Latest Updates

How to Connect with the TBLC Admin Team

To better support your membership needs, it may be helpful to know the members of the TBLC Admin Team and what they do for the Collaborative.

Julie K. Hewett, CMP, CAE
Collaborative Manager
Julie has been supporting TBLC for over 9 years in many different ways. Currently, she is responsible for Board and Committee support and conference management. Julie will continue to oversee the rest of the management team to support the overall needs of the Collaborative.

Danielle Inscoe, QAS
Managing Director
Danielle manages all day-to-day operations of the Collaborative and serves as direct support for the many committees within the association, including the Steering Committee.

Cassie Chinn, MAJ, QAS
Communications Director
Cassie serves TBLC as the liaison of communications between and among the membership and the outreach audiences. She helps create messaging to get the word out about what goes on within the organization. 

Amoritia Strogen-Hewett, QAS
Conference Logistics
Amoritia handles all conference and regional workshop logistics. She works closely with the annual program committee to structure, plan and execute each meeting, ensuring its success.

Chris Johnston
Financial Manager
Chris is currently responsible for payment processing for TBLC be it membership dues or conference registrations or any other fees that may be required and works directly with TBLC accountant Brent Walls, CPA.

How to Connect with the Team
By mail:
TBLC
c/o JulNet Solutions, LLC
1014 6th Ave
Huntington, WV 25701
Phone: 304-208-8011
Fax: 304-523-9701

By Email:support@tblcadmin.org

#TBLC20 Oral Presentations – Research & Scholarship Track

In an effort to still share with you the fruits of thousands of hours of research, writing and dedicated work, the TBLC Program Committee is happy to present the recordings of the slate of 2020 Oral Presentations. To view the presentations, visit https://teambasedlearning.site-ym.com/page/2020_orals. Abstracts are listed in one of three categories – Fundamentals, Innovation and Research & Scholarship.

Each category showcases work from educators around the globe implementing TBL in their own classrooms, both in-person and virtual. Presentations from the Research & Scholarship track include conclusions for those interested in presenting findings from educational research or research studies about TBL. Research submissions may be from descriptive, semi-quantitative (e.g., survey results), or quantitative (e.g., experimental) research. An example might be a poster entitled “Getting a research program started in your TBL course” or an oral presentation on “Evidence of standardized test performance gains in Pharmacy students following implementation of a TBL curriculum.”

The RAPsody of Virtual Reality Team-Based Learning
Jody K. Takemoto | Rachel A. Bratteli | Brittany L. Parmentier | Thayer Merritt | Leanne Coyne
California Heath Sciences University | The University of Texas at Tyler, Ben and Maytee Fisch College of Pharmacy | The University of Texas at Tyler, Ben and Maytee Fisch College of Pharmacy | The University of Texas at Tyler, Ben and Maytee Fisch College of Pharmacy | California Health Sciences University
VIEW THE PRESENTATION

Faculty Approaches and Attitudes towards TBL Pre-Class Learning Materials
Allen Keshishian Namagerdi
California Health Sciences University, College of Pharmacy
VIEW THE PRESENTATION

The Effects of Team-Based Learning (TBL) on Leadership Development: Initial Perspectives from Pharmacy Preceptors and Student Pharmacists
Marta Brooks| Robert Haight
Regis University
VIEW THE PRESENTATION

We would like to thank all the authors who were able and willing to record their oral presentations to share with the wider audience of TBL educators. We hope you find their presentations insightful and useful to your practice.

TBLC 2021 Call for Best Paper Award Submissions – Due October 15

The Team-Based Learning Collaborative (TBLC) wishes to recognize excellence and innovation in advancing Team-Based Learning (TBL) through research and scholarly publications and therefore announces the 2020 Best Paper Awards. TBLC will award two awards in the following categories:

  • Best Scholarship paper (systematic, literature or integrative review; theoretical framework; methodological; or discussion)
  • Best Research paper (primary research assessing TBL components, processes or outcomes, or establishing best practices; quantitative, qualitative or mixed methods)

Submit your paper today!

Articles nominated for this award must have been published in a peer-reviewed journal in the last two calendar years (2020 or 2019), be consistent with the entire TBL process, and align with the mission of the TBLC. At least one author must be a member of the TBLC and one author must be registered to attend the 2021 TBLC meeting to accept the award.

Deadline for submission – October 15, 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 October 15, 2020 to support@tblcadmin.org.

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

Help Us Plan the TBLC 2021 Virtual Annual Meeting!

As the 2021 Program Planning Committee works diligently to ensure a successful virtual meeting they want to hear from you! What workshop delivery format works best for you? Are you more interested in synchronous or asynchronous delivery for your needs? Are you more available at the beginning of the workweek or toward the end? 

Please take a few moments to respond to our survey here. Your feedback will help the Program Planning Committee put together a robust event that offers exactly what our attendees need when they need it. 

Take the survey here!

Please submit your responses by Friday, September 4 for consideration by the Program Planning Committee.

*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.

#TBLC20 Oral Presentations – Innovations Track

In an effort to still share with you the fruits of thousands of hours of research, writing and dedicated work, the TBLC Program Committee is happy to present the recordings of the slate of 2020 Oral Presentations. To view the presentations, visit https://teambasedlearning.site-ym.com/page/2020_orals. Abstracts are listed in one of three categories – Fundamentals, Innovation and Research & Scholarship.

Each category showcases work from educators around the globe implementing TBL in their own classrooms, both in-person and virtual. Presentations from the Innovations track include conclusions for those who are experienced with TBL to provide information about experiences with particular types of courses or learners or new or innovative techniques. An example might include a poster titled “A TBL Science Course for 9th Graders” or an oral presentation on “How to Start a Web-Based TBL Course”.

“Surviving” TBL team development: an Evidence-Based Practice course with a novel, Survivor-themed, team building scavenger hunt
Diana Langworthy | Tiana Luczak | Sarah Brown
University of Minnesota College of Pharmacy | University of Minnesota Health Sciences Library
VIEW THE PRESENTATION

An Innovative Approach to Accommodate Different Learning Needs in Medical Histology course
Lu Xu | Andrew Wang | Danielle Krakosky | Angela Sultan
Tulane Medical School
VIEW THE PRESENTATION

Challenges to develop TBL modules that integrates 5 basic disciplines in the first year of a Medical School
Fernanda Teresa de Lima | Thomaz Augusto Alves da Rocha e Silva | Welbert Oliveira Pereira
Faculdade Israelita de Ciências da Saúde Albert Einstein
VIEW THE PRESENTATION

Implementing a Team-of-the-Month Award to Recognize and Incentivize Effective Teamwork
Suzanne Clark | Tarnjit Kaur
California Northstate University College of Pharmacy
VIEW THE PRESENTATION

Implementation of Spark, an open-source solution for the team-quiz
Reid Proctor | Renee Hayslett
Mercer University College of Pharmacy | Mercer University College of Pharmacy
VIEW THE PRESENTATION

Involving Patients/Standardized Patients in TBL
Wendy Madigosky | Michelle Colarelli | Lisha Bustos | Elshimaa Basha
University of Colorado Anschutz Medical Campus
VIEW THE PRESENTATION

Threshold Concepts-Based TBL
Suzan Kamel-ElSayed | James Grogan | Stephen Loftus
OUWB School of Medicine
VIEW THE PRESENTATION

We would like to thank all the authors who were able and willing to record their oral presentations to share with the wider audience of TBL educators. We hope you find their presentations insightful and useful to your practice.

Registration Now Open for The Essentials of Moving to Online Team-Based Learning™

Do you want to implement high fidelity TBL™ in the online environment?
Are you looking for widely available and budget-friendly technology?
Do you want examples of step-by-step instructional planning for online modules?

The Team-Based Learning Collaborative (TBLC) is offering a unique opportunity to learn about moving your team-based learning practice online at their upcoming virtual workshop.

The Essentials of Moving to Online Team-Based Learning™
Session presented via Zoom.
Saturday, August 29, 2020
10:00 AM – 1:00 PM
Faculty Instructors: Michele Clark, Caroline Wilson, Beck McCarter, Annetta Dolowitz & Liz Winter

Click here for more information

This workshop is designed for existing TBL™ practitioners to support the implementation of high-fidelity TBL™ in the online environment. We will address elements of instructional workflow planning in an online module and implications of synchronous and asynchronous delivery. While Hybrid / HyFlex tools will not be specifically addressed, some parts of the workshop may be applicable for participants utilizing this delivery method. Suitability of a range of widely available, low cost/no-cost technology tools, compatible with multiple learning management systems will be appraised.

Please note that attendees need to have a working knowledge of TBL™; the workshop does not include an introduction to TBL™.

Learning Objectives:

  • Integrate the three components of the course orientation process that assure students’ understanding of the course processes, delivery, objectives and their responsibilities and expectations.
  • Determine the time frame for preparation materials, RATs, and Application Exercises in your course.
  • Identify where and how to implement iterative peer evaluation in online TBL™
  • Identify the essential elements for facilitation in online TBL™
  • Optimize the technology tools available to you that will best support your learners in successfully engaging in online TBL™

Register now!

#TBLC20 Oral Presentations – Fundamentals Track

In an effort to still share with you the fruits of thousands of hours of research, writing and dedicated work, the TBLC Program Committee is happy to present the recordings of the slate of 2020 Oral Presentations. To view the presentations, visit https://teambasedlearning.site-ym.com/page/2020_orals. Abstracts are listed in one of three categories – Fundamentals, Innovation and Research & Scholarship.

Each category showcases work from educators around the globe implementing TBL in their own classrooms, both in-person and virtual. Presentations from the Fundamentals track include conclusions for novices to TBL to help them learn the essential skills to get a TBL program started at their own institution. An example might include an oral presentation on facilitation techniques or a poster on “How to Write Good Readiness Assurance Tests.”

A New and Diverse Interpretation of 4S: Size, Subject, Support,…and Siblings?
Lauren A. Vicker
St. John Fisher College
VIEW THE PRESENTATION

TBL Jeopardy™ using White Boards or Turning Point Team Clickers for Creating Engaging Application Exercises and/or Exam Review Sessions
Jennifer Rene Courtney | John Cusick | Eugene Kreys | Suzanne Clark
California Northstate University College of Pharmacy
VIEW THE PRESENTATION

A Qualitative Analysis on the Effectiveness of Peer Feedback in Team-Based Learning (TBL)
Sarah Lerchenfeldt | Suzan ElSayed | Stephen Loftus | Gustavo Patino | David Thomas
Oakland University
VIEW THE PRESENTATION

We would like to thank all the authors who were able and willing to record their oral presentations to share with the wider audience of TBL educators. We hope you find their presentations insightful and useful to your practice.

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.

Top 5 Reasons Why TBLC Membership is Valuable

Do you know any TBLers who aren’t yet TBLC Members? Here are five reasons they should join TBLC!

  1. Access to the Resource Bank – The TBLC Resource Bank contains member-submitted, peer-reviewed modules to help support your teaching and instruction in a range of disciplines.
  2. Discounted registration for the Annual Meeting and Regional Workshops – Being a TBLC member saves you money when registering for the Annual Meeting or for any Regional Workshops whether virtual, hybrid or in person.
  3. Real-life tips, tricks and best practices for TBL online – TBLC members came together during the crisis of COVID-19 and created a collection of articles, blogs and tips to share the technology or resources they use to make sure the three phases of TBL are present in online modules. These curated collections are available now on the member’s only page here and here.
  4. Access to an extensive bibliography of TBL research – The TBLC maintains a bibliography of TBL research papers that only our members have access to.
  5. Updates with News, resources and information valuable to TBLers – Any time there is new information or news that might interest educators using Team-Based Learning, TBLC will let their members know!

Joining TBLC is easy! Visit the TBLC website today at www.teambasedlearning.org and click “Join Now!” under the “Be a Member” heading!