The Elm

Workshop Purpose

The purpose of the workshop, which will be held virtually from 10 a.m. to noon May 3, is to experience, learn, and discuss the application of the Team-Based Learning (TBL) instructional sequence for professional education. Facilitating a shared understanding of TBL process and its execution will allow faculty to adapt new instructional approaches, modify existing course materials, or determine further educational development interests. The skills learned in the workshop are applicable to both face-to-face and online/virtual learning environments.

Workshop Objectives

In this virtual workshop, participants will learn the fundamental premise of TBL, the flow and application of a TBL session, and assessment in team-based learning modules. After participation in the session, faculty will be able to:

1. Identify the educational evidence for TBL in professional education.

2. Discuss flow and execution of TBL sessions.

3. Experience the TBL sequence of instruction.

4. Practice the application exercise phase.

5. Compare the attributes of peer and faculty evaluation processes.

6. Compare the use of TBL in different health professions settings.

Instructors

Christina Cestone, PhD; Violet Kulo, EdD; and Hyun-Jin Jun, PhD, University of Maryland, Baltimore

Background

TBL is a well-defined, cooperative learning approach that has been applied to higher education classrooms since its development in the 1990s (Michaelsen et al., 1997; 2002). TBL may be applied to large or small groups of students in health professions curricula, including medicine (Haidet et al., 2002; Thompson et al., 2007), dentistry (Echeto et al., 2015), nursing (Branney & Priego-Hernandez, 2018; Clark et al., 2008), pharmacy (Allen et al., 2013; Tweddell et al., 2016), physician assistants (Isbell et al., 2016), and social work (Macke et al., 2015). Based on the educational evidence and our experience, TBL can influence many learning outcomes such as the acquisition and application of core disciplinary knowledge, improved team communication skills, and problem analysis and solving. A cross-disciplinary approach to learning principles for effective instruction through interprofessional opportunities may spur enhanced skills for interprofessional education and teaching (Steinert, 2005). With recent developments in adapting to the virtual learning space due to COVID-19, schools are experimenting with online adoption of TBL.

Interested faculty should email vkulo@umaryland.edu directly to register.