support@tblcadmin.org.

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 – Will you be attending any Educational Conferences? Tell us!

We’d like to get the word out about Team-Based Learning and about the Collaborative. To do this, we need your help!

Will you be attending any Education-Based Conferences this year? If you are, please let us know! You can send this information to us via email at support@tblcadmin.org.

We’d like to begin exhibiting at these meetings and your information will help us expand our list of current meetings to attend. If you have any additional questions or concerns, please just let us know at support@tblcadmin.org.

Submit Your Module to the TBLC Resource Bank!

Do you have a favorite module you use in your classes that you’d love to share with others in your field? Be sure to submit your completed module to the TBLC Resource Bank!

If you’d like to submit your module, click here to download the submission form. The submission form includes all information necessary for teaching your module as well as instructions on submitting it. Once received, your module will be peer-reviewed by members of the TBLC Editorial Board.

We would especially like to receive modules from any non-health sciences subject, but all subjects are welcome!

We look forward to receiving your module!

TBLC – Fundamentals Certificate Information

As you may recall, the TBLC offered a Fundamentals Track Certificate at the 2017 Meeting in Orlando, Florida. If you attended the meeting, completed the five fundamentals workshops for the certificate, and did not receive your certificate, please let us know via email at support@tblcadmin.org so that we can re-send it to you.

If you weren’t aware of the Fundamentals Certificate, TBLC will be offering it again at the 2018 Meeting in San Diego, California! The Certificate includes the following workshops:

  1. TBL 101
  2. Creating an Effective TBL Module
  3. Evaluating Multiple Choice Questions
  4. Improving Facilitation Skills for a TBL Classroom
  5. Peer Feedback and Evaluation: Accountability in Action

TBLC 2018 – Call for Workshop Abstracts – Deadline July 15

The Team Based Learning Collaborative extends a warm welcome to join them for their 17th annual meeting in San Diego, California, March 1-3, 2018 at the Mission Valley Hilton DoubleTree San Diego.

The TBLC Program Committee seeks abstracts for workshop presentations. Both research and evidence-based abstracts are encouraged for submission. Please align your submission to one of the three tracks listed below.

Workshop tracks:

  1. Fundamentals Track
    Learners will acquire knowledge and skills for implementation of effective TBL.
    Target audience: educators with less than 3 years’ experience using TBL or educators who want to become more effective in practicing the essentials of TBL.
  2. Innovations & Applications Track
    Learners will acquire knowledge and skills for using TBL in specific educational settings or in a specific academic discipline. Creative innovations that remain consistent with TBL principles are encouraged.
    Target audience: educators who are currently using TBL and who desire to improve their practice by interacting with those in similar educational roles, disciplines, or settings.
  3. Scholarship & Research Track
    Learners will acquire knowledge and skills to critically evaluate the educational process and outcomes of TBL. Workshops emphasizing either qualitative or quantitative research methods are preferred.
    Target audience: educators who want to study the TBL process and communicate findings in a scholarly manner, e.g. peer-reviewed publications.

Requirements to be included in the Workshop Proposal

  1. Title of workshop.
  2. Organizer and co-leaders: For each person who will facilitate the workshop, submit name, degree, institution, email, phone, and qualifications for leading the workshop. Designate one person to communicate with the program committee. NOTE: Only registered participants will be listed within the final Conference Program.
  3. Purpose and rationale of the workshop (Workshops proposed for Fundamentals Track ONLY: Submit learners’ evaluations of a previous workshop you have done on this topic.).
  4. Specific learning objectives of the workshop (behavioral).
  5. Intended audience.
  6. Format: The method that leaders will use during the workshop; include description of how essential elements of TBL will be incorporated.
  7. Detailed schedule of workshop activities, with each segment in minutes, including breaks (assume total duration of 120 minutes).
  8. Advance assignments for participants (optional).
  9. Audio-visual requirements: Provide a list.  NOTE: This will be confirmed by the Admin Planning Team as to availability.
  10. Number of participants: Provide the maximum number you will accept.

Proposals are to be submitted online using the online submission form found here by July 15, 2017.

If you have any questions or problems with your workshop submission, please send them to Danielle Inscoe at danielle@tblcadmin.org.