The Team-Based Learning Collaborative (TBLC) invites all educators to attend the 2023 TBLC Mid-Year Virtual Forum on October 13, 2023, where we will explore the theme of Artificial Intelligence (AI) in Team-Based Learning. This online event, hosted by the TBLC, will offer attendees a chance to learn from and interact with experts and peers on how AI can enhance and transform your teaching and learning practices. You will also enjoy a variety of engaging sessions, including a keynote presentation, interactive TBL-style workshops, and a lively panel discussion of the emerging opportunities and challenges that AI brings to education and training.
Don’t miss this opportunity to connect, collaborate, and innovate with us. Save the date and stay tuned for more details!
TBLC would like to invite you to join us this Wednesday/Thursday for the TBLC APC Sharing Session, a virtual round table discussion where you control the conversations. And the best part is these sessions are completely FREE for TBLC members!
July 13, 2023, at 9 AM SGT (9PM EDT on July 12, 2AM BST on July 13) Does TBL Improve Student Engagement and Outcomes in a PBL-Based Medical Course? led by Bronwen Dalziel Medical schools often utilize either a problem-based learning (PBL) or a team-based learning (TBL) curriculum approach to teach pre-clinical students. The Western Sydney University medical program is currently a PBL approach, however, they wished to use TBL in the course at the point where students are transitioning from pre-clinical learning to clinical learning environments to better prepare them for the diversity of cases they encounter in their clinical years.
In PBL, students get the opportunity to apply their newly found knowledge in the context of only one clinical case. By the end of their second year of PBL-style tutorials, students are disengaged with the pedagogy and also sometimes demonstrate limited ability to apply their learning to different clinical scenarios outside of the scope of their PBL case study. The structure of TBL better allows students to actively apply their knowledge to a large range of problems and case studies and discover gaps in their learning.
Therefore, in order to promote students who are independent learners that are good at problem-solving and transferring their knowledge across a variety of clinical scenarios, they created a modified version of TBL called “clinical classrooms”. Students value time with research scientists and clinicians and these clinical classroom tutorials have been a valuable steppingstone for students toward clinical attachments, as they complete their pre-clinical learning.
TBLC Virtual Social Hour: Hosts Needed Did you know one added benefit to your TBLC Membership is a standing invitation to participate in our monthly virtual social hours? And better yet, you are invited to HOST a social hour on a TOPIC OF YOUR CHOICE. These casual, hour-long sessions are designed to bring the TBLC community together to discuss topics we all care about (facilitation, lessons learned and trends from the TBLC meeting, peer evaluation, and more)! PLEASE VOLUNTEER to lead a social hour and share your knowledge with the TBLC community.
We would like to extend our congratulations to 8 individuals who have completed all requirements to become either a TBLC Certified Practitioner or Trainer-Consultant over the last year. The graduates in 2023 are: Practitioner Paul CondonTessa MilmanMaya NairDavid O’HanlonLishan YangFoo Yang YannTrainer-ConsultantNeal CarterFoo Lean HeongOur new Practitioners all took the next step to consolidate their implementation of TBL and enhance their practice with the support of experts in our community. They each successfully evidenced their competency in the core knowledge and activities of an effective TBL educator through a practical process that encourages reflection and development.
The award of Trainer-Consultant is for colleagues who have developed expertise and who are now influencing and supporting the professional practice of others in TBL. It is both a demonstration of their commitment to improving teaching and learning and an acknowledgment of their impact in this area.
Please join me in celebrating the achievements of our class of 2023!
The Team-Based Learning Collaborative (TBLC) would like to congratulate the 2023 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:
An investigation into the effect of team-based learning (TBL) on the development of professionalism and professional identity in pharmacy studentsFadia Ali Alshareefy and Gemma Quinn University of Bradford, School of Pharmacy and Medical Sciences Funds to be awarded: $ 1,894.00
Can team-based learning (TBL) be used to identify and address issues with student engagement? Kevin Adams, Maria Azmanova, and Gemma Quinn University of Bradford, School of Pharmacy and Medical Sciences Funds to be awarded: $2,632.00
Integration of Team-Based Learning (TBL) for Improving Active Learning and Facilitation Skills among Teachers in two states in India Issac Paul, Briju Thankachan, and Someshwar Vadrabade G.S. Gawande College Funds to be awarded: $3,937.00
Those authors listed in bold are the principal investigators. If you would like to submit a proposal for a TBLC grant for 2024, keep your eyes peeled for the email later this year!
Learn how to convert non-TBL course material into a TBL format
Identify common errors and barriers during TBL module development and learn how to overcome them
Improve your TBL facilitation skills by adopting the key characteristics of effective facilitators
Develop insights into online TBL
How to improve student teamwork for learning effectiveness and engagement
Collaborate with a diverse group of global educators
Learning objectives for each of the workshops can be found at the TBL Fundamental Series site here.
The five online courses offer the same quality content as the face-to-face workshop series, with the added bonus of learning from educators from around the globe. Taught in TBL style, these courses will show attendees effective TBL delivery in the online environment while they build upon their own professional development.
For more information, and to register, click here.
We would like to extend our congratulations on behalf of the TBLC to this year’s poster award winners: Pete Clapp and Mikayla Donlon. Their poster abstract was titled “All for One: Group-added Value in Team-based Learning Readiness Testing.” As the lead presenter, TBLC is pleased to announce that Pete Clapp will receive one year of free membership for winning. All for One: Group-added Value in Team-based Learning Readiness Testing
Background The utilization of Team-based Learning (TBL) is becoming increasingly common in schools of pharmacy. The development of team cohesiveness is vitally important to the success of a team during contextually relevant and consequential problem-solving tasks. TBL is associated with increased engagement and acquisition of knowledge; skills that are heavily relied upon in contemporary healthcare. Using existing assessments in TBL, comparisons can be made over time of student teams’ ability to solve problems in a thoughtful, cooperative manner.
Description In the current study, the extent to which increased experience with structured group activities will affect the quality of group interactions and team performance is assessed using readiness assurance tests (RATs). First-year pharmacy students completed 10 multiple-choice RATs over 8 weeks in an integrated pharmacotherapy course. Individual and team scores were used to calculate measures of team performance and compared with student perceptions on their problem-solving processes. Team RAT items (n=135) were evaluated to determine if the answer choice matched or diverged from the majority decision.
Results On average, teams scored higher on RATs than the individual class means by 13 ± 0.4 percent. At 4 weeks, incorrect team decisions on RATs tended to match the majority opinion (68% frequency). Student perception at this time point was consistent with actual RAT results (62%). At 8 weeks, incorrect team decisions on RATs matched the majority opinion (77% frequency). Student perception at 8 weeks was less consistent with actual results (49%).
Conclusion At an early stage of exposure to TBL structured didactic coursework, teams have an accurate perception of their problem-solving processes and tend to agree with the internal majority. Additional observations will be needed to determine if student perceptions and/or decision-making processes change with time.
We would like to thank all the presenters for their submissions. We had a difficult time selecting one winner from an excellent group of posters. Abstracts for the TBLC 2024 Annual Conference will be accepted this September and we encourage you all to submit!
If you are a new educator or new to team-based learning, the TBLC has a comprehensive list of resources available for you to begin your practice.
Books and Basics – Find the source material you need to get started in TBL, written by the founders and masters of the art. TBL Consultants – Looking for a mentor in your region? The TBLC maintains a listing of current trainers and mentors from around the globe who are ready to help you grow in your TBL practice. Fundamentals, Practitioner and Trainer-Consultant Certifications – Looking to enhance your practice or further your study of TBL? Earning a level of certification is a great way to take a deeper dive into the study and practice of team-based learning. Workshops, research, and training are led by certified Trainer-Consultants who can help you upskill your teaching style in a one-on-one approach. Online best practices – Is your class sticking with an online delivery method? Did you find that online delivery just works better for your students? So can TBL! In the white paper “Off to On” Michele Clark et al. give step-by-step instructions on how to take your modules from the classroom to the desktop.
Looking for a deeper dive into TBL? Join the Collaborative and gain access to: TBLC Modules – written and peer-reviewed by fellow TBL educators, these modules have everything you need to get a subject or topic started in your classroom. TBLC Research Grants – The TBLC supports and encourages research and scholarship in TBL. To help its members participate in opportunities that provide educational scholarship, the TBLC will provide funding to initiate new educational research or evaluation proposals each year. Communities of Practice – Members also have access to join any of three existing Communities of Practice: Research and Scholarship, TBL for Training and TBL Online. TBLC Social Hours – Join live discussions or view recaps of burning questions from global TBL educators from around the world. Broadcast live the second Wednesday of each month, TBLC Social Hours offer a forum for members to gather and discuss best practices. Mentor Matching Program – Looking to link up one on one with another experienced TBLer to help navigate your own team-based learning journey? TBLC members can volunteer to mentor or match with a mentor to grow their skillset and support each other.
If you enjoyed the 2023 TBLC Annual Meeting, we encourage you to take your next step and get more involved with the TBLC! Want to join the Collaborative? Click here! Already a member? Consider joining a committee, starting your fundamentals certification, or joining an upcoming Social Hour. We invite you to explore what the TBLC has to offer and look forward to welcoming you to our annual meeting in 2024.