Sarah Evans at the Networking Lunch IMG 2.JPG

Active TBL Consultants

The TBLC conducts an accreditation program for trainers and mentors in Team-Based Learning. These individuals go through a rigorous two-year development program and are assessed on the basis of their portfolio, which demonstrates their capabilities in developing and facilitating the delivery of TBL courses and in mentoring and supporting others in implementing TBL.

There is an international network of these trainers and mentors and you are welcome to contact them directly to see how they can help you and your institution in implementing and improving TBL course delivery.

Asia-Pacific European North American – United States Middle East North American – Canada

Asia-Pacific

Australia

Peter Balan, OAM (Retired)
Senior Lecturer
Retired from the University of South Australia Business School

Discipline: Entrepreneurship, Marketing
Dr Peter Balan had a successful career in international marketing and general management, working in seven different countries for thirteen organisations in the private and public sectors before entering academia. During his career as an academic he developed many innovative approaches to teaching, including an international Marketing Project Program as well as several initiatives to support the transfer of technology from research organisations to business. He co-founded SeniorPreneurs as a national network to support people over 50 years in undertaking enterprise and entrepreneurship activities. He was a member of the Editorial Advisory Board of the Journal “Education + Training”, and reviewed papers for academic journals and conferences. In 2013 he gained an Emerald Literati Outstanding Reviewer Award. His research was in the areas of innovation capability, senior entrepreneurship and enterprise education, and he presented his research at many national and international conferences.

In 2016, he was awarded an Order of Australia Medal (OAM) “for service to tertiary education, and to the community of South Australia”. He gained several university and national awards for innovation and excellence in teaching.

Dr Balan was a TBLC International Board Member, and started the TBLC Marketing Committee.

More recently he has adapted and implemented TBL in the field of executive management and training in fields including marketing, entrepreneurship and family development.

Follow this link to see how TBL and other innovations are implemented in entrepreneurship education.
Annette Burgess, BBusStud, MBT, MEd, MMedEd, MBioethics, PhD
Associate Professor
University of Sydney Medical School

Discipline: Medical Education
Annette Burgess is Associate Professor, Medical Education, The University of Sydney School of Medicine. She co-leads the Clinical Teaching Fellowship program. In 2016 and 2017 she led the development and implementation of the interprofessional Clinical Teacher Training (CTT) program for health professionals, and the Peer Teacher Training (PTT) program for students. She has received a number of University and national awards for her contributions to medical education programs and student engagement, including a Faculty of Medicine and Health Team Award for the Interprofessional Peer Teacher Training and Clinical Teacher Training programs (2018); Australian University Teaching Award (2015) for Programs that Enhance Learning; Australian Office of Teaching and Learning Citation (2014); and Vice-Chancellor’s Award for Support of the Student Experience (2013). She has more than 60 publications in peer reviewed journals. Her current research focuses on Team-based learning, peer assisted learning and faculty development, using research results to improve medicine and health professional curricula.
Judy Currey
Associate Professor
Deakin University, Burwood, Victoria, Australia

Discipline: Nursing
Judy is the Course Leader for ten critical care and perioperative postgraduate nursing programs in the Master of Nursing at Deakin University, Melbourne. Judy is an award winning teacher with national recognition by the Australian Learning and Teaching Council in 2011 through a ‘Citation for Outstanding Contributions to Student Learning’. In 2010 Judy was awarded four teaching and innovation awards including the Deakin University Teacher of the Year. In 2008, she was awarded the Health Super Award for Nursing Leadership in an Urban environment for the creation of an innovative leadership role between academia and clinical nursing. Judy researches teaching and assessment methods to improve skills, knowledge and attributes in critical care nursing postgraduate students in addition to her clinical nursing research program at The Alfred Hospital.

Publications:

Currey J, Eustace P, Oldland E, Glanville D, Story, I. (2015) Developing professional attributes in critical care nurses using Team-Based Learning. Nursing Education in Practice 15(3):232-8.DOI: 10.1016/j.nepr.2015.01.011

Currey J, Oldland E, Considine J, Glanville D, Story I. (2015) Evaluation of postgraduate critical care nursing students’ attitudes to, and experiences with, Team-Based Learning: a descriptive study. Intensive and Critical Care Nursing 31(1), 19-28. DOI: 10.1016/j.iccn.2014.09.003

Considine J, Currey J, Payne R, Williamson, S. (2014) Participant evaluation of Team-Based Learning using one-off teams in a hospital setting. Australasian Emergency Nursing Journal 17(2):68-76
Dr. Elizabeth Oldland
Senior Lecturer and Program Director
School of Nursing and Midwifery
Faculty of Health

Deakin University Melbourne Burwood Campus
Burwood, Victoria, Australia
Elizabeth is Program Director of the Master of Nursing Practice (Critical Care Suite of programs)Deakin University, Melbourne, Australia. Elizabeth teaches in the cardiac and intensive carestream of these postgraduate specialty courses. The postgraduate teaching team introduced TBL in 2009 and has undertaken TBL related research in student engagement, attitudes to group work, student perceptions of learning and application of knowledge in clinical practice,development of graduate learning outcomes, and industry educators’ perceptions of student behaviours and knowledge in clinical practice. Elizabeth’s research interests include teaching and assessment methods to improve skills, knowledge and attributes in nursing students for quality clinical practice. Her clinical research interests include cardiac failure, patient safety and workforce planning to support health professionals and improve patient care.

TBL publications:

Currey, J., Sprogis, S.K., Burdeu, G., Considine, J., Allen, J., & Oldland, E. (2018). Students perceive team-based learning facilitates development of graduate learning outcomes and professional skills. Journal of Teaching and Learning for Graduate Employability, 9(1), 93-113

Oldland, E., Allen, J., Considine, J., & Currey, J. (2017). Nurses’ perceptions of the impact of Team-Based Learning on learning style, team behaviours and clinical performance: an exploration of written reflections. Nursing Education in Practice, 24, 62-69.doi:10.1016/j.nepr.2017.03.008

Currey, J., Oldland, E., Considine, J., Glanville, D. & Story, I. (2015). Evaluation of postgraduate critical care nursing students’ attitudes to, and experiences with,Team-Based Learning: a descriptive study.Intensive and Critical Care Nursing 31(1):19-28. dx.doi.org/10.1016/j.iccn.2014.09.003

Currey, J., Eustace, P., Oldland, E., Glanville, D., & Story, I. (2015). Developing professional attributes in critical care nurses using Team-Based Learning. Nurse Education in Practice, 15(3),232-238. doi:10.1016/j.nepr.2015.01.011

India

Briju Thankachan, PhD
Executive Director of EdTech Society and a Visiting Faculty at the Interdisciplinary Programme in Educational Technology (IDP-ET) in Indian Institute of Technology (IIT) Bombay, India.
Dr. Briju Thankachan earned his PhD in Instructional Technology from Ohio University, USA. Dr. Thankachan is currently serving as the Executive Director of EdTech Society and a Visiting Faculty at the Interdisciplinary Programme in Educational Technology (IDP-ET) in Indian Institute of Technology (IIT) Bombay, India. Previously, Dr. Thankachan served as the Director of Curriculum and Assessment Design and Improvement at the Ohio University USA. Dr. Thankachan developed the Instructional Decisions Model (IDM), to help educators make better decisions in the learning design process. As a certified Quality Matters peer reviewer, Dr. Thankachan designed online and hybrid courses for the School of Nursing at Ohio University. In addition, he advises G.S. Gawande College in Umarkhed, India with their technology integration needs and is the founding director of Center for Teaching and Learning Excellence at GSG. As an adjunct professor, he taught Advanced Instructional Design and Technology Application in Education courses at Innovative Learning Design & Technology program at the Patton College of Education Ohio University. In 2018, Dr. Thankachan served as the president of the International Division of Association for Educational Communications and Technology (AECT) and is a certified trainer in Team-Based Learning (TBL). Dr.Thankachan also completed the “Higher Education Teaching Certificate” from Harvard University’s Derek Bok Centre for Teaching and Learning in November 2019 and holds a Project Management Profession (PMP) certification from project management institute.

Japan

Hiromi Seo
Hiromi Seo
Kochi Medical School

Discipline: Medicine
I and my colleagues conducted the first TBL workshop in Japan by Prof. R Levine in March 2008. Next year, we published the first TBL textbook in Japanese, a translated version of “Team-based Learning in Health Professions Education” (Stylus 2008).

I have been using TBL in Clinical Reasoning Course for undergraduate medical students. TBL consulting to medical schools, nursing schools, and other schools for medical profession throughout Japan.

Singapore

Jessica Ang, MSc (Physiology)
Assistant Director, Educational Development
Educational Development Department
Lee Kong Chian School of Medicine,
Nanyang Technological University, Singapore

Discipline: Physiology
Jessica has spent the last 10 years honing her facilitation skills through teaching in both Problem-based Learning (PBL) and Team-based Learning (TBL) classrooms. With her background in physiology, she taught biomedical sciences through PBL in a local polytechnic and now facilitate in TBL classes in an undergraduate medical school. Her experience and interest in educational development has led her to design and conduct faculty development programmes to support faculty in non-didactic large group teaching. Currently, she leads the school’s TBL Series Workshops which prepare faculty to teach in TBL classes and to help improve their pedagogical understanding and facilitation skills.

European

Ireland

Dr. Anne Marie O’Brien
Past Chair ETBLC
Lecturer

Faculty of Science, Health Technological University of the Shannon
Dr. Anne Marie O’Brien is a Lecturer in the Faculty of Science, Health Technological University of the Shannon in Athlone, Ireland. Anne Marie has an MSc and Ph.D. in Toxicology and Biochemistry and also holds a Pg. Dip. in Learning and Teaching. Her research interests include bioremediation of wastewater and pedagogical research. With expertise in Team-Based Learning (TBL) and digital badges, she is passionate about advancing innovative teaching methodologies. As a former chair of the European Team-Based Learning Collective and a certified TBL consultant trainer, Anne Marie brings a deep understanding of effective pedagogical practices. She strives to create engaging learning environments that foster critical thinking and collaboration.

The Netherlands

Fanny Huijbregts-Verheyden
Educational Scientist
Radboud University Nijmegen
As an educational scientist I’m mainly engaged in the field of educational advice and teacher development in higher education. I stand for activating and interactive education, where learning is central. This also applies to Team based learning.

Since obtaining my master’s degree in educational sciences in 1995, I have mainly worked in higher education at various universities. I am currently working at Radboud University Nijmegen. Here, I perform various activities, such as consultant for curriculum development, instructional design, trainer in educational design and teaching strategies. I also coordinate a team that evaluates and grants proposals for educational innovations and research on learning. I find it fun and inspiring to work with different audiences. I feel fortunate that my job makes this possible.
Jolanda Mol
Leiden University Medical Center

Discipline: Psychology, educational science, medical science, law
My experience in the higher education sector is for more than 25 years now. After my master degree in Cognitive Psychology I start at the University of Amsterdam. I have been a student councilor for many years. During this time I saw the limitations of students and the disconnecting approach from the institute. It fascinated me and stimulated me to get more involved in making a better curriculum. During that time I did some research and made policy to stimulate study success.

After a couple of years a psychology company asked me to develop an instrument to improve the success of inflow, flow and outflow of students in higher education. This instrument helps (applied) universities to manage the guidance student need. Very helpful for students!

Since a couple of years, I’m working at the University of Leiden. My job is to make policy and advise teachers and ‘course owners’ to improve their educational activities. One thing we can do better is activating students. Class will be better if we stimulate students to prepare their stuff so they can have a substantive contribution in class. TBL creates the situation where student can to this. I hope to convince a lot of teachers to use TBL. This will help students to learn better and help teachers to teach better. Please contact me if you have any questions about introducing TBL at a faculty!

Spain

Oscar Urmeneta
Discipline: Philosophy, Educational Programm
About me: Oscar is the head of Educational Excellence at FEC, a Spanish multi-site school federation bringing 22 schools together with over 1,500 teachers in total. Among other things, he strives to drive organizational development and effective educational change towards active learning. Oscar is PhD researcher at the University of Oxford, where he graduated years ago. His research focuses on the evolution of teachers´ teaching beliefs in response to continuous professional development. He is accredited with the Certificate in Advanced Education Leadership by the Harvard Graduate School of Education and is currently Professor of Educational Programme at the University of Navarra. Oscar is TBL Consultant, member of the European TBL Board, and its representative for Spain. He is pioneering the implementation of TBL both in Spain and in secondary schooling. Particularly, he leads the FEC-TBL Professional Development Programme, mentoring a Spanish community of practice with over 100 secondary teachers who are piloting TBL in Baccalaureate and vocational training. He also led the replication of this programme at international level in the TALENTinTBL Erasmus+ Project, finding evidence of the suitability of TBL for secondary teachers in Spain, United Kingdom, Ireland, and the Netherlands.

Interest in TBL:

a) TBL prior to university (Baccalaureate, K12, Sixth Form, Vocational Training…)
b) TBL for disciplines rather unusual for TBL practitioners (Philosophy, History, Literature…)
c) TBL as a the driver for educational change towards active, competence-led learning

Publications/Presentations on TBL:

Oral Abstract at the 17th Annual TBLC Conference (San Diego): Initial evidence that TBL is
superior to traditional lecturing in pre-university philosophy classes.

Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O'Brien, A. M., Quinn, G., Urmeneta, O.,
Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study
of team-based learning in secondary schools. Social Sciences & Humanities Open, 8(1), 100590.
Available from: https://www.sciencedirect.com/science/article/pii/S259029112300195X

Urmeneta, O. (2018). Driving educational change at school federation level: A case study of Team-based learning [Master’s thesis]. University of Oxford. Available from: Driving educational change at school federation level: A case study of team-based learning – ORA – Oxford University Research Archive
Available from: https://ora.ox.ac.uk/objects/uuid:47d5daee-c7e8-47cc-aba7-5f10b038127e

United Kingdom

Jonathan Branney
Senior Lecturer
Bournemouth University

Discipline: Nursing
I am a Senior Lecturer in Adult Nursing with a professional background in both critical care nursing and as a chiropractor. My education passion is for the biosciences that underpin safe and effective nursing practice. A challenge I and other nurse educators face is that student nurses often find the bioscience components of their degree to be the most difficult. For this reason I started exploring alternatives to traditional teaching and identified Team-based Learning (TBL) as an ideal fit for nurse education. I introduced TBL as leader of an applied pathophysiology and nursing care unit (course) and it is evaluated highly by students – delivering these sessions gives me the highest sense of job satisfaction. Students are engaged, the learning is evident, and some even report that learning pathophysiology is fun! TBL is a fantastic framework for teaching any subject and I’m proud to have assisted colleagues at my own institution adopt TBL in areas including social science and sports therapy. I am keen to support any colleague who wishes to introduce this fantastic approach to learning.
Gemma Quinn, PhD
Director of Studies
Lead for Postgraduate Taught Clinical Programmes
School of Pharmacy and Medical Sciences
University of Bradford

Discipline: Pharmacy
Dr Gemma Quinn is an Associate Professor in Clinical Pharmacy at the University of Bradford. She has used TBL since 2012, when Bradford became the first University in the world to use TBL across the whole of their Master of Pharmacy (MPharm) curriculum. She has since used TBL in three other programmes (face-to-face and online) to enable authentic and inclusive learning and assessment. She is a Senior Fellow of the Higher Education Academy and was part of the team awarded a Collaborative Awards for Teaching Excellence (CATE) by Advance HE in 2017. She has been a Board member of the European TBLC since 2019.

Gemma is also currently supervising three PhD students who are investigating the impact of TBL on communities of practice, professionalism and students with additional learning needs.
Simon Tweddell
Discipline: Pharmacy
About Me: I am a Professor of Pharmacy Education in a UK School of Pharmacy and Medical Sciences. In 2011, I led the development of a new highly integrated pharmacy curriculum delivered predominately by Team-Based Learning, and support its implementation in an existing school. Designed using sound education theory this employer-informed curriculum aims to develop the transformational learning needed for employment as a pharmacist in the 21st century. To deliver the programme, we sought a learning and teaching strategy that motivated our students both to prepare for and attend class, and once there engage them in active, student-centred learning. Team-Based Learning (TBL) addressed these needs whilst also developing the transferable skills necessary for the workplace and to enhance their employability skills. Pharmacists in practice need to develop the skills to communicate, collaborate, problem-solve, teach and manage their own learning; skills that are developed during their 4-years studying a curriculum delivered predominately by TBL. I have led the development and mentorship of our academic faculty, so they have the skills to deliver TBL effectively and have more recently delivered academic staff development workshops in TBL at other HEIs.

I have found facilitating learning using TBL a rewarding, fun and enjoyable experience. Students come to class prepared, ready to apply their new knowledge to solve authentic, challenging and real-world problems that develop their team-working and critical thinking skills. I now disseminate the benefits of TBL to others in the UK and in Europe and I established the European Team-Based Learning Community and was the inaugural Chair of the Board that oversees it from 2016-2019. I was awarded a National Teaching Fellowship in 2015 and was part of the Team that was award a national CATE (Collaborative Award for Teaching Excellence) by the Higher Education Academy in 2017. I’m a Fellow of the Royal Pharmaceutical Society and a Principal Fellow of the Higher Education Academy.

I have helped educators introduce TBL into their curricula across the UK, in Austria, Ireland, Spain, the Netherlands, Sweden, Switzerland and Italy.

Interest in TBL: I started using TBL in 2012 and have been delighted by its results. It is a well-designed active learning pedagogy that can really help ensure students are accountable for their preparation and are actively engaged in knowledge application and collaborative problem solving. I’ve spent the last few years promoting TBL to national and international audiences and my aim is to promote it more widely across Europe.

Publications

Medlinskiene, K., Hill, S., Tweddell, S., & Quinn, G. (2024). Evaluating team-based learning in a foundation training pathway for trainee pharmacists. International Journal of Pharmacy Practice, 32(3), 244-250.

Darby, S., O’Hanlon, D., Casterton, S., Harding, N., O’Brien, A. M., Quinn, G., … & Tweddell, S. (2023). Improved learning outcomes and teacher experience: A qualitative study of team-based learning in secondary schools. Social Sciences & Humanities Open, 8(1), 100590.

Basheer HA, Isreb M, Batarseh YS, Tweddell S. (2022).Team-Based Learning Approach for the Delivery of Over-the-counter Module in the Faculty of Pharmacy in Jordan. Indian J of Pharmaceutical Education and Research. 2022;56(2s):s146-s151.

Nelson, M. Tweddell, S. (2020). Outcomes of Implementing Team-Based Learning (TBL): The Experiences of UK Educators. Student Engagement in Higher Education Journal, 3 (), 198-212.

Tweddell, S. (2020). Evaluating the introduction of team-based learning in a pharmacy consultation skills module. Pharmacy Education, 20, p151-157

McNeil, J. Olotu-Umoren, L. Borg, M. Waller, S. Richter, U, Berkson, R. McCarter, R. Tweddell, S. (2019) Scaling up Active Collaborative Learning for Student Success. Report for the Office for Students.[online] [Accessed 9th September 2020] Available from https://aclproject.org.uk/wp-content/uploads/2019/07/NTU-ABSS-Final-Report-revised-Oct-2019.pdf

Tweddell, S. (2018). Introducing Team-Based Learning in a Pharmacy Curriculum: A Qualitative Study of Staff and Student Experiences (Doctoral dissertation, University of Huddersfield).

De Vries, J. McCarter, R. Tweddell. S (2018) Team-Based Learning: Engaging learners and creating team accountability. UAS Journal. The Journal of Finnish Universities of Applied Sciences.

Nelson, M., & Tweddell, S. (2017). Leading Academic Change: Experiences of Academic Staff Implementing Team-Based Learning. Student Engagement in Higher Education Journal, 1(2), 100.

Nation, L. Tweddell, S. Rutter, P. (2016). The applicability of a validated team-based learning student assessment instrument to assess United Kingdom pharmacy students’ attitude toward team-based learning. Journal of Educational Evaluation for Health Professions: 08/2016, 13.

Tweddell, S. Clark, D. Nelson, M (2016). Team-based learning in pharmacy: The faculty experience. Currents in Pharmacy Teaching and Learning. 8 (2016) 7-17.

Tweddell, S. (2013) A New Direction for Pharmacy Education. Pharm.J 2013; 291: 645

Middle East

Lebanon

Nathalie Khoueiry Zgheib, MD
Professor
American University of Beirut

Discipline: Pharmacology and Toxicology
Dr. Zgheib is currently a Professor in the Department of Pharmacology and Toxicology at the American University of Beirut, Faculty of Medicine (AUBFM). She is a Family Physician, and trained in Clinical Pharmacology from the University of Pittsburgh.

Dr. Zgheib has pioneered TBL at AUB. This innovative teaching and learning technique was first introduced, in 2007, into 2 case-based sessions in the pharmacology course provided to second year medical students, and showed improved student performance. After that, and since 2008, bi-weekly clinical pharmacology TBL sessions were introduced into the third year medical curriculum. Three articles describing the course and its outcome were published and showed that medical students were highly satisfied with the course and the teaching approach, and that their performance on prescription writing and formulary development had improved.

TBL is also gradually growing at AUB. For instance, TBL will be a staple of the new curriculum that is being developed within the FM; hence Dr. Zgheib is currently providing extensive training and coaching for the development of TBL cases for the AUB medical curriculum. Furthermore, Dr. Zgheib has launched a TBL Faculty Learning Community (FLC) that involves members from different AUB Faculties.

North American – United States

Alabama

Julie M. Estis, Ph.D., CCC-SLP
Interim Associate Vice President, Institutional Effectiveness
Executive Director, Academic Enhancement
Associate Professor, Speech-Language Pathology with Joint Appointment in Medical Education
Julie M. Estis, Ph.D., CCC-SLP, is an internationally recognized Team-Based Learning (TBL) expert, trainer, and consultant with over 20 years of experience higher education. She has successfully trained and mentored faculty across disciplines, guiding them in implementing high-quality, evidence-based TBL practices to enhance student engagement, collaboration, and learning outcomes. At the University of South Alabama, Dr. Estis led the TeamUSA Quality Enhancement Plan, a university-wide initiative that integrated TBL across multiple disciplines, strengthening students’ critical thinking, communication, and teamwork skills. As Past President of the Team-Based Learning Collaborative (TBLC) and a Certified Trainer-Consultant, she continues to support institutions and educators through workshops, consulting, and customized training sessions on TBL design, facilitation, and faculty coaching. She is a frequent presenter at national and international conferences and has an extensive record of peer-reviewed publications on TBL, faculty development, and learning improvement. Her consulting work includes collaborations with institutions such as Universidad Francisco Marroquín (Guatemala & Madrid), the University of Wyoming, and West Chester University.

Dr. Estis is passionate about helping educators leverage TBL to create engaging, student-centered learning environments that foster deep learning and long-term success. In her roles as Interim Associate Vice President of Institutional Effectiveness and Executive Director of Academic Enhancement at the University of South Alabama, she applies assessment, planning, implementation, and evaluation principles to advance strategic student learning initiatives and SACSCOC accreditation efforts. She enthusiastically leads the University of South Alabama’s LevelUP: Uniquely Prepared for What Comes Next Quality Enhancement Plan (QEP). This campus-wide, accreditation-related initiative enhances students’ career readiness competencies through reflection, integrative learning, and skill development, preparing them to confidently transition to the workforce or graduate education.
Annetta Dolowitz, PhD, MPH, MSW
University of Alabama at Birmingham

Discipline: Business, Non-profit Management
Annetta Dolowitz, PhD, MPH, MSW, has been an adjunct professor in the Management Department in the Collat School of Business since 2014. She has extensive experience in training and development in a number of different settings, from academic to public. From 2016-2018, she was a fellow for the Quality Enhancement Plan (QEP) program, developing and leading training for faculty and staff. This including developing and leading the new TBL™ Foundations Certificate training. Annetta has led a number of professional development workshops at the Academy of Management Conference related to Service Learning and Team-Based Learning. In February 2016 she became a certified trainer consultant. Her passion and mission is to help prepare learners for professional careers by promoting life-long learning and team development. Annetta’s training experiences include global TBL™ training both in-person and virtually.

Since 2018, Annetta has participated in the creation and editing of articles, in publication, regarding best practices of implementing TBL™ in an online environment. Annetta was able to implement recommendations from the papers this summer, 2020. Having co-developed a face-to-face high school law camp in 2019, she successfully assisted in transitioning this TBL™ styled camp online. She has consulted with NATO and runs DoloWay Consulting, LLC.
Christopher Eidson
Associate Professor
University of Alabama at Birmingham

Discipline: Occupational therapy, with teaching experience in biomechanics, physical agent modalities and orthotics; also community-based practice
Chris Eidson, OTR/L, is an associate professor in the Department of Occupational Therapy at the University of Alabama at Birmingham’s School of Health Professions. He has practiced and taught occupational therapy since 1999, and has been a faculty member since 2006. He has taught numerous courses in the occupational therapy curriculum, and has done a multitude of presentations at the state, regional, and national levels on topics related to team-based learning, service learning, and practicum training. He was previously appointed as a Faculty Teaching Fellow through the UAB Center for Teaching and Learning, and presently holds an appointment as a faculty scholar for the UAB Center for Interprofessional Education and Simulation. He teaches close to 300 contact hours using TBL per academic year, and has converted several traditionally formatted classes into TBL.

California

Leanne Coyne, PhD
West Coast University
Leanne Coyne is a Professor in the School of Pharmacy at West Coast University. She has used TBL since 2008 to teach anatomy, physiology, pathophysiology, and pharmacology to pharmacy, medical and physical therapy students. Her primary research interests are focused on using technology to improve learning outcomes. She has conducted numerous educational workshops, many of which focused on assessment of learning in TBL.
Parto S. Khansari, Ph.D.
Professor and Associate Dean of Academic Affairs
School of Pharmacy
West Coast University
Los Angeles, CA
Degrees and Certifications:

Ph.D. Degree: Pharmaceutical & Chemical Sciences (Pharmacology) from University of the Pacific, Stockton, CA

M.S. Degree: Biomedical Laboratory Science from San Francisco State University, San Francisco, CA

B.S. Degree: Cellular and Moleculary Biology from CA State University of Northridge, Northridge, CA

Certificates:

Certified TBL Trainer-Consultant, TBLC

System Approach to Assessment in Health Professional Education, Harvard Macy Institute, Boston, MA

Transforming your Teaching using Technology, Harvard Macy Institute, Boston, MA

Biography:
Dr. Khansari is a Professor and Associate Dean of Academic Affairs at Westcoast University School of Pharmacy. Prior to Joining Westcoast University, Dr. Khansari served as the Associate Dean of Teaching and Learning and Assessment at Stony Brook University School of Pharmacy and before that she served as the Department Chair of Pharmaceutical Sciences at California Northstate University College of Pharmacy with responsibility for faculty development, and a focus on assessment and curriculum design utilizing team-based-learning (TBL) methodology.

As a Certified TBL Trainer Consultant, she has led several national and international workshops and mentored other educators to become certified trainers. She has over 1000 hours of experience teaching pharmacology and pathophysiology utilizing TBL instructional method.

In addition to scholarship in teaching and learning, Dr. Khansari has over 12 years of leadership and technical expertise in designing, developing and executing in vivo efficacy and IND enabling preclinical studies.

Selected Publications in TBL Scholarship:

John K. Cusick, Leo Fitzpatrick, Parto Khansari. Use of engaging review application exercises to enhance understanding of critical concepts prior to summative examinations. Journal of Pharmacy Education Vol 19, 2019.

Ruth Vinall, Parto Khansari, Jason McDowell, L. Douglas Ried, Eugene Kreys. Impact of Completion of a Pre-Pharmacy Biochemistry Course and Competency Levels in Pre-Pharmacy Courses on Pharmacy Student Performance. Pharmacy 2019, 7(3), 117. doi.org/10.3390/pharmacy7030117

Dana P. Hammer, Leigh Ann Bynum, Jean Carter, Nicholas E. Hagemeier, Daniel R. Kennedy, Parto Khansari, Pamela Stamm, and Brian Crabtree (2019) Revisiting Faculty Citizenship. American Journal of Pharmaceutical Education 2019; 83 (4) Article 7378.

Parto S. Khansari, Leanne Coyne. An innovative addition to team-based-learning pedagogy to enhance teaching and learning: Students’ perceptions of team. Currents in Pharmacy Teaching and Learning. 2018;10: 90-95.

Jason A. McDowell, Jr., Martha W. Pauli, John Le, Kyle K. Bakkie, Justin D. Nguyen, Diem-Chi N. Tran, Parto Khansari, Suzanne Clark, Hieu T. Tran. CNUCOP Student Leadership: Empowering Students for Peer Leadership. AJPE: Volume 81, Issue 5, Article S6.

Khansari P and Coyne L. An Innovative Approach to Enhance Learning & Teaching by Incorporating Team-Exams into Team-Based-Learning. American Journal of Pharmaceutical Education 2014; 78 (5) Article 111.

Coyne L, Khansari P, McClendon K, Ho T, Pearson D. Assessing and Documenting Student Learning American Journal of Pharmaceutical Education 2014; 78 (5) Article 111.

Recent Invited Presentations & Workshops

Parto Khansari, Tom Jansen, “Evaluating MCQs for RATs and Application Activities, TBLC Fundamentals Workshop. Online, January, 2023.

Parto Khansari, Faculty Development workshop, Implement Facilitation Techniques to Promote Team Effectiveness and Motivation. Roseman University of Health Sciences School of Pharmacy, NV, Nov 1, 2019.

Parto Khansari, Ruth Vinall, Effective Facilitation. Team Based Learning Collaborative Tampa FL, March 15, 2019.

Parto Khansari, Will Ofstad, Leanne Coyne, Reframing Assessment to Focus on Learner Growth. Team Based Learning Collaborative Conference. Tampa FL, March 16, 2019.

Parto Khansari, Paul Koles, Faculty Development Workshop. Stony Brook University School of Medicine, Stony Brook. March 2, 2019

Parto Khansari, Team Based Learning Faculty Development Workshop. ST. JOHN’s University College of Pharmacy and Health Sciences, Queens, NY. Feb 26, 2019

Parto Khansari, Wayne McCormack. 3-day Faculty Development Workshop. International Medical Center. Jeddah, Saudi Arabia, Feb 21-23, 2018.

Parto Khansari, Will Ofstad. 2-day Faculty Development Workshop. Stony Brook University School of Pharmacy. Stony Brook, NY, Nov 15-16, 2017.

Suzanne Clark, Parto S. Khansari, Paul W. Jungnickel, David F. Maize, Adaptation of Supplemental Instruction (SI), a pre-remediation, peer-led academic assistance program, to PharmD Programs. Special Session, AACP Annual Meeting Nashville, TN. 2017

Parto S. Khansari, Suzanne Clark, Karen Hassell, Enhancing Student Learning through Effective Feedback. Pharmacy Education Symposium, Monash University, Prato Italy July 9-12, 2017.

Suzanne Clark, Eman Atef, Rania Elkeeb, Parto Khansari, Adapting Supplemental Instruction (SI) Methods to a Doctor of Pharmacy Program with a Curriculum-wide Team-Based Learning (TBL) Pedagogy, 43rd Annual Association of Colleges for Tutoring and Learning Assistance (ACTLA). Sacramento, CA, April 2017

Lorna Finnegan, Parto Khansari, and Simon Tweddell, TBL 101, Team-Based-Learning Collaborative Conference Workshop, Orlando FL, March 2017.

Khansari PS, Coyne L, TBL 101 and Creating an Effective TBL Module, Team-Based-Learning Collaborative Regional Workshop, San Francisco, CA December 9, 2016.
Jennifer Mott Peuker, PhD
Assistant Professor in Mechanical Engineering
Cal Poly State University

Discipline: Mechanical Engineering
...
William Ofstad, PharmD, APh, CDE
Chair, Department of Pharmacy Practice
West Coast University
Dr. Ofstad serves as Chair for the Department of Pharmacy Practice at West Coast University, focused on faculty development and mentorship in active learning. Dr. Ofstad also serves the TBLC as President-Elect, member of the Steering Committee, and mentor for the Trainer-Consultant Certification. His primary research focus is in teaching and learning including team-based learning, team building, simulation, and interprofessional education. His past experience includes directing the Office of Teaching and Learning, launching a Center for Team-Based Learning, serving as President of the Northern California College of Clinical Pharmacy, and providing direct patient care as a clinical pharmacist.

Select Presentations & Publications:

Improving Facilitation Skills for a TBL Classroom.

Methods to Foster Individual Engagement, Intrinsic Motivation, and Accountability to Enhance TBL.

Exploring Team Contracts to Build Better Teams, Optimizing Team Building in TBL: Days 1 through 100

A Comparison between a Simulation-Based and Traditional Direct Patient Care Introductory Pharmacy Practice Experiences

Development of a Team Contact for Team-Based Learning

The Impact of Grading Readiness in Team-Based Learning

Preparing Collaborative Ready Healthcare Graduates: California Interprofessional Education Research Academy (CA-IPERA) Model.

Keys to Successful Interprofessional Collaboration.

Teaching and Learning Strategies for Interprofessional Education.

Team-Based Learning in Pharmacy Education

Team-based Learning: Windfalls and Pitfalls

Integrating Team-Based Learning and High-Fidelity Simulation for Interprofessional Education

Optimizing Student Engagement with Novel TBL Techniques that Get Students Moving

Incorporation of high fidelity simulation learning experiences within a didactic and experiential curriculum

A field guide for transforming your *yawn* clinical lectures into a lively team-based learning (TBL) classroom

Leadership and Quality

Continuous Formative Assessment of Team-Based Learning: RATs, BATs, and CATs

Comparing a Simulation Based Introductory Pharmacy Practice Experience (IPPE) to Traditional Direct Patient Care IPPEs

Pathways to Expand the Effectiveness of Teaching and Learning: A workshop for educators to engage active learning strategies and explore team-based learning (TBL)

Introduction to TBL Workshop

Team-Based Learning Primer Workshop

Faculty Orientation to Team-Based Learning

New Student Orientation to Team-Based Learning
Marie Thomas, Ph.D.
Professor Emerita of Psychology
California State University San Marcos

Discipline: Liberal Arts, Social Sciences, Psychology, and Undergraduate Education
My discovery of TBL in 2002 fundamentally changed the way I view pedagogy. Since that time, I have successfully implemented TBL in several courses including intermediate psychological statistics, psychology of women, and positive psychology. I enjoy sharing TBL with others and specialize in working with faculty in the liberal arts. I have mentored individual instructors and teams of faculty in a variety of disciplines such as biology, communication, English, geography, history, math, psychology, and sociology.
Ruth Vinall, PhD
Professor of Pharmaceutical & Biomedical Sciences
Assistant Dean of Research
California Northstate University

Discipline: Biochemistry and Cell & Molecular Biology, Cancer Pathophysiology & Pharmacology
...
Caroline Wilson
Instructional Professor
Chapman University

Discipline: Neurosciences / Health Sciences
Dr. Wilson is a Professor of Health Sciences, in the Crean College of Health and Behavioral Sciences at Chapman University. She currently teaches undergraduate Human Anatomy and Neuroscience but also has experiences using TBL in graduate medical school education as well. She began her TBL training in 2011 at the University of Alaska Anchorage, WWAMI School of Medical Education, and completed her certification to become a TBLC consultant in the spring 2018. Dr. Wilson has trained undergraduate, graduate, medical, and nursing professionals in the use of TBL. She is also interested in how to incorporate TBL with technological innovations such as the Anatomage virtual cadavers and three-dimensional anatomical model printing.

She received her B.S. in Neuroscience from Allegheny College PA, and her PhD in Neuroscience from the University of Arizona. Her primary research interests include nervous system evolution and how technology can be used in anatomy education.

Florida

Wayne McCormack, Ph.D.
Dept. of Pathology, Immunology & Laboratory Medicine
University of Florida College of Medicine
I have been using TBL to teach biomedical science graduate students since 2006. Topics include immunology, genetics, cell biology, responsible conduct of research (RCR), patient safety, clinical ethics, health systems & disparities, medical genetics, and medical physiology. I led an educational research project that found that, in contrast to lecture-based RCR courses, which have negative impact on ethical decision-making, a TBL curriculum for RCR training led to positive impact on ethical decision-making. I have conducted numerous TBL workshops locally at the University of Florida, at many other educational institutions, and at national and international conferences. I am a past-President of the TBLC, and continue to serve the Steering Committee as an Expert Consultant.

Georgia

Andi Beth Mincer
Georgia Southern University

Discipline: Physical Therapy
Dr. Mincer received her Bachelor’s Degree in Physical Therapy from the University of Florida. She also has a Master of Science degree in orthopedic physical therapy, and her EdD in Curriculum Studies, and has been teaching in the Physical Therapy program at Georgia Southern University (formerly Armstrong State) since 1996, where she has been recognized with various teaching honors. Team-based Learning provides the structural underpinning for nearly all of her teaching.

Dr. Mincer has more than 30 years of clinical experience in a variety of practice areas, including acute care, cardiopulmonary, general rehabilitation, acquired brain injury, general orthopedics, and geriatric home care. She currently practices part-time in acute care. Current research interests include the scholarship of teaching and learning, student assessment, and orthopedic examination and treatment, especially spine stabilization assessment and training. She enjoys being able to add qualitative and mixed methods to her quantitative research.

Idaho

Shawn Simonson
Professor and Director of the Human Performance Laboratory
Boise State University

Discipline: Kinesiology
Dr. Shawn Simonson is a Professor and the Director of the Human Performance Laboratory in the Department of Kinesiology at Boise State University. Professional certifications include Exercise Physiologist – Certified (EP-C) from the American College of Sports Medicine (ACSM), Certified Strength and Conditioning Specialist (CSCS) from the National Strength and Conditioning Association (NSCA), POGIL Facilitator from The POGIL Project, and TBL Trainer-Consultant from the Team-Based Learning Collaborative (TBLC). He teaches at both the undergraduate and graduate levels as well as laboratory and performance oriented courses. Simonson conducts research in exercise (novel conditioning programs) and environmental physiology as well as in the scholarship of teaching and learning. He provides workshops in a variety of active learning strategies and pedagogies.
Neal Carter, PhD
Professor of Political Science
Brigham Young University–Idaho
Discipline: Political Science
Dr. Neal Carter earned his Ph.D. in Political Science from the Maxwell School of Citizenship and Public Affairs at Syracuse University. His research and teaching revolve around questions of justice related to political organizations and cultural differences. As a professor of Political Science at Brigham Young University—Idaho, he teaches classes in Comparative Politics, Political Theory, International Relations and Peace and Conflict Transformation. He is a certified Trainer/Consultant in Team-Based Learning, and serves on several committees, including the Steering Committee of the Team-Based Learning Collaborative.

Illinois

Hugh Clements-Jewery, Ph.D.
University of Illinois College of Medicine at Rockford
I am currently an Associate Professor of Physiology at the University of Illinois College of Medicine at Rockford in Rockford, IL. I have been a faculty member at UICOMR since 2016 and was previously a faculty member at West Virginia School of Osteopathic Medicine beginning in 2007. I was introduced to TBL in 2008. I have developed several TBL modules for our integrated curriculum at WVSOM and have a particular interest in emphasizing the role of biomedical science in clinical decision making. I am part of the TBL review committee at WVSOM which provides input regarding the implementation of TBL across the preclinical curriculum and provides feedback to individual faculty regarding design of TBL modules. I currently teach respiratory physiology, renal physiology and the physiology of excitable tissues. I have a research lab that investigates the biochemical basis of susceptibility to ventricular fibrillation during myocardial ischemia.

Any “adaptations” or “improvements” of TBL
TBL application exercises should be ‘4S’ applications, of which a specific choice is one of the critical ‘S’ features of such exercises. Lately I have been considering how to make applications open ended in order to improve higher order thinking skills and engagement of the teams but also make sure they adhere to the 4S format. In a recent TBL module I provided a patient case and asked teams to work to identify the mechanism of the patient’s problem (related to renal function). They would do this by identifying lab tests that would provide information regarding the degree of function of physiological regulatory systems in the patient. I had choices A-E on the application exercise but intentionally left these blank, requiring that the teams provided suggestions to populate the A-E choices. These then provided the basis for intra-team discussion followed by simultaneous report, so that the class in effect decided which lab test they would choose first. As facilitator, I then revealed the result of the lab test, which provided information to the teams for them to begin the process again until the precise mechanisms of the patient’s problem had been established. In this way I think you can have an open ended problem, but still retain a 4S structure to the application exercises.
Colleen Corte, PhD, RN (Retired)
University of Illinois at Chicago College of Nursing
845 S. Damen, M/C 802
Chicago, IL 60612

Discipline: Nursing
Colleen Corte, PhD, RN, is associate professor of nursing and associate head in the department of Health Systems Science at the University of Illinois at Chicago College of Nursing. She has been an educator and researcher since 2004. Her research is focused on alcohol use prevention in adolescents. Dr. Corte teaches a course on research design and methods to PhD students and a course on health equity and social determinants of health for Doctorate of Nursing Practice students. She has used TBL in both face-to-face and online formats. She and her colleague started the infusion of TBL into the College of Nursing. She has worked with numerous faculty in the College to move their courses from traditional lecture format to TBL.
Sandy Cook, PhD, Retired
Emeritus Professor, Duke-NUS Medical School
Currently living in Illinois

Discipline: Medical Education Research, Program Development, and Evaluation
In June 2006, I joined the Duke – NUS Graduate Medical School in Singapore, as Associate Professor and the Associate Dean for Curriculum Development as well as head of the Medical Education, Research, and Evaluation Department. In 2010 I was promoted to Senior Associate Dean. In 2012 I began establishing the Academic Medicine Education Institute (AM.EI) a joint venture with Duke-NUS and SingHealth Academic Medical Center, as Chief of Pedagogy. In July 2016 I was appointed as Interim Vice Dean and Interim Co-Director for AM.EI); and in November 2016 promoted to Professor. In September, 2017 a new Vice Dean was hired, my title was re-designated as Deputy Head of Office of Education and Deputy Director of AM.EI to support the new Vice Dean.

I received my PhD from Cornell University in Adult and Continuing Education. My Master’s is in Research Methodology and Bachelor’s in Experimental Psychology, both from Ohio State University. My previous position was the Associate Dean for Curricular Affairs, Senior Research Professional at The University of Chicago Pritzker School of Medicine from 2001-2006. I went to Chicago in 1985 to work as an education specialist for the Diabetes Research and Training Center (DRTC), a major NIH grant that was awarded to the University of Chicago in 1976 and continues to be funded. One of the major focuses on that grant has been the translation of diabetes research to the community, patients, and physicians. I continued on that grant and other diabetes related grants until 2003, when I was asked to focus more with University of Chicago Pritzker School of Medical and working with faculty to develop scholarly medical education research projects.

My overall research in Chicago focused on developing and evaluating educational programs throughout the Division of Biological Sciences; health outcomes research in the area of diabetes, sleep medicine disorders, asthma, and geriatrics; and faculty development efforts in the area of the Scholarship of Education. My work in the area of simulation and clinical assessment grew with the development of Clinical Performance Center at the University of Chicago for use in teaching and assessing the clinical skills of our medical students. Since coming to Singapore, I have focused much of my scholarly work on the development, implementation, and impact of Team-based Learning and development of our education faculty.

I have been a member of the Society of Directors in Research in Medical Education since 2002 and served on the Board of Directors for 5 years until I moved to Singapore. I spent 8 years on the board of the Chicago Asthma Consortium, and served as President from 2003-2006. I also was the chair of the Curriculum and Evaluation committee of the 13-Schools Consortium from 2001-2006. I am currently am a member of the Team-based Learning Collaborative, International Association of Medical Science Educators, Association of Medical educators of Europe, and am an associate editor for Medical Science Education Journal, the Proceedings of Singapore Health Care, the Annals of Academy of Medicine, Singapore. I was inducted into the National University’s Teaching academy in 2014 and nominated to the Advisory Committee to run from 2018-2020. And I received the IAMSE Master Scholar award in 2016 from the International Association of Medical Science Educators (IAMSE). I retired in 2022 and was awarded Professor Emeritus status at Duke-NUS.

Iowa

Michael Nelson, PhD, RPh
Drake University
Des Moines, Iowa
Michael is currently the Assistant Dean of Student Affairs and Enrollment Management in the College of Pharmacy and Health Sciences at Drake University. He has a background in both pharmacy practice (BS in Pharmacy from the University of Washington) and pharmaceutical sciences (PhD in Medicinal Chemistry from the University of Minnesota). He has been a faculty member in pharmacy education since 1999.

In July of 2008 Michael became one of the founding members of a new school of pharmacy at Regis University. During the founding process, the faculty team chose to design and implement an integrated curriculum delivered by team-based learning (TBL). Since that time, he has used TBL extensively in the classroom and has served as a TBL mentor to other faculty. In addition, he has consulted with other pharmacy programs to aid in conversion of lecture-based pharmacy coursework into TBL pharmacy coursework. Michael currently serves the TBL community as the President on the Team-Based Learning Collaborative (TBLC) board.

Maryland

Karla Kubitz
Associate Professor
Department of Kinesiology
Towson University, Maryland USA

Discipline: Psychology
Karla Kubitz is an Associate Professor in the Department of Kinesiology at Towson University. She teaches classes in sport psychology, exercise psychology, and the psychology of sport injury, and has been teaching using team-based learning since 2005. Karla is an active member of the Team-Based Learning Collaborative and is currently serving as a member of the Program Committee and the Membership Committee. In addition, she has served as New Member Guide and a mentor in the TBLC Trainer-Consultant program. Karla co-authored a review paper on TBL (2014) and contributed several chapters to well-known TBL books, including chapters in Team-Based Learning for Health Professions Education (2007), Team-Based Learning in the Social Sciences and Humanities (2012), and Getting Started with TBL (2014). Karla has also published a collection of psychology-focused teaching modules in the TBLC Resource Portal.
Sarah Leupen, Ph.D.
Teaching Professor in Biological Sciences
University of Maryland Baltimore County

Discipline: Physiology
Sarah Leupen received her Ph.D. in neurobiology from Northwestern University in 1998 and has taught a wide variety of biology courses at both small and large universities. She is currently a Teaching Professor in Biological Sciences and an Honors College Fellow at the University of Maryland Baltimore County (UMBC) where she teaches physiology, anatomy, and neuroscience. She teaches with TBL in her undergraduate physiology courses, where she has had great success in terms of both student learning and engagement. She has mentored and trained colleagues from Maryland to New Zealand in the use of TBL, and led workshops on TBL at teaching conferences, university departments, and for high school teachers. At UMBC, she founded and coordinates a campus-wide Team-Based Learning Interest Group, which has inspired colleagues in math, Spanish, and computer science to use TBL in their classrooms. Her particular interests in TBL focus on using the method with undergraduates, especially in the sciences and mathematics, and in medium to large classrooms (50-200 students).

Massachusetts

David Thomas
David Thomas...
...
Lorrie Comeford, PhD
Salem State University
Lorrie Comeford has been using TBL in her first semester General Chemistry course since 2010. She has experience giving TBL workshops and helping colleagues from a variety of disciplines implement TBL in their own classes.

Lorrie has been teaching at Salem State University since 1990, and her regular courses include General Chemistry and Physical Chemistry. She holds a Ph.D. in physical organic chemistry from Brandeis University, a B.S. in chemistry is from Worcester Polytechnic Institute, and an M.Div. from Gordon-Conwell Theological Seminary.

Michigan

Gustavo Patino
Assistant Professor
Oakland University William Beaumont School of Medicine

Discipline: Neurology
Dr. Patino received his medical degree and pursued advanced training in neurology at his home country of Colombia. He was then at the University of Michigan Neuroscience Graduate Program doing research on genetic epilepsies, first as a doctoral student in neuroscience and later as a postdoctoral fellow.

He is currently an assistant professor at the Oakland University William Beaumont School of Medicine, where his teaching focus in active learning techniques He has experience with flipped classroom and TBL, and is part of the core TBL team that supervises the development and delivery of TBL exercises in the preclinical courses.
Maria Sheakley, PhD
Associate Dean for Student Affairs
Professor of Physiology, Department of Biomedical Sciences
Western Michigan University

Discipline: Biomedical Sciences
Dr. Sheakley received her PhD in Biomedical Sciences from Kent State University in 2005, and is currently an Associate Professor of Biomedical Sciences at the Western Michigan University Homer Stryker M.D. School of Medicine (WMed) in Kalamazoo, MI. She is a founding faculty member at WMed, where she helped to develop the TBL curriculum, and currently teaches Cellular, Musculoskeletal, Cardiovascular, Renal, and GI Physiology. She has been using TBL in medical education since 2006, and has published nearly a dozen TBL case modules in MedEDPORTAL over the past ten years. Dr. Sheakley has conducted numerous educational workshops, many of which focused on TBL and flipped classroom activities.
Richard L. Sabina
Professor (retired) of Biomedical Sciences
Oakland University William Beaumont School of Medicine
Lecturer (part-time), Department of Biological Sciences, Oakland University

Discipline: Biochemistry & Genetics
Dr. Sabina is now a semi-retired educator with biochemistry and genetics content expertise in the Department of Biological Sciences after retiring as a founding faculty at the Oakland University William Beaumont School of Medicine. He received advanced training in Team-Based Learning as a member of the inaugural Train-the-Trainer class of the Collaborative and led the initiative to design and implement TBL in the undergraduate medical curriculum at the Oakland University William Beaumont School of Medicine. An active member of the TBLC, Dr. Sabina is a Past-Chair of the Educational Development Committee and now focuses on consultation for all levels of education and continued practice of TBL with undergraduate pre-healthcare professions learners.
Sarah Lerchenfeldt
Associate Professor
Oakland University William Beaumont School of Medicine

Discipline: Pharmacology and Medical Education
Dr. Lerchenfeldt is an Associate Professor of Pharmacology and Interim Co-Chair at Oakland University William Beaumont School of Medicine (OUWB) in Rochester, Michigan. She co-directs the Hematology-Lymphoid Organ System Course and teaches pharmacology across the curriculum. She plays a central role in OUWB’s Team-Based Learning (TBL) curriculum, contributing to the design, improvement, and facilitation of all TBL modules. She has mentored numerous faculty in developing new TBL activities.

Dr. Lerchenfeldt is a certified TBLC Trainer-Consultant and an active member of the Team-Based Learning Collaborative. She has led numerous workshops on TBL fundamentals and related topics, and has mentored educators seeking certification as TBLC Practitioners and Trainer-Consultants. Her scholarly work focuses on teamwork in health professions education, particularly the effectiveness of key TBL components such as peer feedback.
Suzan Kamel-ElSayed
Associate Professor
Oakland University William Beaumont School of Medicine

Discipline: Physiology
Dr. Kamel-ElSayed is an Associate Professor at Oakland University William Beaumont School of Medicine (OUWB) in Rochester Michigan. Dr. ElSayed teaches physiology for first and second medical students and participates in teaching physiology/pathophysiology for medical students in clinical years. She also co-directs the Cardiovascular Organ System course in the first preclinical year. Currently, she is actively involved in TBL curriculum, not only by incorporating TBL in her teaching but also by being a member in the OUWB TBL oversight team. The team (four faculty members in OUWB) works to promote consistency among TBLs delivered throughout the curriculum. They are responsible for reviewing TBL materials, assisting with the classroom delivery of TBLs, providing mentorship to other faculty who are interested in developing new TBL modules, evaluating TBL peer feedback for first and second year medical students and analyzing student performance on TBLs so they can be improved for future use.

Mississippi

OP McCubbins, Ph.D.
Assistant Professor of Agricultural Education
Mississippi State University

Discipline: Agricultural Education
Expertise: Flipped/Active Learning, Student Engagement, Educational Technology, Youth Development, Program Planning and Evaluation, Social Network Analysis
OP is an Assistant Professor of Agricultural Education at Mississippi State University. He was a high school Agricultural Science Instructor for three years in Kentucky before pursuing his Ph.D. in Agricultural Education at Iowa State University. While at ISU, he taught AgEdS 450- Farm Management and Operations, a capstone course for Agricultural Studies majors. As enrollment in the course grew, the ability to engage students became challenging. He was introduced to Team-Based Learning and began planning for implementation the following semester. His dissertation focused on the effectiveness of TBL in a large capstone course; focusing on student perceptions, student engagement, and analysis of the collaboration networks that formed within and between teams. His current line of inquiry focuses on technology integration, specifically the use and impact of immersive technology for teaching and learning in and about agriculture. Dr. McCubbins has facilitated TBL workshops across the US and abroad.

Missouri

Larry K. Michaelsen, Ph.D.
Professor of Management (Retired)
University of Central Missouri
Larry K. Michaelsen (Ph.D. in Organizational Psychology from The University of Michigan) David Ross Boyd Professor Emeritus at the University of Oklahoma, Professor of Management at Central Missouri State University, a Carnegie Scholar, a Fulbright Senior Scholar and, former Editor of the Journal of Management Education. He is active in faculty and staff development activities and has conducted workshops on teaching effectively with small groups in a wide variety of university and, corporate settings. Dr. Michaelsen has also received numerous college, university and national awards for his outstanding teaching and for his pioneering work in two areas. One is the development of Team-Based Learning, a comprehensive small-group based instructional process that is now being used in over 100 academic disciplines and on over 200 campuses in the US and in eight foreign countries.

Nebraska

Mary Sinclair, PhD
Creighton University School of Medicine
Assistant Dean for Medical Education

Discipline: Medical Science, Medical Education & Curriculum
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Nevada

Michele Clark, RN, PhD
University of Nevada Las Vegas
School of Nursing

Discipline: Nursing
I am a nurse researcher who has used TBL since 2004. I have been privileged in helping faculty from a number of universities implement TBL in undergraduate and graduate nursing programs. My commitment in introducing TBL as an active teaching strategy stems from the student’s improved understanding of the content as well as the student’s ability to apply learned content to complex clinical problems. However, watching faculty who are learning TBL experience the enhanced teacher learner encounter has been just as exciting. As the PhD coordinator who is managing a state university’s online PhD program, I have the opportunity to utilize TBL in many of our online courses. For our PhD program, this active teaching strategy has increased engagement and collaboration among students as well as allow for creative and innovative problem solving for required assignments. As we move to initiate an Interdisciplinary PhD program I am eager to introduce this innovative learning style to our new program.

New York

Pablo Joo, MD
Senior Associate Dean for Medical Education
Clinical Professor of Family Medicine, Health Sciences
University of California Riverside of Medicine

Discipline: Family Medicine
...
Michael Rindler, PhD, Ph.D.
Associate Professor in the Department of Cell Biology
New York University School of Medicine

Discipline: Medical Education
I am an Associate Professor in the Department of Cell Biology at NYU School of Medicine. I serve as the Director of Team-Based Learning and the Director of Scholarly Concentrations in the undergraduate medical school curriculum, as well as the Cell Biology and Embryology content director and an instructor in the Histology basic science courses. I have led the TBL program (known as Team-Based Medical Decision-making) since it was introduced in 2011. I have helped design and write 18 TBLs used throughout the first year and half basic science curriculum, as well as several adopted as part of the Interclerkship Intensive program during the clinical years. The goal of the TBL program is to foster critical thinking, communication skills and effective teamwork, all of which are essential core competencies for clinicians. TBL topics include cystic fibrosis, cardiomyopathies and diabetes, among others. I co-facilitate most of the TBLs with clinical faculty. I train and mentor the faculty engaged in the program and run TBL101 and Advanced TBL workshops. In addition, I oversee the peer evaluation component of TBL, which is now an integral part of the NYU medical school professional development program.

North Carolina

Christopher Burns, PhD, NRAEMT
Professor of Microbiology and Immunology
Director for Active Learning
Wake Forest University School of Medicine

Disciplines: Microbiology, Infectious Disease, Medical Education, Interprofessional Education, Leadership
My mission is to prepare students for professional careers by promoting life-long learning and ensuring that clinical skills are based on the underlying science. I advocate TBL as an effective and fun way to accomplish this goal. TBL takes advantage of readily accessible knowledge resources, freeing faculty experts to focus on fostering in-depth understanding that goes far beyond what students can simply look up on the internet. I help students and faculty develop the skills and confidence necessary for success using TBL and other active learning strategies by delivering workshops and one-on-one coaching. I have provided training in diverse disciplines including medicine, veterinary medicine, nursing, pharmacy, business, arts and sciences, faculty development, and continuing education.

In addition to TBL and biomedical science research, I have published on leadership, student development, curriculum reform, peer evaluation, instructional technology, and interprofessional education.

Ohio

Paul Koles, M.D. (Retired)
Associate Professor
Boonshoft School of Medicine
Wright State University

Discipline: Pathology & Medical Education
Paul Koles, M.D. is associate professor of pathology and surgery and chair of the department of pathology in the Boonshoft School of Medicine at Wright State University. He has practiced and taught pathology for 30 years in postgraduate and undergraduate settings. His medical education research focuses on instructional strategies and assessment; team-based learning (TBL) is his primary area of interest. He has authored or co-authored more than 30 interdisciplinary TBL modules for medical students, integrating concepts from anatomy, physiology, pathology, microbiology, pharmacology, and clinical decision-making. He has facilitated over 50 TBL workshops and consultations for medical school faculty in the U.S. and Canada. Dr. Koles is certified by the American Board of Pathology in anatomic and clinical pathology with subspecialty certification in cytopathology.
Dean X. Parmelee, M.D.
Associate Dean for Academic Affairs
Professor of Psychiatry, Professor of Pediatrics
Wright State University, Dayton, Ohio
At the Boonshoft School of Medicine, Dr. Parmelee has championed the development of Team-Based Learning for medical and health sciences education. In addition to publications on this topic, he has conducted over 40 workshops/presentations on medical education topics for faculty development at annual meetings of the American Association of Medical Colleges and the following medical schools:

Dartmouth Medical School

Robert Wood Johnson School of Medicine & Dentistry

Case-Western Reserve

Catholic University of Korea

University of Cincinnati

Northeastern Ohio Universities College of Medicine

Wright State University

Indiana University School of Medicine

Virginia Commonwealth University

University of Arkansas

Florida State University

University of California at Davis

Weill Medical College of Cornell University

Duke/National University of Singapore

National University of Singapore

Pennsylvania State University

Tulane

Jordan University of Science and Technology

Johns Hopkins

Columbia University College of Physicians and Surgeons

University of Michigan

New Jersey Medical School

University of West Virginia

Oregon

Cortny Williams, PhD
University of Western States
Associate Professor of Basic Sciences
TBLC Educational Development Committee Chair

Discipline: Foundational Sciences
I joined UWS in 2010 to teach foundational sciences including cell and molecular biology, metabolism, nutrition, physiology, and pathology. I am a certified team-based learning (TBL) trainer-consultant and actively engage in professional development to support my role as the UWS Faculty Development Chair. Since 2021, I have served as the Education Development Committee Chair for the Team-Based Learning Collaborative (TBLC). One of my favorite roles at UWS is leading the Community of Research and Scholarly Practice, where I support peers and students in developing research ideas. My scholarly interests center on understanding student and faculty perceptions of what makes a high-quality learning environment, with projects focused on metacognition and self-regulated learning, evaluative judgement, interprofessional collaboration, and inclusive design. Outside of work, I enjoy hiking, camping, cooking colorful meals for my family, and finding small adventures in everyday life.

Puerto Rico

Liz Winter, PhD, LSW
University of Pittsburgh School of Social Work
Academic Coordinator, Child Welfare Education and Research Programs

Discipline: Social Work
I use Team-Based Learning (TBL) in all my courses and serve on the Education Committee of the Team-Based Learning Collaborative. As a practitioner, educator, and trainer, I find TBL to be a wonderful way to improve teaching and learning quality and to facilitate the transition from individual classroom learner to ‘real world’ team contributor. As Academic Coordinator for the graduate social work arm of Pennsylvania’s Child Welfare educational partnership, I work with many other schools of social work. I have taught courses on addictions, traumatic stress, physical, psychological, and sexual maltreatment of children, human sexuality, and risk and resilience in children and families. My interests include professional workforce and practice skills development, clinician/provider stress and self-care, and the provision of appropriate services to people across all sexual orientations, gender identities, and gender expressions.

I earned my law degree from the University of Oxford and practiced commercial law for several years in England. After moving to the United States, I completed doctoral and master’s degrees in Social Work at the University of Pittsburgh. Before joining Pitt’s faculty as a Clinical Assistant Professor in 2006, I provided program development and workforce training in the delivery of effective and culturally sensitive behavioral health and other human services. I enjoy sharing TBL both with academy-based educators and with trainers who are integrating TBL into training and continuing education.

South Dakota

Heidi Mennenga, Ph.D.
South Dakota State University

Discipline: Nursing
I am an assistant professor in the undergraduate nursing program at South Dakota State University. I graduated from South Dakota State University in 2001 with a Bachelor of Science Degree with a major in Nursing. I received my Master’s of Science in Nursing Education from South Dakota State University in 2007 and my PhD from the University of Nevada Las Vegas in 2010. I have been in nursing education full-time for 7 years and currently serve as the undergraduate curriculum committee chair.

I implemented team-based learning in my practice as a nurse educator in 2010 and have been using team-based learning in a variety of courses, including community health nursing and nursing research. I have also provided mentoring to several of my colleagues who were interested in implementing team-based learning in their classrooms. I have performed several research studies involving team-based learning and have several published manuscripts. I also developed the “Team-Based Learning Student Assessment Instrument” which has resulted in an interprofessional network of national and international contacts who have requested permission to use my instrument in research studies. I have been a member of the TBLC since 2009 and a member of the Team-Based Learning Collaborative Scholarship Committee since 2013

Tennessee

Andrea S. Franks, PharmD
Professor, Department of Clinical Pharmacy and Translational Science
Assistant Dean for Curricular Affairs
University of Tennessee Health Science Center College of Pharmacy
Address: 1924 Alcoa Highway, Box 117
Knoxville, TN 37920

Email: afranks@uthsc.edu

Texas

LaTonya N. Amboree, M. Ed
Region 4 Education Service Center
Houston, TX
LaTonya Amboree is a knowledgeable, charismatic educational leader, curriculum writer, and ideator who innovates professional learning to provide authentic learning experiences and resources to promote 21st-century learning. With over 22 total years in education, 14 of those as an education consultant, she is renowned for her adept leadership in social studies professional learning sessions, product generation, and instructional coaching.

LaTonya is extremely passionate about the social sciences, and a lifelong learner in the field of education. LaTonya has provided over 100 professional learning presentations as an education specialist/consultant in Texas and surrounding states. In addition to working as a senior specialist at an ESC, she is also president of the Texas Social Studies Leaders Association (TSSLA), has served as a board member on the Team Based Learning Collaborative (TBL®) Steering Committee, is on the TBL® Education Development Committee, and is a TBL® Consultant-Trainer.

Additionally, she has her own professional development consultancy, Eduthenticity. Moreover, she holds a bachelor’s degree from Rice University in Economics and Kinesiology and a master’s degree in education leadership, is a published author of a variety of Region 4 Social Studies products, has participated in standards revisions for the states of Texas and New Mexico, and has a book coming out that is currently in editing and on its way to publication, titled Beyond the Click: Leveraging the Power of Learning Assessment Techniques to Support Online Testing.
Patricia A. Gwirtz, Ph.D., FACC (Retired)
Associate Dean, Graduate School of Biomedical Science
Professor, Cardiovascular and Metabolic Disease Institute
University of North Texas Health Science Center
Patricia A. Gwirtz, Ph.D. is a Professor and Associate Dean in the Graduate School of Biomedical Science at the Graduate School of Biomedical Science. She is Program Director for the Specialized Master’s Degree Programs in Medical Science, Clinical Research Management, and Biotechnology. Dr. Gwirtz received her B.S. in Nutrition Science from Drexel University and her Ph.D. in Physiology from Thomas Jefferson University. She was actively funded for over 35 years for her research in cardiovascular/coronary regulation during exercise and hypertension by the National Heart Lung and Blood Institute, American Heart Association and American Osteopathic Association. Dr. Gwirtz has over 28 years of experience in development and oversight of educational programs and student development as an instructor, course director, program director and associate dean. She is committed to mentoring students and junior faculty and to finding innovative ways to incorporate active learning methods in the classroom in order to improve the critical thinking skills of students and active learning methods.
Ruth Levine, M.D.
Professor of Psychiatry
Past-President of the TBLC
Current Executive Editor for TBLC
Associate Editor for the TBLC section for MedEdPORTAL
University of Texas Medical Branch at Galveston, Texas

Discipline: Medicine
I have been using TBL in the Psychiatry clerkship since 2002, and in the Neuroscience and Human Behavior course since 2003. I have conducted numerous workshops and assisted faculty in a variety of disciplines to learn about and establish Team-Based Learning programs in medical student, resident, and nursing education. TBL consulting to local, national and international audiences.
Brooke Nodeland
Associate Professor
Brooke Nodeland is an Associate Professor of Criminal Justice and Criminology at Sam Houston State University in Huntsville, Texas. With a deep commitment to fostering student success, she focuses on equipping students with essential skills in problem-solving, communication, and teamwork. Dr. Nodeland has effectively integrated team-based learning (TBL) strategies across both undergraduate and graduate curricula, including foundational courses, research methods, computer crime, and criminal justice policy.

Dr. Nodeland is a certified Trainer-Consultant and serves the Team-Based Learning Collaborative (TBLC) as a member of the Training and Certification Committee. In addition to her work on the intersection of digital technologies and deviant behavior (e.g. online criminal activities, cyber victimization, and the challenges of cybersecurity), her scholarly work includes several peer-reviewed publications that explore the impact of TBL on student satisfaction and its application within criminal justice education.
Rebecca Orr, Ph.D.
Professor of Biology
Collin College

Discipline: Biology
Rebecca B. Orr is a Professor of Biology at Collin College in Plano, Texas where she teaches introductory biology for science majors. She earned a B.S. at Texas A&M University and a Ph.D. at U.T. Southwestern Medical Center at Dallas. Rebecca has a passion for investigating strategies that result in more effective learning and retention, and she enjoys focusing on the creation of learning opportunities that both engage and challenge students. She is a coauthor of Campbell Biology and Campbell Biology in Focus. As a TBLC-Certified Trainer-Consultant, she is working with other faculty at Collin in moving their courses from a traditional lecture format to TBL.
Lindsey Pershern
Associate Professor
University of Texas Southwestern Medical Center

Discipline: Psychiatry
Lindsey Pershern is an associate professor of Psychiatry at the University of Texas Southwestern Medical Center in Dallas, TX. She is a native Texan, who graduated from medical school at the UT Health Science Center in San Antonio and completed residency at Baylor College of Medicine in Houston, TX. She focused on training as an educator through membership in a Clinician Educator Track during her training, and has continued her efforts in medical student, resident and other health professional education. She serves as the chair of the TBL committee at UT-Southwestern, where she works on faculty development and support of the integration of TBL throughout the undergraduate medical coursework. She has presented workshops nationally and internationally on TBL and published on scholarly work in TBL. Her current areas of interest include impact of TBL education on teamwork skills, linking assessments to learning objectives and barriers to integration of TBL.
Sandra Westmoreland, PhD
Associate Professor of Biology
Assistant Clinical Professor of Nursing
Texas Woman’s University
University of Texas at Arlington

Discipline: Biology
Sandra Westmoreland, Ph.D. has 25 years of experience in teaching science as Associate Professor of Biology at Texas Woman’s University and as an Assistant Clinical Professor of Nursing at The University of Texas at Arlington. A major focus of her education research is the use of active engagement teaching and learning strategies, such as Team-Based Learning and personal answer devices, in large enrollment courses to foster student achievement, critical thinking, and retention. She created the Active Engagement Academy at Texas Woman’s University to assist other faculty to develop high engagement teaching strategies for their own courses. Sandra is a certified Team-Based Learning Trainer and Consultant and has directed many workshops at local, state, and national U.S. venues on using high engagement teaching and learning methods, including Team-Based Learning, for University faculty as well as high school and middle school faculty.

Sandra received her Ph. D. in Quantitative Biology from The University of Texas at Arlington.

Virginia

Tom Jansen
Retired in Herndon, Virginia
Tom Jansen trained staffs and volunteers for Scouting America since 1982. He served local councils in Virginia, Europe, Maryland, and Connecticut and national in corporate training, strategic planning, and IT communications.

After completing his BS degree in forestry and wildlife from Virginia Tech, he volunteered as a Peace Corps forester in Burkina Faso.

Tom earned the CPTD (Certified Professional in Talent Development) from the Association for Talent Development (ATD) Certification Institute.

He volunteers on the Membership, Finance, and Marketing committees of the Team-Based Learning Collaborative (TBLC).

Tom has a son Brandon, who is married to Karen and they are blessed with a daughter Piper and live in Maryland.

West Virginia

Brian Griffith, PhD
Associate Professor in Biomedical Science
WV School of Osteopathic Medicine

Discipline: Biochemistry and Nutrition
...

North Dakota

Peggy M. Mohr, PT, PhD
Professor (Retired)
Department of Physical Therapy
School of Medicine and Health Sciences
University of North Dakota
Grand Forks, ND 58202-9037

Discipline: Education, Medicine: Physical Therapy
Peggy Mohr. Ph.D., P.T. is a professor in the Doctor of Physical Therapy program at the University of North Dakota School of Medicine and Health Sciences. Dr. Mohr has been a faculty member at the University of North Dakota for 25 years and has taught numerous courses in the physical therapy curriculum. She has also been involved in team-based interdisciplinary courses. Dr. Mohr has successfully transitioned several traditional lecture courses to Team-Based Learning and has developed numerous TBL modules for several content areas. Dr. Mohr has mentored colleagues in their development of TBL modules and has provided mentoring through interdisciplinary, campus-wide, training programs to promote the use of active learning strategies. Dr. Mohr has presented workshops focused on the “Lessons Learned” from the experiences in transitioning lecture courses to TBL, fundamentals of TBL, and comparison of TBL with other active learning team approaches.

North American – Canada

Manitoba

Amy De Jaeger, PhD
Professor in Psychology
Lead – Strategic Planning and Teaching Excellence
Center for the Advancement of Teaching and Learning
University of Manitoba

Discipline: Psychology, Teaching & Learning in Higher Education
...

Active TBL Consultants

Australia

Peter Balan, OAM (Retired)

Annette Burgess, BBusStud, MBT, MEd, MMedEd, MBioethics, PhD

Judy Currey

Dr. Elizabeth Oldland

India

Briju Thankachan, PhD

Japan

Hiromi Seo

Singapore

Jessica Ang, MSc (Physiology)

Ireland

Dr. Anne Marie O’Brien

The Netherlands

Fanny Huijbregts-Verheyden

Jolanda Mol

Spain

Oscar Urmeneta

United Kingdom

Jonathan Branney

Gemma Quinn, PhD

Simon Tweddell

Lebanon

Nathalie Khoueiry Zgheib, MD

Alabama

Julie M. Estis, Ph.D., CCC-SLP

Annetta Dolowitz, PhD, MPH, MSW

Christopher Eidson

California

Leanne Coyne, PhD

Parto S. Khansari, Ph.D.

Jennifer Mott Peuker, PhD

William Ofstad, PharmD, APh, CDE

Marie Thomas, Ph.D.

Ruth Vinall, PhD

Caroline Wilson

Florida

Wayne McCormack, Ph.D.

Georgia

Andi Beth Mincer

Idaho

Shawn Simonson

Neal Carter, PhD

Illinois

Hugh Clements-Jewery, Ph.D.

Colleen Corte, PhD, RN (Retired)

Sandy Cook, PhD, Retired

Iowa

Michael Nelson, PhD, RPh

Maryland

Karla Kubitz

Sarah Leupen, Ph.D.

Massachusetts

David Thomas

Lorrie Comeford, PhD

Michigan

Gustavo Patino

Maria Sheakley, PhD

Richard L. Sabina

Sarah Lerchenfeldt

Suzan Kamel-ElSayed

Mississippi

OP McCubbins, Ph.D.

Missouri

Larry K. Michaelsen, Ph.D.

Nebraska

Mary Sinclair, PhD

Nevada

Michele Clark, RN, PhD

New York

Pablo Joo, MD

Michael Rindler, PhD, Ph.D.

North Carolina

Christopher Burns, PhD, NRAEMT

Ohio

Paul Koles, M.D. (Retired)

Dean X. Parmelee, M.D.

Oregon

Cortny Williams, PhD