Tag Archives: FeaturedResource

Archive Available for the Free Webinar Assessing Professional Behaviors in Pre-Clerkship Medical Students Using the “Team” in Team-Based Learning

In the last free webinar of 2019, presenter Amanda Emke discussed her research on the direct observation of professional behaviors in team-based learning settings.

Want to watch the webinar again? Did you miss it the first time around? Don’t worry! Find the link to the archive to this session, and our previous sessions, below:

Title: Assessing Professional Behaviors in Pre-Clerkship Medical Students Using the “Team” in Team-Based Learning
Presenters: Amanda Emke
Time: Tuesday, November 6 at 12 PM EST
Archive link: https://vimeo.com/371442285

The TBLC free webinar series will take a brief break over the holidays and return in February. Stay tuned for more information after the beginning of the year! Have an idea for a webinar? Let us know at support@tblcadmin.org.

TBLC Featured Resource: Strategic Management, Strategic Planning, and Strategic Analysis


TBLC Featured Resource

Strategic Management, Strategic Planning, and Strategic Analysis


Title: Strategic Management, Strategic Planning, and Strategic Analysis
Authors: Annetta Dolowitz
Affiliations: University of Alabama at Birmingham
Resources available with this module: Readings, application exercise, RAT
Context: Nonprofit Organizational Management

This module will cover various readings and videos related to Strategic Planning and Strategic Management. You will explore in detail how leadership and strategic management and planning will make or break any business. We will explore how critical strategic planning and management are to nonprofits. You will see that there are challenges to creating a plan, especially depending on the size and the age of the nonprofit. You and your team will be creating a SWOT analysis for the Class NPO as well as for your Service Learning partners. Be sure to look for tips and best practices other NPOs offer. Clear understanding of conducting a strategic analysis will improve the quality of your midterm project proposals as well as your third reflection paper and final presentation centered around your Service Learning project.Required Reading

  • Demonstrate and apply experience and skills that you have read or heard in class activities, and in your service learning projects, while adding skills to your resume.
  • Identify the theoretical and conceptual foundations of a nonprofit.
  • Assess and explain how strategic management competencies are applied to nonprofit organizations by running a SWOT analysis.
  • Take the results of your SWOT analysis to evaluate Class NPO Partner to develop and defend strategies to address your findings for the Class NPO Partner Project.
  • Critique the role of accountability, ethics, and social responsibility in the management of a nonprofit organization.
  • Evaluate, explain, and defend the results of your project for your partner NPO.
  • Demonstrate professional development.
For more information on this, and more, modules available in the Resource Bank, please visit the Resource Portal.

TBLC Featured Resource Elements

Title: Elements
Authors: Lorrie Comeford
Affiliations: Salem State University
Resources available with this module: Readings
Context: General Chemistry I (Undergraduate)
This module is for General Chemistry I which is the first chemistry course taken by undergraduate chemistry and biology majors. It has been used with classes ranging in size from 35 to 40. This is the second TBL module in the course, and it typically takes three 90 minute periods to complete. Topics include: the periodic table, elements, ions, isotopes, molar mass and moles. 

Required Reading

Students are given the following reading guide for a chapter in their textbook. This module was used with Chemistry: A Molecular Approach by Nivaldo Tro (Tro, Nivaldo J. Chemistry: A Molecular Approach, 3rd ed.; Prentice Hall: Upper Saddle River, NJ, 2013.), but it could be adapted for any General Chemistry text. In the text by Tro, students read sections 2.5-2.9 which is about 20 pages. All reading assignments are posted at the beginning of the semester, and students have at least two days to complete the reading.


  • Predict the reactivity and physical properties of the elements using the periodic table.
  • Determine the number of protons, neutrons and electrons for a given isotope.
  • Write the symbol for an isotope given the number of protons and neutrons.
  • Determine the number of protons and electrons for a given ion.
  • Use the periodic table to predict the charge on monatomic ions.
  • Identify the location of metals, nonmetals and metalloids.
  • Identify the location of main group elements and transition metals.
  • Name following groups: 1A, 2A, 7A, 8A.
  • Use the Avogadro constant to calculate moles or number of molecules.
  • Use the molar mass to calculate mass or number of moles.
  • Solve quantitative problems using units

For more information on this, and more, modules available in the Resource Bank, please visit the Resource Portal.

TBLC Featured Resource Health Assessment: Pulling it all Together!

Title: Health Assessment: Pulling it all Together!
Authors: Pam Johnson
Affiliations: University of South Alabama
Resources available with this module: Readings, application exercise
Context: NU 325 Nursing Health Assessment
This TBL module is used as a culminating learning activity in an undergraduate nursing health assessment course. These students are in their first semester of nursing classes (Junior year). These students will be entering the clinical setting the following semester, so they must have a strong foundation in health assessment skills. This course is taught every semester and there are anywhere from 50 – 130 students enrolled. Throughout the semester, content is taught based on body system (Cardiovascular, Respiratory, Abdomen, etc.) This module was created in order to plunge students into application of knowledge gained throughout the semester to complex clinical scenarios.

Required Reading•   Read the article: Crowe, S., Ewart, L., Derman, S. (2017). Something isn’t right: The subtle changes of early deterioration. Nursing Made Incredibly Easy! DOI-10.1097/01.NME.0000508537.59047.b3•   Read p. 3, 4, 5 including Table 1-1; p. 804-805 SBAR in Textbook: Jarvis, C. (2016). Physical examination and health assessment (7th ed.). Philadelphia: Saunders•   Review the PowerPoint presentation on Vital Signs, and Evidence-Based Assessment•   Watch this Introduction to Team-Based Learning Video: http://camtasia.usouthal.edu/Camtasia/pamjohnson/Introduction_to_TBL_-_20170424_165259_16.html•   Review the Student Database Document and Student Guidelines Document
Objectives•   Determine what patient data is considered normal versus abnormal.•   Recognize signs of clinical deterioration in an unfolding patient case.•   Demonstrate effective communication skills using the SBAR (Situation, Background, Assessment, and Recommendation) tool to report patient deterioration to a healthcare provider.
 For more information on this, and more, modules available in the Resource Bank, please visit theResource Portal.

TBLC Featured Resource Bad Blends: An Introduction to Pharmacology

Title: Bad Blends: An Introduction to Pharmacology
Authors: Sarah Lerchenfeldt and Rodney Nyland
Affiliations: Oakland University William Beaumont School of Medicine
Resources available with this module: Readings, iRAT, application exercise and facilitator guide
Context: Biomedical Sciences Summer Program
The Bad Blends TBL was created for biomedical science high school summer programs. It has been used for three years and was completed in two different settings. In one setting, it was delivered in two ninety-minute sessions over a two-week period. In was also delivered as one two-hour session. The first session included an introduction to basic pharmacology. The second session was the actual TBL activity. In both cases there were 25-30 students split into 5-6 teams. The intent was to introduce students to the TBL instructional strategy, as well encourage their interest and curiosity in health sciences. 

Required Reading
The preparatory material (attached) is a content outline that contains necessary information that the students must know about pharmacokinetics and pharmacodynamics. The handout provides all necessary information to answer the RAT questions. The PowerPoint slides that review pharmacokinetics and pharmacodynamics can also be used as part of the preparatory material. 

Version 1
If the opportunity for two separate sessions is provided, the students will have more time to research concepts and digest the material before taking part in the TBL. It also allows for additional information that students have found interesting (examples of computational modeling for drug design). 

Version 2
If the opportunity for one session is provided, the students will not have time to research concepts, although an introduction to basic pharmacology can still be provided.


  • Explain how the body affects drugs (pharmacokinetics).
  • Explain how drugs affect the body (pharmacodynamics).
  • Evaluate potential drug-drug and drug-food interactions and their likely effect on the body.
  • Formulate recommendations for patients in which there is a concern for drug-drug or drug-food interactions.
  • Participate in the TBL activity in a professional and respect manner.

For more information on this, and more, modules available in the Resource Bank, please visit theResource Portal.