The Team-Based Learning Collaborative (TBLC) will be closed Monday, Spetember 3 in observance of the Labor Day holiday. We will return to normal business hours on Tuesday, September 4.
As the new academic year begins here at Drake University in Iowa, I am reminded of the privilege many of us have to serve as educators. The opportunity to have a positive impact on an individual’s education and development is a privilege. Reflecting on our new academic year also reminds me of the privilege I have to be part of the TBLC, a collaborative of individuals who care deeply about improving education at all levels. Thank you for your passion for TBL, your membership in the TBLC, and for this opportunity to update you on several exciting initiatives coming from our collaborative.
Additional Training-Certificate/Certification Options
Over the past few years many TBL practitioners have suggested it would be helpful to have certificate/certification options in addition to the rigorous Trainer-Consultant program. I am happy to report that the TBLC has responded to this suggestion, and there are now three certificate/certification pathways available: the Knowledge of the Fundamentals of TBL Certificate, the Practitioner of TBL Certification, and Trainer-Consultant in TBL Certification. The first two options are new and provide a great pathway for collaborative members to obtain an official recognition of their TBL expertise at a rigor level less than that of the longstanding Trainer-Consultant pathway. You may learn more about these training options at http://www.teambasedlearning.org/tblc-certifications/. I would like to thank Paul Koles and his colleagues on the Training and Certification Committee for their outstanding work developing these certificate/certification pathways from a member-generated idea to a reality for our members.
Communities of Practice
Participating in a TBLC Community of Practice (CoP) is a great way to get more value from your TBLC membership. These communities bring together TBLers from a variety of disciplines who have a common interest in a certain aspect of TBL. The result has been the development of several outstanding resources for our members. For example, the TBL Online Community of Practice has developed a consensus paper for online TBL. You may access this paper by going to more resources on the home page under the Resources drop down menu. Just pull down and clicl on “Online Best Practices.” The question of “How do I do TBL online?” has been a common query over the years, and our TBL Online Community of Practice has provided a great resource in the spirit of answering this question. Special thanks to Michele Clark and Laura Merrick for their leadership in this project. In addition, our Research and Scholarship Community of Practice is busy working on several webinar ideas that will provide insight and ideas for conducting research related to TBL. Look for news in the near future on upcoming webinar opportunities for TBLC members. Finally, Liz Winter, Tom Jansen and Brian O’Dwyer have started the TBLC for Training CoP addressing TBL in continuing education, faculty and workforce development, and other training settings. Please take a look at Tom Jansen’s article in Training. It is linked to his description of this new CoP later in the newsletter.
2019 Annual Meeting
Our next annual meeting will be March 14-16, 2019, in Tampa, Florida. In addition to our usual great programming, you will enjoy this meeting for its outstanding location on the gulf side of sunny Florida. Please look for an upcoming call for poster abstract submissions as well as information on registering for the meeting. For those who have not attended, please consider joining us in 2019: I have left every TBLC Annual Meeting as a more energized educator than before I arrived, and I am confident your experience will be the same.
Thanks again for your support of TBL and our collaborative,
Building the TBL Community: The New Member Mentor Program
The TBLC is starting a new program designed to bring added value to new members, the New Member Mentor Program (NMMP). The program matches new members with an experienced TBL user for a period of up to one year. The two people can set up video chats (Zoom, Skype, etc.) during the year, developing the skills and knowledge of the new member. Conversation topics might include best practices, challenges, etc. If the two people are close geographically, the new member could visit the other person’s institution, possibly to sit in on a TBL class. The two people could meet at the annual TBLC conference, do TBL-related research together, or just continue their professional friendship. Possible benefits for the experienced TBL user include training opportunities at your new member’s institution, collaboration in common interests in teaching or research, new professional friendships, and helping the TBLC with member retention and increased attendance at annual conferences. This is an excellent way to build the TBL community. We are currently recruiting experienced TBL users. If you are interested, please provide information at this link. If you have any questions, please feel free to contact Rick Goedde at email@example.com.
Take a look at the Training Community of Practice (COP)
Do you use team-based learning (TBL) for continuing education, faculty development, executive training, or workforce development?
Would you like help or do you have ideas on how to transform your current training methods into a TBL format?
Be sure to look at the Training Community of Practice (COP)—facilitated by the Team-Based Learning Collaborative (TBLC).
The purpose of the Training COP is to:
- Discover how people are using TBL in training now
- Develop best practices for high fidelity in training settings
- Disseminate this best practice information for implementing TBL in training settings
To learn more, visit the Training Community of Practice:
- Go to the TBLC website http://www.teambasedlearning.org/ and login to the Member Login
- On the Communities of Practice tab, click on “TBL for Training”
- Click on the “Directory and Features” and “Options” for more info
For an example of TBL used in the corporate environment, explore this Training magazine article, A Team-Based Learning Adventure: Switch the way executives learn and apply new skills at https://trainingmag.com/trgmag-article/team-based-learning-adventure/
TBL Tips: Targeting the Affective Domain through TBL
By Luma Munjy and William Ofstad
Higher education has historically focused on enhancing learners in Bloom’s cognitive (knowledge) and psychomotor (skills) domains; however, the affective domain, which emphasizes feelings, emotions, mindsets, and degrees of acceptance and rejection, has largely been absent in current educational models. The compelling need for learners to demonstrate competency in the affective domain is well-documented by The Association of American Colleges and Universities within the LEAP Essential Learning Outcomes, which call for ethical reasoning and cultural competency across all higher education. These outcomes require higher levels of emotional intelligence and moral behaviors, which are critical competencies necessary for developing compassionate, reflective graduates and practice ready professionals. It is not surprising that immature or unproductive mindsets and behaviors frequently frustrate faculty, administrators, and employers and may impede other areas of learning, especially when affective deficiencies are left unaddressed.
Team-based learning (TBL) provides a rich platform to support learning in virtually any subject, leveraging readiness, team applications, and facilitated class discussions to drive critical thinking and engage students in active learning. The authors have developed a 6-step TBL Affective Development Methodology adapted from TBL 4S application design and facilitation techniques blended with Lind’s Konstanz Method of Dilemma Discussion (KMDD), to deepen learner engagement in emotionally challenging discussions with activities designed to reframe learner mindset and increase emotional intelligence and self-awareness.
|TBL Affective Development Methodology||Foundational Technique|
|Step 1: Present a semi-realistic two-sided dilemma to the class.
|KMDD and TBL 4S (same problem, specific choice, significant problem)|
|Step 2: Learner reflects individually, chooses for themselves to take one side of dilemma.||KMDD|
|Step 3: Learner moves to be with others who chose the same side of the dilemma. The class divides into two large groups.||KMDD (self-select into one of two camps by personal stance)|
|Step 4: Alternating discussion points presented by individuals on each side. Ping-pong style presentation of views by individuals to discover key ideas and put them on the table for later discussion.||KMDD (alternating presentation of viewpoints by individuals)|
|Step 5: Go back to your teams. Share and reflect on feelings elicited by the case, as a starting point. Then as a team analyze both sides again, work to come to consensus on a single team choice and defend why, and then agree on the single best argument for the opposing choice.||KMDD (best opposing argument)
TBL 4S (same problem, specific choice, significant problem)
TBL intra-team discussion
TBL facilitation of teams
|Step 6: Simultaneous reporting out of team choices. Faculty facilitates the discussion between teams. Facilitate to honor ideas and feelings, defend/challenge thinking, explore assumptions and complications, compare/contrast best arguments, build to an emergent consensus.||TBL inter-team discussion
TBL 4S (simultaneous reporting)
TBL facilitation of class
This method was used to deliver an end-of-life care seminar to third year pharmacy students at California Health Sciences University. Learning outcomes were designed to explore learners’ emotions, attitudes, values and behaviors surrounding moral and ethical decisions that healthcare providers often face when dealing with patients at the end of life. A two-sided ethical dilemma regarding patient care delivery during the end of life was created. Learners were given time to reflect on the dilemma individually. They were then asked to choose a side without discussion and separate from their assigned teams, based on the initial decision they each made. Learners from each side were given the opportunity to share their reasoning for their decision (allowing a new speaker from each camp to share, alternating back and forth to include all those who wanted to be heard) while the facilitator provided a safe and neutral environment for all opinions to be shared. Learners were then asked to re-group with their assigned teams, where intra-team discussions were utilized to reflect on the arguments presented and feelings elicited by the case. The Gloria Willcox feeling wheel was shared as readiness and provided at each table to assist in articulating learners’ personal feelings as well as to assist in understanding the feelings of others. Then teams analyzed both sides again, working to come to consensus on a single team choice and defend why. They also were asked to agree on the single best argument for the opposing choice. The faculty facilitator then asked teams to simultaneously report their findings and present their rationale for their choice. The discussion was then elevated by the facilitator by requesting that teams provide the best argument presented from the opposing side and to reflect on the reasoning behind the opposing side’s decision. This 6-step methodology allowed learners to explore their personal emotions, reflect on the emotions and motives of others as well as promote understanding of opposing viewpoints when dealing with moral and ethical dilemmas. The KMDD, which our method builds upon, has been shown by Lind to foster an environment of growth and reflection using alternative perspectives, which elevates moral agency and emotional intelligence. The KMDD has been applied successfully across a wide range of ages and settings, from grade school to adult learners.
Following the end-of-life care seminar, learners were asked to complete a retrospective post-then-pre survey to assess learning outcomes and success of the session. Survey questions related to the learners comfort in discussing their own emotions when dealing with moral and ethical dilemmas as well as their willingness to work with patients at the end of life. Learners reflected on their level of comfort prior to the session and after the session using a 5-point Likert scale. Results from the survey showed that 80% of participants found the end-of-life care seminar and methods to be a valuable learning experience. Furthermore, learners felt more confident on how to approach moral and ethical dilemmas; prior to the end-of-life care seminar 42% of participants agreed or strongly agreed that they were unsure how to approach moral and ethical dilemmas regarding end-of-life care decisions, which reduced to 22% after the seminar. Preliminary results suggest that learners found the method to be valuable and felt more comfortable understanding emotions and dealing with difficult decisions in a healthcare setting. These findings were shared as an abstract and poster presentation at the 2018 TBLC in San Diego, CA.
The authors invite the TBLC community to collaborate on methods and research to deeply understand how to create significant learning experiences and performances in the affective domain as well as how to appropriately assess competency in what is often described as softer skills using validated assessment tools in a TBL classroom context. We are excited to see the TBL classroom serving as an excellent platform to allows students and teams to explore their own feelings as well understand the feelings of others when faced with challenging discussions. We hope to further collaborate on methodology and techniques that provide a safe and effective environment for shaping mindset in an area of learning that is essential to becoming a successful, professional, and more human being.
New Member Mentor Program
The TBLC is starting a new program designed to bring added value to new members, the New Member Mentor Program (NMMP). We are seeking the help of experienced TBLers like you. Possible benefits for you include training opportunities at your new members’ institutions, collaboration in common
interests in teaching or research, new professional friendships, and helping the TBLC with member retention and increased attendance at annual conferences.
For more information about the program and how to volunteer,
please visit the New Member Mentor Program page on the membership website.
Have you updated your membership profile?
Is your membership profile up to date? Please consider updating your member bio if you have not done so recently. It is one of several options you can manage under the “Manage Profile” link located in the upper right-hand corner of the web page. By updating your membership profile, you enhance the capabilities of the search feature of the website, which in turn enhances your ability to find colleagues within the TBLC, establish connections with others in your discipline or across disciplines, and connect with potential collaborators.
Welcome to Our New Members!
TBLC Website Updates
Do you have any ideas or suggestions for the TBLC website? Are there specific components that you would like to see included? We’d love to hear your thoughts! Please use this site for your suggestions https://teambasedlearning.site-ym.com/ideabox/ – there is a link in the upper left hand corner of the page where you can submit your ideas!
Want to Contribute to the Collaborative?
We welcome contributions from the TBL Collaborative (TBLC) membership that address one of two broad areas:
1) Innovative ideas that have been applied to TBL, and
2) Reviews of TBLC resources to members on the website.
Visit the member site to learn more about how you can contribute to the store of knowledge within the Collaborative.
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 2019 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.
Articles nominated for this award must have been published in a peer reviewed journal in the last two calendar years (2017 or 2018), 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 2019 TBLC meeting to accept the award.
The Team-Based Learning Collaborative (TBLC) is offering a unique opportunity to experience team-based learning at the 2018 regional workshop in Cleveland, OH on Saturday, September 15, 2018.
This all day session will offer 2 workshops: Fundamental Principles and Practices of TBL & Creating an Effective TBL Module. These workshops will be led by TBLC’s Certified Trainer-Consultants Smita Krishnamurthy and Liz Winter. You won’t want to miss these essential TBL courses that, by the end of the day, will have you ready to take team-based learning back to your classroom.
The Team-Based Learning Collaborative (TBLC) would like to congratulate the 2018 TBLC Grant Recipients. We received many high quality grants this year. Of the six submissions, we are happy to congratulate Dr. Jody Tokemoto from the University of Texas at Tyler on her grant titled, “The RAPsody of Virtual Reality Team-Based Learning” as well as Sarah Lerchenfeldt from Oakland University on her grant titled, “A Qualitative Analysis on the Effectiveness of Peer Feedback in Team-Based Learning.”
Grant submissions were open to all TBLC Members. Received grants were peer reviewed by three members of the TBLC Scholarship Committee. If you would like to submit a proposal for a TBLC grant for 2019, keep your eyes peeled for the email later this year!
The 2018 TBLC Annual Conference is right around the corner! The Early Bird Deadline is January 15. Be sure to register before this deadline to receive the reduced rate!
The TBLC attendee room rate is $169 per night at the DoubleTree by Hilton San Diego Mission Valley. The special room rate is for the nights of February 28 – March 4, 2018 will only be available until January 27, 2018.
After January 27, the hotel cannot guarantee a room for TBLC attendees, so be sure to book your hotel before the cut off!
To make your reservations, please call the hotel’s reservation line directly at (800) 222-TREE or you may make your reservations online here.
If you have any questions, comments, or concerns, please let us know at firstname.lastname@example.org. We’re looking forward to seeing you in San Diego!
The 17th Annual TBLC Conference is just around the corner, and we would like you to get to know our keynote speakers! We have two keynote speakers this year, and we hope you enjoy their presentations.
Boyd Richards: Flying High: TBL and the Emergent Horizon
Using the metaphor of flight, Dr. Richards will share his perspective regarding the rise of TBL in health sciences education and its future course of influence on healthcare. More specifically, having been instrumental in starting the TBLC and then stepping away to focus on other initiatives, Dr. Richards, returns after more than 15 years to highlight the organization’s achievements and make predictions about achievements yet to come.
For more information on Dr. Richards, please click here.
Have you registered for the 2018 TBLC Meeting yet? Register online today atwww.tblcmeeting.org!
The 2018 Annual TBLC Meeting will be taking place from March 1 through March 3, 2018. Thursday, March 1 is a pre-conference workshop day, and we would like to highlight some of the sessions for you.
Presented by Annetta Dolowitz, Sarah Lerchenfeldt, and Elizabeth Oldland
This is the single best introduction to TBL, conducted in a TBL format. Participants must prepare ahead, take an iRAT, and engage actively with their assigned team members. The structure, process, and essential characteristics of an effective TBL module are emphasized.
By the conclusion of this workshop, participants will be able to:
- Explain the key components of a successful TBL module.
- Outline how they would construct a TBL module from a set of objectives.
- Describe how they might convert a course/lecture they already teach into a TBL module.
- Illustrate how to transform a small group into a productive learning team.
Creating an Effective TBL Module
Presented by Lorrie Comeford and Michelle Farland
This workshop is for instructors who have completed an introductory workshop Team-Based Learning, or who have experience with using TBL in the classroom. Team-Based Learning modules can sink or swim based on the way the components of the module fit together, therefore a TBL module requires careful planning and alignment of the learning objectives, readiness assurance process, and team application exercises. This workshop will emphasize backward design for writing effective TBL modules. The workshop will address each aspect of a TBL module: high quality learning objectives; pre-class preparation and the readiness assurance process; and the 4-S principles for designing team applications. Upon completion of the workshop, participants will be prepared to design their own TBL module.
By the conclusion of this workshop, participants will be able to:
- Define the elements of a good “higher order” learning objective.
- Identify common flaws in poorly written multiple choice questions.
- Identify how to use the 4-S’s in the design of team application exercises in different formats (e.g. multiple choice questions, gallery walk).
- Use backward design to align team application questions to the readiness assurance process, the advance preparation assignment, and learning objectives.
Please note that TBL 101 and Creating an Effective Module have an additional fee of $85 each.
This year, we will also be offering a “Research Development Day” option during the pre-conference day to be presented by members of the TBLC Research and Scholarship Committees. This track of workshops will include information on scholarship and research, mini workshops on “Turning Teaching into Educational Scholarship” and “From Research Idea to Research Question,” as well as information on improving research proposals and help putting together research collaboration groups.
Registration is set to open soon, so be sure to keep an eye on your email! We look forward to seeing you in San Diego!
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 2018 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)
Articles nominated for this award must have been published in a peer reviewed journal in the last two calendar years (2015 or 2016), 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 2018 TBLC meeting to accept the award.
The deadline for poster and oral abstract submission is quickly drawing near! As a reminder, TBLC is currently inviting submissions of abstracts for presentation at the 17th Annual TBLC Meeting in San Diego, California from March 1-3, 2018.
Click here to submit your poster abstract. Please note: If this is the first time you are accessing this site, you will need to create a new user profile. The deadline for submission is September 15, 2017.
If you have any questions about the submission process, please let us know at email@example.com.