TBLC Modules

• Cell Membranes and Membrane Transporters

Authors: Ruth Vinall, PhD

Affiliations: California Northstate University College of Pharmacy

Primary author contact information: Ruth Vinall, California Northstate University College of Pharmacy,

Resources available with this module: iRAT/tRAT, application exercise, and facilitation notes

Abstract: This is a TBL module that I use in my ‘Biochemistry and Cell&Molecular Biology’ course. The is a foundational course that is taught to an average of 120 pharmacy students during the first year/first semester of their 4 year PharmD program. The majority of students are bio majors. This is one of 23 TBL modules in a one semester 5 unit course.

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• Compounds and Stoichiometry

Authors: Lorrie Comeford, PhD

Affiliations: Salem State University

Primary author contact information: Lorrie Comford, PhD, Professor of Chemistry

Resources available with this module: iRAT/tRAT, application exercise, and facilitation notes

Abstract: This module is for General Chemistry I which is the first chemistry course taken by chemistry and biology majors. This is the third TBL module in the course, and it typically takes six 90 minute periods to complete. It has been used with classes ranging in size from 35 to 40. Topics include: nomenclature for ionic and molecular compounds, molar mass for compounds, stoichiometry, limiting reactant and percent yield.

Target audience: Undergraduate chemistry and biology majors

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• Convection Introduction and External Flow Convection

• Elements

• Error and Statistics

• Understanding Hypothalamic Osmosening Mechanisms and the Endocrine Effector Function of Vasopressin in the Homeostasis of Body Water Balance

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Authors: Jaehwa Choi, PhD, and Jon Shuman, PhD

Affiliations: Mercer University School of Medicine

Primary author contact information: Jaehwa Choi, PhD, Assistant Professor of Biomedical Sciences

Resources available with this module: iRAT/tRAT, application exercise, and facilitation notes

Abstract: This module is delivered in a Master’s level “Biochemistry and Molecular Genetics” course populated by 50 students seeking enhanced qualifications for application to professional programs. This is a five-credit, semester-long course that is a hybrid of lecture and TBL delivery formats. The course meets twice per week for 2 hours per session where five total TBL modules are interspersed with traditional lectures.

Target audience: Graduate students

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• Units and Measurement

Authors: Lorrie Comeford, PhD

Affiliations: Salem State University

Primary author contact information: Lorrie Comeford, PhD, Professor of Chemistry

Resources available with this module: iRAT/tRAT, application exercise, and facilitation notes

Abstract: This module is for General Chemistry I which is the first chemistry course taken by chemistry and biology majors. The only pre-requisite is algebra. This module provides a very basic introduction to units, unit conversion and calculations involving units. It could also be used at the high school level.

Target audience: Undergraduate chemistry students

Module Title:​

• Acute Respiratory Distress System

• Acute Rheumatic Fever

• Adolescent with Chest Pain

• Arthritis Case

• Asthma Case

• Bowel Disorders

Authors: Meghan Viveiros, MS, PA-C

Affiliations: MGH Institute of Health Professions

Primary author contact information: Meghan Viveiros, MS, PA-C, Assistant Professor

Resources available with this module: iRAT/tRAT, application exercise, and facilitation notes

Abstract: This is a TBL Module we use in an “Essentials of Gastroenterology and Surgery” course. This course is part of the graduate level curriculum for physician assistant students in the first year of a two-year program. This is one of 15 modules taught in a semester. Prior to this module students have successfully completed a module covering the anatomy, physiology and pathophysiology related to the content presented here.

Target audience: Graduate PPA Students

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• Breaking Bad News

• Cardiology Module for Physical Diagnosis

• Care of Clients with Acute and long-term Conditions: Shock

Authors: Jonathan Branney, PhD

Affiliations: Bournemouth University

Primary author contact information: Jonathan Branney, PhD Senior Lecturer

Resources available with this module: iRAT/tRAT, application exercise, and facilitation notes

Abstract: This is a TBL module that we use in a course for student nurses called “Care of Clients with Acute and Long-term Conditions”. In this module, students learn about the underlying pathophysiology of shock in order to understand and better recognize the signs and symptoms in their clients, and therefore promote timely and effective nursing interventions.

Target audience: Nursing students

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• Clinical Interpretations and Applications of ECGs

• Communication Development

Authors: Kimberly Smith, PhD

Affiliations: University of South Alabama

Primary author contact information: Kimberly Smith, PhD, Assistant Professor

Resources available with this module: iRAT/tRAT, application exercise, and facilitation notes

Abstract: This is a TBL module that we use in an “Introduction to Communication Disorders” course. This is a survey course traditionally taught in sections of 40-50 students, most of whom are students in the Speech and Hearing Sciences program and who are second and third year undergraduate students. This is one of five modules in a one-semester course.

Target audience: Undergraduate students

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• Dysphagia: Special Populations

Authors: Kendrea Garand, PhD

Affiliations: University of South Alabama

Primary author contact information: Kendrea Garand, PhD, Assistant Professor

Resources available with this module: iRAT/tRAT, application exercise, and facilitation notes

Abstract: This is a TBL module used in a 4-credit hour graduate level Dysphagia course required for students pursuing a master’s of speech-language pathology. This is one of five modules in a one semester course, with each module spanning several class periods. This particular module focuses on major patient populations at increased risk for swallowing disorders (dysphagia), including neurology, pulmonary, head and neck cancer, esophageal, trauma/surgery, and tracheostomy and ventilator-dependent patients.

Target audience: Graduate level speech-language pathology students

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• GI Response to a Meal

• GI Secretions and Their Clinical Relevance: A Team Based Learning Session

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

Primary author contact information: Suzan Kamel-ElSayed, VMD, PhD,  Associate Professor

Resources available with this module: iRAT/tRAT, application exercise, and facilitation notes

Abstract: 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.

Target audience: Second Year Medical Students

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• Global Health Microbiology

Authors: Christopher Burns, PhD1 and Joanna Shisler, PhD2

Affiliations: The College of Medicine at Roseman University of Health Sciences, 11 Sunset Way, Henderson, NV, USA 890141 and University of Illinois, 601 S. Goodwin, Urbana, IL, USA 618012

Primary author contact information: Christopher Burns, PhD, Associate Professor of Biomedical Sciences, cmburns2006@gmail.com

Resources available with this module: iRAT/tRAT, application exercise, and facilitation notes

Abstract: This Team-based learning (TBL) module addresses basic strategies to control or eliminate infectious disease, focusing on parasites as the main example. Students develop an understanding of parasite life-cycles in the context of solving real-world problems in global health. This includes basic knowledge about the disease, characteristics, habitat and transmission, pathogenesis, laboratory diagnosis, prevention, life cycle and any hosts or vectors, number and location of infected population, and eradication or control strategies. An emphasis on neglected tropical diseases provides complex problems with regional and societal facets, and economic and political challenges, in addition to basic and clinical science content. Application exercise problems address major factors in disease elimination including vaccination, physical barriers, targeting vectors, effectiveness of treatment, role of different hosts, and detection of infected individuals. Organisms/diseases covered include Plasmodium (malaria), Dracunculus (Guinea worm), Onchocerca (river blindness), Wuchereria (lymphatic filarisis), and poliovirus (polio), and touch on measles and smallpox as examples of possible recurrence.

Target audience: Second year medical students

Keywords: Microbiology, global health, parasitology, neglected tropical diseases

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• Health Assessment: Pulling it all Together

Authors: Pam Johnson, DNP, RN

Affiliations: University of South Alabama

Primary author contact information: Pam Johnson, DNP, RN,  Associate Professor

Resources available with this module: iRAT/tRAT, application exercise, and facilitation notes

Abstract: This TBL module is used as a culminating learning activity in an undergraduate nursing health assessment course. These students are in their first semester of nursing classes (Junior year). These students will be entering the clinical setting the following semester, so they must have a strong foundation in health assessment skills. This course is taught every semester and there are anywhere from 50 – 130 students enrolled. Throughout the semester, content is taught based on body system (Cardiovascular, Respiratory, Abdomen, etc.) This module was created in order to plunge students into application of knowledge gained throughout the semester to complex clinical scenarios.

Target audience: Undergraduate nursing students

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• Health Care Systems

• Herpes

Authors: Kerstin Honer zu Bentrup, PhD, Monika L. Dietrich, MD, Elise A. Occhipinti, MD, Cindy A. Morris, PhD, and Kevin J. Zwezdaryk, PhD

Affiliations: Tulane University

Primary author contact information: Kerstin Honer zu Bentrup, PhD,  Assistant Professor

Resources available with this module: iRAT/tRAT, application exercise, and facilitation notes

Abstract: This TBL on Herpes is an exercise that we use in the Basic Infectious Disease module of our Phase 2 curriculum at Tulane University School of Medicine (TUSOM). It runs at the end of the second semester of our pre-clinical curriculum, with a total of about 190 students. It is part of the Introduction to Infectious Diseases (IID) course and is facilitated by a Basic Scientist and a clinician. Phase 2 at TUSOM concentrates on the ‘abnormal’, integrating courses in Pharmacology, Mechanisms of Disease (i.e. Pathology), Clinical Diagnosis, Microbiology (IID), and Immunology. This TBL replaced several lectures related to the topic.

Target audience: Medical students

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• Human Gut Microbiome in Health and Disease

Authors: Swapan K. Nath, PhD, FCCM and Abby L. Geis, PhD

Affiliations: TCU-UNTHSC School of Medicine and Arkansas College of Osteopathic Medicine

Primary author contact information: Swapan K. Nath, PhD, FCCM, Professor

Resources available with this module: iRAT/tRAT, application exercise, and facilitation notes

Abstract: This is a TBL module that we use in the course, entitled: Biomedical Essentials of Comprehensive Osteopathic Medicine (BECOM), focusing mainly on health (and not disease). This is a combination of didactic (in large classroom) and TBL (in small groups and large classroom) course taught in the first semester of pre-clinical medicine, involving 156 students. This is one of 11 modules in a core content course, after the survey course of anatomy in the first 12 weeks. Students have made journey of learning through other normal biomedical disciplines (meshed and sequenced in the BECOM course) of cell biology, biochemistry, and physiology.

Target audience: Medical students

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• Individualized Decision Making

• Infant with Failure to Thrive

• Intra-Aortic Balloon Pumping (IABP)

• Large Animal Urinary Surgery

• Malabsorption

• Mechanisms of Sickle Cell Disease

• Michie et al. (2014) Intervention Design

• Muscular Dystrophy Case

• Newborn with Cyanosis

• Obesity

• Pathophysiology of Stroke

• Pediatric Case of Tetralogy of Fallot

• Personality Disorder

• Phagocytic Leukodeficiency

• Physical Therapist Care of the Patient with a Total Hip Replacement and Dementia

Authors: Andi Beth Mincer, EdD

Affiliations: Georgia Southern University

Primary author contact information: Andi Beth Mincer, EdD, Physical Therapy Program Director and Associate Professor

Resources available with this module: iRAT/tRAT, application exercise, and facilitation notes

Abstract: This module is designed for students in the second or third year of their curriculum, already having knowledge of basic musculoskeletal exam and intervention but needing to integrate this common multi-morbidity into management of post-surgical orthopedic patients. Students should also come to this activity with at least some advance practice in basic clinical reasoning.

Target audience: Physical Therapy students

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• Physiology and Pharmacology of Male Reproductive System

• Practical and Ethical Aspects of Immunization

• Rheumatology Case

• Skin Rash Microbiology

• Social Cognition, Social Perception, and Social Psychology and the Law Unit

• Substance Abuse

Authors: Dwight Wolf, MD

Affiliations: University of Texas Medical Branch

Primary author contact information: Dwight Wolf, MD, Professor

Resources available with this module: iRAT/tRAT, application exercise, and facilitation notes

Abstract: This is a resource on substance use disorders. It is designed for 3rd year medical students to help them differentiate between substance use disorders and other psychiatric disorders. It is also designed to help them identify the diagnoses, sequelae, and management of the most common substance use disorders.

Target audience: Medical students

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• Toddler with Bruising

• Vocal Pathologies

Authors: Julie M. Estis, Ph.D., CCC-SLP

Affiliations: University of South Alabama

Primary author contact information: Julie M. Estis, Ph.D., CCC-SLP, Director of Academic Enhancement

Resources available with this module: iRAT/tRAT, application exercise, and facilitation notes

Abstract: The module is used in a class called Exercise Psychology. Exercise Psychology is a required class for undergraduates majoring in Exercise Science. It is also a free elective option for students in any major across campus. Students are typically junior or senior standing and must have completed an introductory psychology class. This TBL module is used with graduate level speech-language pathology students who are preparing to effectively evaluate and treat patients with voice disorders (e.g., dysphonia, aphonia, vocal nodules, vocal fold polyp, muscle tension dysphonia, functional voice disorders, vocal fold paralysis). This is one of 6 modules in a one semester course, with each module spanning several class periods. The ability to differentially diagnoses vocal fold pathologies is foundational for subsequent modules on assessment and treatment of voice disorders.

Target audience: Undergraduate students

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Bits and Pieces:

• Dermatology RAT

• EBM Course Orientation Session Materials

• Example Syllabus for Evidence-Based Medicine Course

• Locate That Lesion

• Anatomical Terminology to Analyze Movement

Authors: Tamara Bories, PhD and Miguel Narvaez, PhD

Affiliations: Western Illinois University

Primary author contact information: Tamara Bories, PhD, Professor

Resources available with this module: iRAT/tRAT, application exercise, and facilitation notes

Abstract: Biomechanics is a required, core course for all Kinesiology majors and most minors (majors include Athletic Training, Exercise Science, and Physical Education; minors include Coaching and Kinesiology). Pre-requisites for the course include Anatomy and Physiology, as well as a math course that provides, at minimum, an introduction to trigonomic functions. The class meets twice a week for 110 minutes. The extended amount of time is because this is a lab-based class, 110 minutes is designated in the catalog for lecture and the other 110 minutes for lab activities. The class size usually is maxed around 30 students per class. This is one of 6 modules used in the semester-long course.

Target audience: Undergraduate students

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• Arousal and Performance in Sport

Authors: Karla Kubitz, PhD

Affiliations: Towson University

Primary author contact information: Karla Kubitz, PhD, Associate Professor

Resources available with this module: iRAT/tRAT, application exercise, and facilitation notes

Abstract: Psychology of Sport is a required class for undergraduates majoring in Physical Education/ Teacher Education and Sport Management. It is also a possible free elective for students in any major across campus. Students are typically junior or senior standing and must have completed an introductory psychology class.

Target audience: Undergraduate students

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• Control Systems and Muscle Physiology

Authors: Shawn Simonson, Ed.D., C.S.C.S., ACSM EP-C

Affiliations: Boise State University

Primary author contact information: Shawn Simonson, Ed.D., C.S.C.S., ACSM EP-C, Professor

Resources available with this module: iRAT/tRAT, application exercise, and facilitation notes

Abstract: The students taking this course are Master’s student pursuing degrees in Exercise Science (thesis option) or Kinesiology (non-thesis option) with emphasis in one of three areas: 1) Biophysical, 2) Behavioral, and 3) Sociohistorical. This is their graduate exercise physiology course in which students with very little to quite extensive previous exposure to exercise physiology enroll. Some take this one semester course to meet their only science requirement while others take it as an introduction to more in-depth study. Class size ranges from 12 – 24 students.

The course is taught in one 3-hour block each week. In week one of a module, the first hour of this class is dedicated to the iRAT and tRAT, the second hour is typically the appeal process and discussing test particulars. The third hour is then filling in the blanks and discussing critical concepts from the module. At the conclusion of class, the problem, case study, is presented.

In the intervening week, teams work to determine the critical factors of the case and prepare arguments. During class in the second week, teams work together to synthesize their arguments and resolve the case. Teams are provided materials and time to prepare a 3′ x 4′ poster board presenting their case. Anonymous posters are displayed and a gallery walk ensues to review and grade team positions. The instructor facilitates a whole class discussion of the positions/posters and answer lingering questions.

This is the fourth (of 7) TBL module in the graduate exercise physiology course. Nutrition, metabolism, and aerobic activity have already been covered.

The module covers muscle physiology.

Target audience: Graduate students

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• Forces and Linear Kinematics

• Feedback, Reinforcement, and Intrinsic Motivation

Authors: Karla Kubitz, PhD

Affiliations: Towson University

Primary author contact information: Karla Kubitz, PhD, Associate Professor

Resources available with this module: iRAT/tRAT, application exercise, and facilitation notes

Abstract: The module is used in a class called Psychology of Sport. Psychology of Sport is a required class for undergraduates majoring in Physical Education/ Teacher Education and Sport Management. It is also a possible free elective for students in any major across campus. The class is taught using team-based learning. It includes 9 modules, each worth approximately 10% of the class points. Students are typically junior or senior standing and must have completed an introductory psychology class.

Target audience: Undergraduate students

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• Leadership in Sport

• Linear Kinematics

• Mental Health Benefits of Exercise

Authors: Karla Kubitz, PhD

Affiliations: Towson University

Primary author contact information: Karla Kubitz, PhD, Associate Professor

Resources available with this module: iRAT/tRAT, application exercise, and facilitation notes

Abstract: This is a Unit on the Mental Health Benefits of Exercise. The Unit is used in an undergraduate course in Exercise Psychology. The Reading Assignment covers seven chapters from a required textbook. The Unit includes three RATs (and accompanying Test Blueprints) and four Team Application Exercises.

Target audience: Undergraduate students

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• Motivational Interviewing

Authors: Karla Kubitz, PhD

Affiliations: Towson University

Primary author contact information: Karla Kubitz, PhD, Associate Professor

Resources available with this module: iRAT/tRAT, application exercise, and facilitation notes

Abstract: The module is used in a class called Exercise Psychology. Exercise Psychology is a required class for undergraduates majoring in Exercise Science. It is also a free elective option for students in any major across campus. Students are typically junior or senior standing and must have completed an introductory psychology class.

Target audience: Undergraduate students

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• Personality in Sport and Exercise

• Social Cognitive Theories and Models of Exercise Motivation

Authors: Karla Kubitz, PhD

Affiliations: Towson University

Primary author contact information: Karla Kubitz, PhD, Associate Professor

Resources available with this module: iRAT/tRAT, application exercise, and facilitation notes

Abstract: This module is used in a class called Exercise Psychology. It is one of eight modules used in the class. Exercise Psychology is a required class for undergraduates majoring in Exercise Science. It is also a possible free elective for students in any major across campus. Students are typically junior or senior standing and the prerequisite for the class is the introductory psychology class. Classes are typically taught in either the Monday/Wednesday/Friday (50 minute) or Monday/Wednesday (75 minute) face-to-face format and class sizes are 40 students per class. There are typically two sections of the class (80 students total) each semester. Students are provided with a Test Blueprint to guide their preparation for the RAT.

Target audience: Undergraduate students