Conference News

Want to present at the #TBLC22 meeting in Orlando? Here’s how!

The Team-Based Learning Collaborative extends a warm invitation to join them for their 21st annual meeting from Saturday, March 5 – Tuesday, March 8, 2022. We are planning an exciting in-person event filled with engaging sessions and plenty of networking opportunities. We hope attendees will not only have the opportunity to learn more about the utilization of TBL, but will also explore strategies to meet both diverse learners and diverse learning needs. Abstracts are currently welcomed for workshops and will be welcomed for oral focus sessions, and posters soon. More information in regards to the submission instructions and deadlines can be found below.

Workshops
Conference participants are invited to submit abstracts for live, synchronous workshops in one of two categories: innovations/applications or scholarship/research. Although we are still in the midst of conference planning, we request that you be available between 8AM and 3PM ET during the conference to facilitate a live session. All workshops should be in the TBL format and at a minimum include team applications. An iRAT and tRAT are optional but recommended. More information about the submission instructions can be found here.

Proposals for workshops must be submitted by September 1, 2021.

Oral Focus Sessions
Conference participants will be invited to submit abstracts for oral focus sessions on topics related to research, innovations or applications of TBL. These oral presentations are brief summaries and should be a maximum of 10 minutes. We also ask that you be available for a live, moderated, question-and-answer session to accompany your presentation. More information about the submission instructions will be coming soon.

Proposals for oral focus sessions must be submitted by October 15, 2021.

Posters
We will soon be inviting you to submit abstracts for posters on any topic relevant to TBL. Poster presenters will be asked to design a poster to highlight major findings. We will have a dedicated session for poster viewing and presentations. More information about the submission instructions will be coming soon.

Proposals for posters must be submitted by October 15, 2021.

More information regarding the call for Oral Focus Session and Poster Abstract submission is forthcoming.

If you have any questions or problems with your abstract submission, please send them to support@tblcadmin.org.

Call for Workshop Abstracts for the #TBLC22 Annual Meeting

The Team-Based Learning Collaborative extends a warm invitation to join them for their 21st annual meeting, to be held from Saturday, March 5 to Tuesday, March 8, 2022 in Orlando, Florida. We are planning an exciting in-person conference filled with engaging sessions and plenty of networking opportunities. Abstracts are currently welcomed for workshop abstracts and we encourage you to submit!

Workshops
Conference participants are invited to submit abstracts for live, synchronous workshops in one of two categories: innovations/applications or scholarship/research. Although we are still in the midst of conference planning, we request that you be available between 8AM and 3PM ET during the conference to facilitate a live session. All workshops should be in the TBL format and at a minimum include team applications. An iRAT and tRAT are optional but recommended.

Proposals for workshops must be submitted by September 1, 2021.

If you have any questions or problems with your abstract submission, please send them to support@tblcadmin.org.

Thank you,
Robin Risling
2022 Program Committee Chair

Minna Ng and Thomas Newpher Win Best Poster Award at #TBLC21

We would like to extend our congratulations on behalf of the TBLC to this year’s poster award winners: Minna Ng and Thomas Newpher. Their poster abstract was titled “Class Size and Student Performance in Team-Based Learning.” As the lead presenter, TBLC is pleased to announce that Thomas Newpher will receive one year of free membership for winning.

Class Size and Student Performance in Team-Based Learning
Abstract: Team-Based Learning (TBL) is a popular form of small-group collaborative learning. In TBL, students work together in permanent teams throughout the course term, and are motivated to learn through the use of frequent formative assessments taken with and without their teammates. Growing evidence indicates that TBL increases student content knowledge outcomes when compared to lecture-based courses. However, the factors affecting the student experience with TBL have yet to be fully explored. In particular, it remains unknown how the size of a TBL classroom affects content knowledge outcomes, perceived learning, and course satisfaction. To address these questions, we analyzed student performance on summative exams and specific measures of classroom dynamics from a single TBL-taught course over four terms with a range of enrollment sizes (19-103 students). We found that the course term with small enrollment, compared to the term with large enrollment, produced higher ratings for course and instructor quality. Despite these differences in perceived course quality, student performance on summative exams and other measures of classroom dynamics were similar across all course term sizes. Taken together, our data suggest that the content knowledge outcomes in a TBL course are not negatively impacted when enrollment size increases from small to large.

Thank you,
Richard Plunkett
TBLC Research & Scholarship Committee Chair

TBLC 2021 Research Grant Recipients

The Team-Based Learning Collaborative (TBLC) would like to congratulate the 2021 TBLC Grant Recipients. We received many thought-provoking and interesting abstracts and are happy to congratulate the following on receiving grants from TBLC this year:

  • The Use of Team-Based Learning to Enhance Health Professional Student Learning in the Affective Domain Within the Doctor of Pharmacy Curriculum
    Laressa Bethishou, Luma Munjy, Kathleen Besinque, and Richard Beuttler
    Chapman University School of Pharmacy
     
  • Nutrition and Culinary Skills in First-Year Osteopathic Medical Students
    Chris Burns, Sara Goldgraben, Emily Johnston
    California Health Sciences University College of Osteopathic Medicine
     
  • Providing an Interactive, Inclusive Team-Based Learning Pedagogy in a Hybrid Platform
    Allyson Spence, Erika Lourenco de Freitas, and Cassandra Stroup
    Regis University School of Pharmacy
     
  • Remote ‘Face-To-Face’ Team-Based Learning Using Extended Reality
    Kevin Steed, Leanne Coyne, Jody Takemoto, Hany Ibrahim, Thayer Merritt
    California Health Sciences University College of Osteopathic Medicine

If you would like to submit a proposal for a TBLC grant for 2022, keep your eyes peeled for the email later this year!

Thank you,
Richard Plunkett, PhD
Chair, TBLC Research and Scholarship Committee

Thank you for Making the 2021 TBLC Virtual Meeting a Success!

The 2021 TBLC Meeting was a huge success thanks to your participation. Your attendance helps TBLC achieve its goals while allowing our members to receive valuable networking and resources. We would like to give a special thank you to Sarah Lerchenfeldt (2020/2021 Program Chair) and Robin Risling-de Jong (2021/2022 Program Chair) and the 2020/2021 Program Committee for planning this successful virtual meeting.

For updates on next year’s meeting, be sure to follow the TBLC Facebook and Twitter pages

Thank you,
TBLC Admin

TBLC Practitioners & Trainer-Consultants Class of 2021

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 2021 are:

  • May Abdelaziz – Practitioner
  • Neal Carter – Practitioner
  • Ragi George – Practitioner
  • Liu Hua – Practitioner
  • Brooke Nodeland – Practitioner
  • Stephen Schneid – Practitioner
  • Annette Burgess – Trainer-Consultant
  • Cortny Williams – Trainer-Consultant

Our 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 acknowledgment of their impact in this area.

Please join me in celebrating the achievements of our class of 2021!

If you would like to explore how our certifications can support your professional development and career aspirations, please get in touch by emailing support@tblcadmin.org or vising the TBLC Certifications page.

Thank you,
Rebecca McCarter
TBLC Training and Certification Committee Chair

Kristin Janke and Ruth Levine Win TBLC 2021 Best Paper Awards

During the recent 2021 business meeting at the virtual annual meeting, we recognized two papers that stood out among the rest. In an effort to recognize excellence and innovation in advancing Team-Based Learning through research and scholarly publications, two papers were awarded top honors in the following categories:

Research Category
Dr. Kristin Janke
Determining Indicators of High-Quality Application Activities for Team-Based Learning

Kristin Janke, Roberts A. Bechtol, Stephanie James, Gardner Lepp, Rebecca Moote & Peter Clapp. Am J Pharm Educ, 83(9):1920-1928. 2019

Scholarship Category
Dr. Ruth Levine
The Facilitator Instrument for Team-Based Learning (FIT)

Ruth E. Levine, Peggy Hsieh, P. Adam Kelly, Lisa Carchedi, Jennifer Gibson, Paul Haidet, Paul Koles, Lindsey Pershern, Dawnelle Schatte, Brenda Talley, Dwight Wolf & Britta Thompson. Teaching and Learning in Med., 32(1):82-90. 2020

Winning articles were published in a peer-reviewed journal in the last two calendar years (2019 or 2020), are consistent with the entire TBL process, and align with the mission of the TBLC.

Thank you,
Richard Plunkett
TBLC Research & Scholarship Committee Chair

Where to Find Quick Help During the #TBLC21 Virtual Conference

As we put the finishing touches on the 20th Annual TBLC Meeting, we would like to extend a sincere THANK YOU to the volunteers, attendees, speakers and sponsors that have already made our event a success.

The TBLC Administrative Office will have limited availability on March 2-5, 2021 while facilitating the meeting. Response times may be delayed as we remotely staff the virtual event. Need help in a hurry? Here are the best ways to find answers to your questions.

Event FAQ
Looking for information on pre-readings, switching sessions, or how to view the plenary sessions after the live event? Quickly find answers here on the Event FAQ page.

TBLC Membership Information
Looking for information on how to join the Collaborative or need to pay your member dues? Check the Member page!

Pre-Readings
Missing a set of pre-readings for one of your upcoming workshops? No worries! All pre-readings are emailed out before the beginning of the event, so double-check your junk folder for that message. Still can’t find them? Visit the Event Hub page and scroll down to the bottom of the FAQ section. *You will need the email address and password that you set up during your registration to access this page.*

When all else fails, reach out to support@tblcadmin.org. We will respond to your questions as quickly as we can.

#TBLC21 Featured Workshop: Self and Peer Assessment: More Than Just Accountability?

With the 2021 TBLC Meeting just around the corner, we would like to bring attention to one of our featured workshops: Self and Peer Assessment: More Than Just Accountability? A Re-Evaluation in Light of Backwards Design. This session will be presented by Mike Boutin and Dominique Murphy. We hope you enjoy this session!

Title: Self and Peer Assessment: More Than Just Accountability? A Re-Evaluation in Light of Backwards Design
Presented by: Emile Mike Boutin and Dominique Murphy – MGH Institute of Health Professions
Date & Time: Friday, March 5, 2021, 11:30 AM – 1:30 PM ET

ave you struggled with making self and peer assessment an integral and valuable part of TBL?  Would you like a way to develop soft skills in your students that are not explicitly developed in your curriculum, but are needed in the workplace? The MGH Institute of Health Professions Physician Assistant program’s TBL process of self and peer assessments has evolved organically since its inception in 2016.  In this workshop using TBL principles and backwards design, we will discuss the evolution of our self and peer assessment process from an anonymous survey that only held teammates accountable, to a process that includes a workshop on a particular theme like giving and receiving feedback, followed by a face-to-face small group process session that intentionally holds all members of the team accountable but also cultivates soft skills needed by our students in their professional settings. Small group break out rooms and a virtual gallery walk of possible themes and learning objectives will provide participants with the opportunity to consider self and peer assessments as not just the most challenging component of TBL, but also as the component with the most potential for student development and growth.

We hope you enjoy this and our other exciting workshops.

#TBLC21 Featured Workshop: Putting the Faculty in the Student’s Seat

With the 2021 TBLC Meeting just around the corner, we would like to bring attention to one of our featured workshops: Putting the Faculty in the Student’s Seat: A TBL Immersive Approach to Faculty Development. This session will be presented by David Fuentes, Jeremy Hughes and Will Ofstad. We hope you enjoy this session!

Title: Self and Peer Assessment: More Than Just Accountability? A Re-Evaluation in Light of Backwards Design
Presented by: David Fuentes – University of Portland
Jeremy Hughes – Chicago State University College of Pharmacy
Will Ofstad – West Coast University
Date & Time: Wednesday, March 3, 2021, 11:30 AM – 1:30 PM ET

Faculty can imagine the implications that TBL has on learners’ study strategies, time management, and overall student life, however, few faculty have experienced TBL from the seat of the learner. By modifying the traditional faculty and staff development model to one utilizing TBL methodologies, there is an opportunity to “kill multiple birds with one stone”. Faculty and staff can experience TBL as a learner, observe TBL facilitation, and gain knowledge to help them better complete various aspects of their jobs. The purpose of this workshop is to empower attendees to expand their approach to faculty and staff development within their departments and across their institutions to one that utilizes TBL methodology. Readiness materials will include articles and videos discussing faculty development techniques based on androgological theories. Strategies for improving faculty participation and engagement in their own professional development will be identified through collaborative discussions and case-based learning. Workshop attendees will work in teams to create a sample faculty development curriculum, identifying core topics, activities, and schedules, for a simulated department/college within a larger institution.

We hope you enjoy this and our other exciting workshops.