Featured Resources

*Free For TBLC Members* Implementation and Evaluation of Online TBL

Don’t miss the second of two new online educational development webinars presented by TBLC. This session will be facilitated by TBL practitioners from around the world who are using and succeeding with TBL in their classrooms. Register for this unique session to expand your practice in team-based learning! Already a member of TBLC? Your registration is free! Non-members can register for only $40 USD!

October Webinar:Implementation and Evaluation of Online TBL at the Academic Centre for Dentistry Amsterdam
Facilitators:
 Amber Burke-de Wilde, Katie Crouwel, Erica Vogelzang and Teun de Vries (ACTA Dental School)
When: October 26, 2021 from 10:00 AM – 11:00AM Eastern
Where: This event will be virtual! Join from anywhere in the world!
Session Information:  In this webinar, we describe how we introduced TBL in the first year of the Bachelor’s programme at of the Academic Centre for Dentistry in Amsterdam, the Netherlands. Last year team-based learning (TBL) was decided upon as the main teaching method and was implemented in the first year of the Bachelor’s programme in September 2020. More than with traditional teaching methods, TBL stimulates students to participate actively in their own learning process. This team-oriented method prepares future dentists for academic reasoning and clinical decision-making.

For more information, and to register, simply click the link below! If you have any questions please feel free to reach out to support@tblcadmin.org.

TBLC Featured Module Actors, Factors, & Choices: An Intro to Comparative Politics

Title: Actors, Factors, and Choices: An Introduction to Comparative Politics
Author: Neal Carter
Affiliations: Brigham Young University
Context: POLSC 150: Introduction to Comparative Politics

This is the first substantive module used in POLSC 150: Introduction to Comparative Politics. This class is geared primarily toward Political Science, Public Policy and Administration, and International Studies majors in their first or second year of undergraduate studies. Sections typically have between 20 and 45 students. This module is designed for students to learn about three main theoretic approaches (culturalism, institutionalism, and rational choice) and start applying scientific reasoning and methods with special attention given to case selection. Sections are taught MWF for 1 hour each class period.

Required Reading
Preparation includes Chapter 1 of Gregory S Mahler Comparative Politics: Exploring Concepts and Institutions Across Nations 6th ed. (2019 Lynne Rienner), a brief explanation of methods and diagrams I wrote (Methods and Diagrams and Comparative Methods as well as videos I have made (Introduction to Rational Approach; Prisoners’ Dilemma; Chicken).

Learning objectives: after completing the preparation assignments, students should be able to:

  • Distinguish among the Institutional, Cultural, and Rationalist approaches in explaining comparative politics.
  • Select best Most Similar System and Most Different System cases from a list of options based on the similarity or differences of the values of variables.
  • Demonstrate how complex causality poses challenges for causal claims in political analysis.
  • Explain how Prisoners’ Dilemma and Chicken can be used to depict political decisions.

Objectives
This early module of the course provides an introduction to the main course objectives. While they will not be able to perform these objectives at a high level, they will develop at least a rudimentary familiarity with them.

By the end of the module, students will be able to:

  • explain the three main theoretic approaches (institutionalism, culturalism, rational choice), indicating their primary focus.
  • explain historical and current political events using institutionalism, culturalism, and rationalism.
  • explain the structure and reasoning of basic rational choice games such as Prisoners’ Dilemma.
  • identify dependent and independent variables within the context of political analysis and decision-making.
  • explain why complex causality is important for the study of politics.
  • choose cases that would be appropriate for both a most similar systems and a most different systems analysis, explaining the reasons for the choice.

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

#TBLC21 Featured Workshop: Developing Leadership Competency For Communicating Across Cultures

With the 2021 TBLC Meeting just around the corner, we would like to bring attention to one of our featured workshops: Team-Based Learning to Develop Leadership Competency for Communicating Across Cultures and Working in Multicultural Teams. This session will be presented by Judith Ainsworth and Annelise Ly. We hope you enjoy this session!

Title: Team-Based Learning to Develop Leadership Competency for Communicating Across Cultures and Working in Multicultural Teams
Presented by: Judith Ainsworth – McGill University and Annelise Ly – Norwegian School of Economics
Date & Time: Wednesday, March 3, 2021, 11:30 AM – 1:30 PM

Future global leaders need to develop global leadership competencies (GLC) to tackle the complexities of globalization, not just to learn about them. To meet this challenge, this workshop aims to develop GLC using a Team-Based Learning (TBL) cross-cultural negotiation activity to help future global leaders successfully collaborate with, motivate and lead people in international settings and from different cultures. This workshop aims to help participants practice (1) their ability to understand and describe their own views of the world, how they relate to others and to question the way they act; and (2) their ability to communicate effectively and work in multicultural teams, an essential competency for global leaders.

We hope you enjoy this and our other exciting workshops.

Register Now for the January Fundamentals Series

The Team-Based Learning Collaborative (TBLC), in collaboration with InteDashboard, is again offering a unique online opportunity to complete all five courses required for the Knowledge of the Fundamentals of TBL certification. The TBL Fundamentals Series begins Tuesday, January 12, 2021 at 6 PM EST and continues through January 28. 

What are the workshops included in the series?

  • Fundamental Principles and Practices of TBL presented Tuesday, January 12
  • Creating an Effective TBL Module presented Thursday, January 14
  • Evaluating MCQs for RAT and Application Activities presented Thursday, January 21
  • Improving Facilitation Skills for a TBL Classroom presented Tuesday, January 26
  • Peer Feedback and Evaluation presented Thursday, January 28

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, please click the button below. Can’t make the January series? No problem! The full series will be offered again throughout 2021 beginning with a second series in April. We hope you can join us!

TBLC Featured Resource Error and Statistics

Title: Error and Statistics
Authors: Kristin Pangallo
Affiliations: Salem State University
Resources available with this module: Readings, application exercise, RAT
Context: Quantitative Analysis (CHE 321)
This TBL module is the first module in the initial upper-level analytical chemistry sequence. It introduces students to the vocabulary, concepts and calculations required to analyze a data set with basic statistics. The course emphasizes learning to find, read and understand complex scientific information, including textbooks, and thus includes a detailed reading guide for each module that students use to prepare for the RAP. Application activities contain a mix of quantitative and conceptual questions that allow students to practice applying these concepts. This is one of 4 main units (modules) within this semester-long course.

Required ReadingA reading guide (included) is provided for students. The textbook for this course is: Harris, D. C.; Lucy, C. A. Quantitative Chemical Analysis, 9th Ed.; W. H. Freeman and Company: New York, 2016. (ISBN-13: 978-1464135385)
Objectives
After completing this TBL, students will be able to

  • Explain why quantifying error is as important as making a measurement
  • Identify whether a source of error is random and systematic
  • Distinguish between precision and accuracy
  • Use the ‘Real Rule of Significant Figures’
  • Properly incorporate propagation of uncertainty in calculations
  • Properly express random error in an experiment with statistics
  • Explain the meaning of μ and σ in a chemical analysis and how they relate to xbar and s
  • Predict how s and xbar will change as n increases
  • Calculate mean and standard deviation (with calculator) for a data set
  • Calculate confidence intervals for a data set
  • Explain what a confidence interval means
  • Perform the proper t-test given a scenario
  • Determine whether a datum is an outlier using the Grubbs test

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

Featured Resource – TBLC Webinar Archives

The TBLC often presents webinars regarding topics and methods that are of interest to our members. An archive of those recorded sessions is made available to TBLC members and kept on the member web site. Sessions include:

  • Getting Research Idea with the Aim of Publication
  • Dissecting a TBL Research Project and Identifying Strategies for Success
  • Collaborating Effectively to Create a Multi-institutional TBL Curriculum
  • Assessing Professional Behaviors in Pre-Clerkship Medical Students Using the “Team” in Team-Based Learning
  • Experiences in Moving TBL Online
  • Experiences in Moving TBL Online Part 2

For more information on these sessions, and to access the recorded sessions, please visit the TBLC Webinar Archive.

*New* Featured Module – Anatomical Terminology to Analyze Movement

Title: Anatomical Terminology to Analyze Movement
Authors: Tamara Bories and Miguel Narvaez
Affiliations: Western Illinois University
Resources available with this module: Readings, application exercise, RAT
Context: KIN 392 – Bio Mechanics
The lesson provides the students a video recorded mini-lecture, practice questions, additional website links and resources for further exploration of content that may be difficult to understand with first exposure. 

Required Reading
The pre-reading consists of a portion of the textbook used for the course: Biomechanics of Sport and Exercise, (3rd edition, 2013), published by Human Kinetics Press (Champaign, IL). The assigned reading comes from the chapter entitled Angular Kinematics (pp. 178-189). The students are provided the learning objectives as a study guide to the TEDEd Lesson and pre-reading material.
Objectives
By the end of the module, students will be able to:

  • identify the positions of the joints when standing in anatomical position
  •  identify how directional terminology is used
  • classify planes and the associated axes of motion
  • utilize movement terminology for each of the major joints when describing movements
  • apply anatomical terminology when analyzing movements
  • analyze movement complexity; sequencing of and simultaneous movements
  • evaluate movement complexity; sequencing of and simultaneous movements

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

TBLC Featured Resource GI Secretions and Their Clinical Relevance

Title: GI Secretions and Their Clinical Relevance
Authors: Suzan Kamel- ElSayed, VMD, PhD; Richard Sabina, PhD; David M. Thomas, PhD; Gustavo Patino, MD, PhD and Sarah Lerchenfeldt, Pharm D
Affiliations: Oakland University William Beaumont School of Medicine
Resources available with this module: Application Exercise
Context: Gastroenterology and Hepatobiliary Organ System Course
This TBL module was developed for second-year medical students enrolled in a required Gastroenterology and Hepatobiliary Organ System Course. It was designed to cover foundational concepts for the physiology of gastrointestinal (GI) secretion and its regulation, as well as the pathophysiology, causes, and diagnoses of two important GI diseases (cystic fibrosis and Zollinger-Ellison syndrome). This TBL module was offered during the 4th week of a five-week course.

Required ReadingSession objectives and advanced the preparatory material (a 21 page reading assignment) were provided to students one week prior to the scheduled TBL module. External resources can be used during application exercise.
Objectives

  • Describe the paracrine, endocrine and neural regulation of gastrointestinal secretion.
  • Demonstrate how paracrine, endocrine and neural factors can coordinate to regulate gastrointestinal secretory functions.
  • Compare sympathetic and parasympathetic innervations and their effects on salivary gland secretion.
  • Distinguish between the pathophysiologic mechanisms of two different clinical problems that are associated with secretory functions of the gastrointestinal system.
  • Engage the material by critically evaluating its content and employing peer teaching during the session.
  • Participate in the TBL in a professional and respectful manner.

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

TBLC 2021 Call for Research Grant Submissions – Due July 31

The Team-Based Learning Collaborative (TBLC) wishes to support and encourage research and scholarship in Team-Based Learning (TBL), and therefore announces the 2020 research grant program.

All TBLC members of at least two years are eligible to submit a grant proposal. Preference will be given to new projects and must be relevant to the mission of TBLC. The results of funded projects must be presented at a future TBLC meeting. The initial funding award will be announced via email, and at the 2021 TBLC annual meeting.

Deadline for submission – July 31, 2020

Nominations are to be submitted through our online submission portal here. If you have any questions or trouble submitting, please reach out via email before July 31 to support@tblcadmin.org.

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

TBLC 2020 Annual Meeting Canceled

With the recent declaration of a state of emergency in the state of Oregon, we believe it to be in the best interest of our attendees, colleagues, students and members to cancel our 2020 Annual Meeting in Portland. The decision to cancel our much-anticipated meeting was not an easy one to make, but our first priority lies with the health and safety of our colleagues around the globe.

As we already had a positive relationship with the Hilton Portland Downtown Hotel, they have invited us to be their guest with our 2021 annual meeting. Therefore, we hope that you will plan to attend on March 13-16, 2021 as we come together to expand our knowledge and training in team-based learning through interactive workshops, oral research presentations and poster sessions.

Due to the cancellation fees imposed upon the TBLC by the hotel ($112,000) and the lack of communicable disease coverage in standard professional event insurance, the Executive Committee had a very difficult decision to make regarding both the registration fees and the financial viability of our organization.

Pre-conference Workshop Registrations
We will fully refund all pre-conference registration fees. For many of our pre-conference workshop registrants, this was one of the first times you would be formally learning about TBL. In alignment with our organizational mission, our goal is to be able to offer the core workshops for the fundamentals certificate in an online venue over the next year.

Annual Conference Registrations
Through multiple discussions among the Executive Committee, our association manager, and our accountant, we identified that our organization would not be able to continue if we refunded annual conference registration fees. In place of registration refunds, we hope you accept our offer to provide each annual conference registrant with a 5-year TBLC membership. While we recognize this is not a replacement for the registration fee, we hope you understand the difficult decision that needed to be made to be able to sustain the organization.

Please remember to contact the hotel to cancel your reservation.

Our bylaws require that we conduct an annual business meeting for the general membership, which typically occurs during the annual conference. In order to be compliant with our bylaws, we will organize an online business meeting for all members to participate in. In addition to our normal business matters, we will also discuss the items that led the Executive committee to cancel the conference and the financial implications related to the conference cancellation. We will send additional information regarding this event soon.

We appreciate your understanding and would like to thank all who have been engaged with us throughout the life of the organization. We are grateful that TBLC leadership have been good stewards of our finances over the years so that we are able to absorb this setback and remain a viable organization serving our membership going forward. This was a very difficult situation and we feel we have reached the best possible decision to ensure the health of our members and the stability of the organization. If you have any questions please email support@tblcadmin.org.

Sincerely,

TBLC Executive Committee
Michelle Farland, President
Julie Estis, President-Elect
Michael Nelson, Past President
Chris Burns, Treasurer
Sarah Lerchenfeldt, 2020 Program Chair