During the recent 2022 business meeting at the virtual annual meeting, we recognized two papers that stood out among the rest. In an effort to recognize excellence and innovation in advancing Team-Based Learning through research and scholarly publications, two papers were awarded top honors in the following categories:
Winning articles were published in a peer-reviewed journal in the last two calendar years (2020 to 2022), are consistent with the entire TBL process, and align with the mission of the TBLC.
Thank you, Richard Plunkett TBLC Research & Scholarship Committee Chair
The Team-Based Learning Collaborative (TBLC) would like to congratulate the 2022 TBLC Grant Recipients. We received many thought-provoking and interesting proposals and are happy to congratulate the following on receiving grants from TBLC this year:
Comparison of Virtual Versus In-Person Delivery of a Naloxone Certification Training Program Through the Use of Team-Based Learning Jennifer Courtney, Erika Titus-Lay, Tiffany-Jade Krey, Eugene Kreys, Ruth Vinall California Northstate University College of Pharmacy
Comparison of Asynchronous vs. Synchronous Team-Based Learning in an Online Global Health for Pharmacists Course Renee Hayslett and Pamela Moye-Dickerson Mercer University College of Pharmacy
Exploring Student Attitudes and Perceptions of the lmpact of TBL Peer Assessment on the Development of Self-Regulated Learning in a Professional Program: A Mixed Methods Analysis Cecelia Martin and Cortny Williams University of Western States
If you would like to submit a proposal for a TBLC grant for 2023, keep your eyes peeled for the email later this year!
Thank you, Richard Plunkett, PhD Chair, TBLC Research and Scholarship Committee
We would like to extend our congratulations on behalf of the TBLC to this year’s poster award winners: Annette Burgess and Deborah M. McGregor. Their poster abstract was titled “Interprofessional Team-based learning (TBL) in health professional education: a systematic review.” As the lead presenter, TBLC is pleased to announce that Annette Burgess will receive one year of free membership for winning.
Interprofessional Team-based learning (TBL) in health professional education: a systematic review.
Background: Use of TBL in interprofessional education (IPE) has increased over the past decade, applied within health professional degree programs as a means of engaging students in small-group interprofessional teamwork. TBL has been adopted and delivered in varied formats, across diverse IPE contexts and content areas. We conducted this systematic review to establish the extent, design, and practice of interprofessional TBL within medical and health professional university degree programs.
Methods: We searched PubMed, CINAHL, Web of Science and ERIC databases for articles describing TBL involving student representation from multiple health profession degree programs published between 2010 and 2020. Included original research articles were assessed and described according to Haidet et al’s seven core TBL design elements: team formation, readiness assurance, immediate feedback, sequencing of in-class problem solving, the four S’s (significant problem, same problem, specific choice, and simultaneous reporting), incentive structure, and peer review.
Results: Twelve articles satisfied the inclusion criteria. Significant variability was noted in the application and reporting of the seven core TBL design elements. Although the structured format of TBL provided a suitable pedagogy for interprofessional education, some challenges to the implementation of interprofessional TBL were identified.
Conclusions: Most articles reported the TBL format provided a positive interprofessional learning experience. However, we identified some of challenges: the unequal distribution of students to teams as a result of multiple disciplines from different programs; varied levels of student experience with the pedagogy of TBL; resources required for large groups of students to suit the TBL format; timetabling requirements; continuity of TBL sessions; design of patient cases to suit multiple disciplines; alignment of topics within curricula of multiple disciplines and programs; and limited opportunity for peer review. Key to successful interprofessional TBL is curricula alignment and integration; equal distribution of disciplines within teams; suitable patient cases; and provision of student training/guidelines in TBL.
Thank you and congratulations again to our presenters. Abstracts for the TBLC 2023 Annual Conference will be accepted this September and we encourage you all to submit!
The 21st Annual Team-Based Learning Collaborative Virtual Meeting is in full swing! Join us for the second week of live workshops, poster and oral presentations, plenary sessions and networking, all while gaining access to week one’s plenary address, oral presentations and a special session from InteDashboard. Not registered yet? No problem! Claim your spot and join any of our six upcoming workshops. You don’t want to miss the opportunity to learn from the best and brightest minds in the field of team-based learning.
As we put the finishing touches on the 21st Annual TBLC Meeting, we would like to extend a sincere THANK YOU to the volunteers, attendees, speakers and sponsors that have already made our event a success.
The TBLC Administrative Office will have limited availability from April 11 – 21, 2022 while facilitating the meeting. Response times may be delayed as we remotely staff the virtual event. Need help in a hurry? Here are the best ways to find answers to your questions.
Event FAQ Looking for information on pre-readings, switching sessions, or how to view the plenary sessions after the live event? Quickly find answers here on the Event FAQ page.
Pre-Readings Missing a set of pre-readings for one of your upcoming workshops? No worries! All pre-readings are emailed out before the beginning of the event, so double-check your junk folder for that message. Still can’t find them? Log in to the Event Hub page and find the tab labeled Pre-Readings. *You will need the email address and password that you set up during your registration to access this page.*
With the 2022 TBLC Meeting just around the corner, we would like to bring attention to one of our featured workshops: Team-Based Learning (TBL) Module for Diversity, Equity, and Inclusion Training. This session will be presented by Suzan Kamel-Elsayed, Deirdre Pitts, Sarah Lerchenfeldt, Tracey Taylor and Robin Rivest. We hope you enjoy this session!
Title: Team-Based Learning (TBL) Module for Diversity, Equity, and Inclusion Training Presented by: Suzan Kamel-Elsayed – Oakland University William Beaumont School of Medicine Deirdre Pitts – Oakland University William Beaumont School of Medicine Sarah Lerchenfeldt -Oakland University William Beaumont School of Medicine Tracey Taylor – Oakland University William Beaumont School of Medicine Robin Rivest – Oakland University William Beaumont School of Medicine Date & Time: Tuesday, April 12, 2022, 7:00 PM – 9:00 PM Eastern and Tuesday, April 19, 2022, 7:00 PM – 9:00 PM Eastern
Over the last several years, schools, colleges and universities have established offices of diversity, equity and inclusion (DEI) to promote and support an equitable and inclusive environment. Academic and healthcare institutions have implemented unconscious bias training to inform individuals of the natural inclination to hold biases based on each individual’s background and experiences and to, provide tools to adjust automatic patterns of thinking, and ultimately eliminate discriminatory behaviors. Institutions must navigate from raising awareness to fostering an inclusive work and learning environment. One way to go beyond bias awareness and effectively engage the institutional transformation process is by developing a program that supports the growing need to recruit and retain underrepresented minorities (URM) throughout academia and health care institutions. In OUWB, an innovative Diversity Champion Certificate Program was developed to ensure everyone within our community has a voice and a sense of belonging. Since the team-based learning pedagogy by itself enhances diversity and inclusion, a TBL module focused on issues of bias, diversity, equity and inclusion was developed for the program training curriculum. The TBL aims to enhance active learning and critical thinking surrounding diversity, equity and inclusion. It also allows Diversity Champion trainees an opportunity to apply their knowledge to solve real-life DEI-related scenarios that commonly occur in the workplace and learning environment within a team setting.
We hope you enjoy this and our other exciting workshops.
With the 2022 TBLC Meeting just around the corner, we would like to bring attention to one of our featured workshops: Use of Vignettes for the Application Exercises During TBL to Enhance Reasoning and Decision-Making Skills in the Health Sciences Education. This session will be presented by Sarah Lerchenfeldt, Sandeep Bansal and Mark Hernandez. We hope you enjoy this session!
Title: Use of Vignettes for the Application Exercises During TBL to Enhance Reasoning and Decision-Making Skills in the Health Sciences Education Presented by: Sarah Lerchenfeldt – Oakland University William Beaumont School of Medicine Sandeep Bansal – TCU & UNTHSC School of Medicine Mark Hernandez – Alabama College of Osteopathic Medicine Date & Time: Tuesday, April 12, 2022, 1:00 PM – 3:00 PM Eastern and Tuesday, April 19, 2022, 1:00 PM – 3:00 PM Eastern
Educators who use team-based learning play a variety of roles in the educational institutions in which they work. Regardless of their specific roles, many of them are connected in a direct or indirect way to the processes of curriculum development that can influence the success of TBL activities in enhancing reasoning and decision-making in health sciences education. The proposed workshop is designed to provide innovative strategies that will equip participants with the skills to develop valuable case scenarios to elevate their students’ reasoning and decision-making skills. Most educational institutions had to transition to virtual learning due to the Covid-19 pandemic. During this time, they learned to acclimatize with the unique situation rapidly by adopting remote teaching. The aim now is to leverage those experiences to enhance reasoning and decision-making with in-person interactions during TBL sessions when it is safe to return to in-person exercises. This highly interactive workshop will introduce participants to a step-by-step process of developing case scenarios, the necessary tools, and sample approaches such as the use of pre-recorded simulated scenes, or Matchy-Matchy exercises to enable them to successfully enhance critical thinking and decision making. A toolkit consisting of instructions on what has been presented at the workshop will then be provided to the participants.
We hope you enjoy this and our other exciting workshops.
With the 2022 TBLC Meeting just around the corner, we would like to bring attention to one of our featured workshops: Facilitating Transformative Learning through TBL. This session will be presented by William Ofstad and Cortny Williams. We hope you enjoy this session!
Title: Facilitating Transformative Learning through TBL Presented by: William Ofstad – West Coast University Cortny Williams – University of Western States Date & Time: Tuesday, April 12, 2022, 1:00 PM – 3:00 PM Eastern and Wednesday, April 13, 2022, 9:00 PM – 11:00 PM Eastern
To cultivate a culture of deep learning, a facilitator must create a positive and challenging learning environment that fully engages learners and teams (Smith & Apple, 2007). Well-designed TBL modules offer opportunities for rich discussion and feedback. To fully realize the benefits of this process, learners and teams must feel safe to collaborate and reflect within and between teams despite discomfort and disorientation. How learners choose to embrace challenges is critical to their long-term growth and transformation. Transformative Learning (Mezirow, 1996) offers a systematic approach to embracing challenges and making meaning of one’s experience in order to guide future goals and actions. In this workshop, we will discuss the art of prompting engagement and improving accountability to self-and team goals through a structured discussion of regulating discontent that promotes the transformative learning process. Participants will engage in applications to: 1) Identify questions that prompt discovery, examination, and commitment of ideas toward promoting individual accountability. 2) Apply an inventory of the learning environment that builds trust and transparency for collaboration. 3) Develop a structure for teams of learners to discuss their discontent when facing challenges and plan solutions to common barriers.
We hope you enjoy this and our other exciting workshops.
With the 2022 TBLC Meeting just around the corner, we would like to bring attention to one of our featured workshops: Improving How We Grade: Motivational Tiered Assessment. This session will be presented by Mark Serva from The University of Deleware. We hope you enjoy this session!
Title: Improving How We Grade: Motivational Tiered Assessment Presented by: Mark Serva – University of Delaware Date & Time: Wednesday, April 13th, 2022, 11:00 AM – 1:00 PM Eastern
College grades are supposed to differentiate the exceptional from the competent and the competent from the incompetent—yet students, employers, and even faculty struggle to connect a specific set of skills to a specific grade. Employers complain that GPA fails to differentiate once students are hired. Traditional grading is time-consuming, frustrating, and prone to inconsistencies across students. Grade inflation has become so problematic in academia that most students are no longer just above average: most are exceptional.
To address these assessment concerns, this workshop will introduce motivational tiered assessment (MTA), a new grading approach that builds on specifications grading. For grading assignments, MTA eschews partial credit in favor of simpler credit/no credit approaches. MTA also integrates opportunities for student revision and learning from mistakes. MTA reduces faculty workload, because faculty need only to assess assignments against a list of specifications—not use partial credit. And to add meaning to letter grades, each letter grade is assigned to a competency tier, which reflects specific levels of student achievement.
With the 2022 TBLC Meeting just around the corner, we would like to bring attention to one of our featured workshops: Are Your Learning Objectives More Difficult or More Complex? What’s the Difference? This session will be presented by Cynthia and Paul Standley from The University of Arizona College of Medicine-Phoenix. We hope you enjoy this session!
Title: Are Your Learning Objectives More Difficult or More Complex? What’s the Difference? Presented by: Cynthia Standley – The University of Arizona College of Medicine-Phoenix Paul Standley from The University of Arizona College of Medicine-Phoenix Date & Time: Wednesday, April 13, 2022, 11:00 AM – 1:00 PM Eastern and Tuesday, April 19, 2022, 1:00 PM – 3:00 PM Eastern
As educators, we are tasked with writing learning objectives that are specific, measurable, realistic, and observable behaviors of what the learner is to do. We rely on Bloom’s Taxonomy to do this. With the advent of the flipped classroom, there is an ever-increasing need to incorporate higher-level learning objectives as students engage in active learning. This workshop will focus on writing those higher-level learning objectives. In writing these higher-level objectives, there is a tendency to write more difficult objectives, rather than more complex. Just because a learning objective is difficult doesn’t make it more complex. Students can be exerting great effort to achieve learning, but still processing at the lowest level of thinking! To move up Bloom’s taxonomy, we must engage more complexity. In this workshop, we will first review the difference between complexity and difficulty and complete a group activity to determine if the examples provided reflect increased difficulty or complexity. Then, we will move on to taking a simple, familiar task and describe questions or activities that move the task up Bloom’s Taxonomy. Finally, we will end by taking a concept students need to learn and describe questions or activities that move that concept up Bloom’s Taxonomy. Through this stepwise approach, we should clear up any misconceptions about the difference between difficulty and complexity and be better prepared to write those more complex, higher-level learning objectives!
We hope you enjoy this and our other exciting workshops.
