As a reminder, the deadline for workshop abstracts for the 2017 TBLC meeting in Orlando, Florida from March 2-4, 2017 is Friday, July 15, 2016.
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, please contact Danielle Inscoe at email@example.com.
Stay up to date with all of the latest TBLC news and meeting updates by subscribing to TBLC on social media! TBLC can be found on Facebook, Twitter, and LinkedIn. Please see details below:
The Team Based Learning Collaborative extends a warm welcome to join them for their 16th annual meeting in Orlando, Florida, March 2-4, 2017 at the Orlando Airport Marriott Lakeside.
Abstracts are currently welcomed for Workshop presentation formats.
Workshops will be accepted within one of three tracks:
- Fundamentals Track
- Innovations & Applications track
- Scholarship & Research 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.
Innovations and 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.
Scholarship and 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 workshop proposal
- Title of workshop
- 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. Please note that only registered participants will be listed within the final Conference Program.
- 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.)
- Specific learning objectives of the workshop (behavioral)
- Intended audience
- Format: the method that leaders will use during the workshop; include description of how essential elements of TBL will be incorporated.
- Detailed schedule of workshop activities, with each segment in minutes, including breaks (assume total duration of 120 minutes).
- Advance assignments for participants (optional)
- Audio-visual requirements: provide a list. NOTE: This will be confirmed by the Admin Planning Team as to availability.
- 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, 2016.
If you have any questions or problems with your workshop submission, please send them to Danielle Inscoe at firstname.lastname@example.org
The 20th Annual International Association of Medical Science Educators (IAMSE) Meeting will be taking place Leiden, The Netherlands from June 4-7, 2016. TBLC will be exhibiting at the meeting and would like to invite all of our members who will be attending this meeting to join us for breakfast on Tuesday, June 7. The TBLC Breakfast will take place during the Breakfast Roundtables from 7:45 AM to 8:30 AM.
We look forward to seeing you there!
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.
The 2016 TBLC Meeting Archives are now available on the TBLC website! The 2016 Meeting was held March 3-5 at the Hotel Albuquerque at Old Town in sunny Albuquerque, New Mexico.
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 2016 meeting. Clicking on “2016 – Albuquerque, New Mexico” will take you to information on the 2016 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 next year in Orlando!
TBLC is pleased to present a pre-conference workshop on the “Basics of Team-Based Learning in a Day,” led by certified consultant-trainers Chris Burns and Sandy Cook at the 2016 IAMSE Meeting. 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 2016 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.
The Team-Based Learning Collaborative (TBLC) would like to congratulate the 2016 TBLC Grant Recipients. We received the most submissions to date. There were 14 submissions, and we are happy to congratulate the following on receiving grants from TBLC this year:
- Judith Ainsworth (University of Florida): Team-Based Learning in Communication Courses for Accounting Graduates: Investigating Student Engagement, Accountability, and Satisfaction
- Cynthia Standley (University of Arizona College of Medicine – Phoenix): Get Our of the Lecture Hall! Assessment of Student Learning and Communication Skills Moving From Lecture to Team Based Learning
- Kristin Janke (University of Minnesota College of Pharmacy): Quality Indicators in TBL Application Activities
If you would like to submit a proposal for a TBLC grant for 2017, keep your eyes peeled for the email later this fall!
We would like to extend our congratulations to 11 individuals who have completed all requirements to become a TBLC Certified Trainer-Consultant over the last year.
The graduates for 2016 are:
- Dr. Janna Chimeli
- Dr. Hugh Clements-Jewery
- Dr. Lorrie Comeford
- Dr. Colleen Corte
- Dr. Sandra Ehrlich
- Dr. Michelle Farland
- Dr. Lorna Finnegan
- Dr. Abbas Hyderi
- Dr Smita Krishnamurthy
- Dr. Peggy Mohr
- Dr. Jenny Morris
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!
We would like to extend our congratulations on behalf of the TBLC to this year’s poster award winners: Naomi Twigg, Colleen Corte, Elaine Hardy, and Alysha Hart. Their poster abstract was titled “Examining students’ preference, satisfaction, and experience with team-based learning in an online environment.” As the lead presenter, TBLC is pleased to announce that Naomi Twigg will receive one year of free membership for winning. Please see their abstract below:
Over the last decade, the popularity of taking an online course in U.S. higher education has grown astronomically with a 17.3% growth rate totaling 6.7 million online learners. Students are attracted and satisfied with online courses because of the convenience they offer, however, they are dissatisfied with the lack of interaction with their instructor and other students in the course. Team-based learning (TBL) has traditionally been implemented in face-to-face or blended classroom environments, which have shown to increase students’ learning of the course concepts, increase students’ level of engagement, and improve students’ attitudes about teamwork compared to traditional lecture-format. While there has been great success with TBL in the classroom, there has been limited research on the effectiveness of TBL in an asynchronous online environment. The purpose of this study was to evaluate graduate nursing students’ preference, experience and satisfaction with taking a TBL course in an online environment. The authors hypothesize that graduate nursing students taking an asynchronous online TBL course would prefer and be more satisfied with this teaching methodology in comparison to a non-TBL, asynchronous online course. The sample included graduate nursing students (n=116) enrolled in an asynchronous, online TBL course. Students will be surveyed at the end of the 2015 fall semester using a 33-item adapted version of the Team-Based Learning Student Assessment Instrument (TBL-SAI). An analysis of students’ preference, experience, and satisfaction with taking an asynchronous online TBL course has the potential to lead to course developments and improve learning outcomes.