1 6 t h A n n u a lTBLC Meeting

Orlando Airport Marriott LakesideMarch 2-4 - Orlando, FL, USA

Welcometo the 2017 TBLC Meeting

16th Annual TBLC MeetingMarch 2-4, 2017

Orlando Airport Marriott LakesideOrlando, Florida, USA

TBL - Where the Magic Happens!

Pre-Conference WorkshopsMarch 2, 2017

Workshops and Plenary SessionsMarch 3-4, 2017

Table of Contents7 Thursday Schedule8 Friday Schedule11 Saturday Schedule12 Sunday Schedule13 Business Meeting Agenda15 About the Speakers17 About TBLC18 Program Committee19 Steering Committee21 Poster Titles and Authors25 Oral Abstracts35 Hotel Map36 Program Overview

TBLC CertificationThe Team-Based Learning Collaborative (TBLC) is now offering a certificate program for the Annual Meetings. When you register for and participate in the following five workshops, you will receive a certificate from the TBLC stating that you are now certified in the fundamentals of TBL. The workshops included are:

TBL 101 (Thursday Morning, additional fee) Creating an Effective Module (Thursday Afternoon, additional fee) Evaluating Multiple Choice Questions for Readiness Assurance Tests and Application Activities (Friday Morning) Improving Facilitation Skills for a TBL Classroom (Friday Afternoon) Peer Feedback and Evaluation: Accountability in Action (Saturday Morning)

6

Thursday, March 2, 2017

08:00 AM - 05:00 PM

08:00 AM - 09:00 AM

09:00 AM - 04:00 PM

09:00 AM - 12:00 PM

12:00 PM - 01:00 PM

01:00 PM - 04:00 PM

01:00 PM - 02:45 PM

03:00 PM - 05:00 PM

05:00 PM - 06:00 PM

05:00 PM - 09:00 PM

07:00 PM - 10:00 PM

Registration Open

Networking Breakfast

Becoming a Trainer - Consultant in TBLMichele Clark, Raymond Frost, Rick Goedde, William Ofstad, Paul Koles

TBL 101**Lorna Finnegan, Parto Khansari, Simon Tweddell

Box Lunch for Pre-Conference Workshop AttendeesPre-purchase required

Creating an Effective TBL Module**Hugh Clements-Jewery, Abbas Hyderi, Amy Lin

Online TBL: Problems, Solutions, and Future DirectionsMichele Clark, Colleen Corte, Judy Currey, Bruce Leonard, Naomi Twigg

Reviewing and Submitting TBL Modules to the TBLC Resource BankChris Burns, Lindsay Davidson, Bonny Dickinson

Meet & Greet Reception

Small Group Networking DinnerSign up at the registration desk,Not included in registration

Steering Committee Meeting(Closed)

Grand Ballroom Foyer

Vista CD

Amelia/Sanibel

Amelia/Sanibel

Amelia/Sanibel

Vista AB

Vista AB

Chef’s Garden

Off Site

Vista A

** Certificate Program Session, Additional Fee*Presenter Names Listed in Alphabetical Order Schedule 7

Friday, March 3, 2017

07:00 AM - 05:00 PM

07:00 AM - 08:00 AM

08:00 AM - 08:15 AM

08:15 AM - 09:15 AM

09:15 AM - 09:30 AM

09:30 AM - 11:15 AM

11:30 AM - 12:30 PM

Registration Open

Networking Breakfast

Introduction and WelcomeDean Parmelee, Founding TBLC PresidentKarla Kubitz, TBLC PresidentMaria Sheakley, 2017 Program Committee ChairStephanie James, 2017 Program Committee Co-Chair

Plenary Session

Innovation and Creativity as Socially Networked Solutions: The Magic of Multiple Domain SynergiesStory Musgrave

Break

Workshop Sessions

Evaluating Multiple Choice Questions for Readiness Assurance Tests and Application Activities**Karla Kubitz

Getting Student Buy In and Engagement with TBL or “Flipped Classes”Peter Balan, Michele Clark

Meeting the Demand: A Workshop for Converting Your Face-to-Face TBL Course to Online TBLAnnetta Dolowitz, Ken Gunnells, Sheila Harry, Naomi Twigg, Barbara Wech

Using Evidence-Based Teaching Methods to Support Underachiever Success in Team-Based LearningGarin Horner

Networking Lunch/Introduction of TBLC Committees

Grand Ballroom Foyer

Amelia/Sanibel

Amelia/Sanibel

Amelia/Sanibel

Vista CD

Captiva

Vista AB

Amelia/Sanibel

** Certificate Program SessionSchedule8

Friday, March 3, 2017 (cont)

12:45 PM - 02:30 PM

02:30 PM - 02:45 PM

02:45 PM - 04:45 PM

04:45 PM - 06:45 PM

06:45 PM - 09:00 PM

Workshop Sessions

Creating Longitudinally Integrated TBL Application Cases for Undergraduate Medical EducationWendy Lackey, Maria Sheakley

Developing Communities of Practice to Support TBL Practitioners & Grow Networks Around the WorldMichael Nelson, Simon Tweddell, Joy de Vries, Jacqueline Vos

Improving Facilitation Skills for a TBL Classroom**Judy Currey, William Ofstad

Navigating the Quagmire of Self- and Team AssessmentMike Boutin, Lisa Walker

Break

Roundtable Oral Presentations (Listed on page 10)

Poster Viewing and Reception

Small Group Networking DinnerSign up at the registration desk,Not included in registration

Amelia/Sanibel

Vista AB

Vista CD

Captiva

Amelia/Sanibel

Marco

Off Site

** Certificate Program Session*Presenter Names Listed in Alphabetical Order Schedule 9

Friday, March 3, 2017 (cont)

Roundtables are 15-minute oral interactive presentations to small groups of attendees seated around a table. Each presenter will talk for ten (10) minutes and answer questions from attendees for another five (5) minutes. It will be possible to participate in eight of the ten discussions. At the conclusion of the question/ answer period, attendees will move to another table for another presentation.

1. An Exploration of the Growth and Development of Student Collaboration Networks in a TBL CapstoneRyan Anderson, OP McCubbins, and Thomas H. Paulsen

2. Developing Consensus on Quality Indicators in TBL Application Activities in PharmacyRobert Bechtol, Peter Clapp, Kristin Janke, Stephanie James, Gardner Lepp, Rebecca Moote, and Nicole Rupnow 3. Does Team Cohesiveness Impact Student Performance in a Team-Based Learning Setting?Danhong Chen, Foy D. Mills, Shyam S. Nair, Kelsey L. Powers, and L. A. Wolfskill

4. Engaging HS Students in Health Sciences Using a Modified TBL: A Medical Student Driven ExperienceBonny Dickinson, Cheryl A. Dickson, Neil Hughes, Samuel H. Lai, Lakshmi Ramachandra, Maria Sheakley, Nathan Whelham, and Ai Yamasaki

5. Influence of Targeted Instruction Post-RAT on Individual and Team Performance in a Team-Based LearningDanhong Chen, Foy D. Mills, Shyam S. Nair, Kelsey L. Powers, and L. A. Wolfskill

6. Lessons Learned From Implementing TBL and How to Avoid Learning Them the Hard WayChristopher Petrie and Christopher Smoley

7. Live TBL: The Power of Real Patients in Team-Based LearningBonny Dickinson, Wendy Lackey, and Maria Sheakley

8. Mapping Out TBL Professional Development: Identifying Instructor Competency Domains Cynthia G. Campbell and Amanda Rees 9. Medical Students’ Approaches to Preparing for TBL Ilene Harris, Paul Koles, Amy Lin, and Janet Riddle

10. Team Based Learning to Improve Study Results in Electrical EngineeringMark Bentum

Roundtable Oral Presentations

*Abstracts for Roundtables on Pages 25-34Schedule10

Saturday, March 4, 201707:00 AM - 02:00 PM

07:00 AM - 08:00 AM

08:00 AM - 10:00 AM

10:00 AM - 10:15 AM

10:15 AM - 10:20 AM

10:20 AM - 11:20 AM

11:20 AM - 11:50 AM

11:50 AM - 01:30 PM

Registration Open

Networking Breakfast

Workshop Sessions

Designing Research in TBLJudy Currey, Michelle Farland

Developing & Assessing Metacognition in the TBL ClassroomSophie Sparrow

Peer Feedback and Evaluation: Accountability in Action**Chris Burns, Paul Koles, Liz Winter

Using Technology to Enhance TBLLeanne Coyne, Jody Takemoto

Break

Speaker IntroductionStephanie James, 2017 Program Committee Co-Chair

Plenary Session The Benefits of Good Course Design Practices for TBL UsersDee Fink

Break

Lunch and Business Meeting (Open to All)Karla Kubitz

** Certificate Program Session

Grand Ballroom Foyer

Amelia/Sanibel

Captiva

Vista AB

Vista CD

Amelia/Sanibel

Amelia/Sanibel

Amelia/Sanibel

Schedule 11

Augusta A

Sunday, March 5, 2017

Partnering New and Experienced TBL Colleagues!

08:00 AM - 12:00 PM Steering Committee Meeting(Closed)

In order to give new attendees an opportunity to meet with an experienced TBL colleague, a “partner” option was available for first time attendees to select during the registration process. All attendees who selected this option at registration were notified of their TBL “partner” before the conference. These pairings were made on a purely random basis. The first time attendee is responsible for contacting their TBL partner to organize a meeting. It is recommended that meetings take place outside of scheduled conference activity times.

Schedule12

Business Meeting 13

Business Meeting Agenda

Welcome & President’s AddressKarla Kubitz

• Outcomes of the Annual Board Meeting & Retreat • Introduction of Steering Committee & Committee Chairs • Update on 2017 Elections

Election of Members for the Nominating CommitteeWayne McCormick

Treasurer’s Annual Financial ReportChris Burns

Committee Updates

• Membership Committee Michele Clark

• Editorial Board Bonny Dickinson

• Educational Development David Thomas

• Scholarship Committee Judy Currey

• Training & Certification Committee Paul Koles

Training & Certification Committee AwardsPaul Koles

Membership Forum

Adjournment

Notes

Notes14

About the Speakers

Story Musgrave was born in 1935 on a dairy farm in Stockbridge, MA. He was in the forests alone at 3 and by 5 floated his homebuilt rafts on the rivers. He rode combines at 5, drove trucks and tractors at 10 and when alone in remote fields repaired them by 13. He never finished school, ran off to Korea with the U. S. Marines where he was an aircraft electrician and engine mechanic. He started flying with the Marines and over the next 58 years accumulated 18,000 hours in over 160 aircraft. He is a parachutist with over 800 freefalls.

He has 6 graduate degrees in math, computers, chemistry, medicine, physiology, and literature. He has been awarded 20 honorary doctorates. He was a part-time trauma surgeon for the duration of his astronaut career. He was a NASA astronaut for over 30 years and flew on six spaceflights. He performed the first shuttle spacewalk on Challenger’s first flight, was a pilot on an astronomy mission, conducted two classified DOD missions, was the lead spacewalker on the Hubble Telescope repair mission and operated an electronic chip manufacturing satellite on Columbia. He was the communicator in mission control for 25 missions.

Today he is a producer/director of multimedia, a landscape architect, a heavy equipment operator, an innovator with Applied Minds Inc, and a professor of design at Art Center College of Design in Pasadena, CA. Story also performs multimedia corporate presentations on the topics of design driven innovation, project management, operations, human performance, reliability, quality and safety.

He has 7 beautiful children: Lorelei, Scott, Holly, Todd, Jeff, Lane and Story, ranging from age 55 to 8 years, 3 beautiful grandchildren, and a beautiful wife, Amanda.

www.storymusgrave.comwww.lannistoria.comwww.t38jet.com

E-mail: storymusgrave@hotmail.com

Phone: 407-390-0221

About the Speakers 15

Innovation and Creativity as Socially Networked Solutions: The Magic of Multiple Domain SynergiesFriday, March 3 8:15 AM

Story Musgrave

Dr. L. Dee Fink is an international consultant on college teaching and faculty development. He received his doctorate from the University of Chicago in 1976 and accepted an appointment at the University of Oklahoma in Geography and Higher Education. He founded the Instructional Development Program at Oklahoma (1979) and served as its director until he retired from there in 2005. He has been president of the POD Network (Professional and Organizational Development) in Higher Education (2003-2006), the primary professional organization for faculty developers. He is author of “Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses” (Jossey-Bass, 2013; updated ed.) and co-editor of “Team-Based Learning: A Transformative Use of Small Groups in College Teaching”(Stylus, 2004).

email: dfink40@gmail.com

www.finkconsulting.infowww.designlearning.orgwww.deefinkandassociates.com

About the Speakers16

About the SpeakersThe Benefits of Good Course Design Practices for TBL UsersSaturday, March 4, 10:20AM

Dee Fink

About TBLC 17

About TBLC

Team-Based Learning Collaborative Vision:

To be the global organizing body for advancing the utilization of Team-Based Learning (TBL) to enhance student learning at all educational levels and scholarly teaching in all disciplines.

Team-Based Learning Collaborative Mission:

To provide the vision, organization, skills, training, and leadership to actively promote the understanding, use, transformation, and dissemination of TBL across global educational communities.

Team-Based Learning Collaborative Core Values:

We value passion for teaching, student centered learning, advocacy, and the key principles of TBL:

• Effective team formation • Individual and team accountability • Team decision making

For more information, please visit www.teambasedlearning.org

Member Benefits:• Access to the resource bank • Preferential access to TBLC Trainer-Consultants• Explore a significant bibliography of research papers in TBL• Contribute to the life and development of the Collaborative

Program Committee18

Program Committee

Maria Sheakley, 2017 Program Committee Chair Western Michigan University Homer Stryker M.D. School of Medicine

Stephanie James, 2017 Program Committee Co-Chair Regis University

Chris Burns Roseman University of Health Sciences

Joy Caldwell Kent State University

Pedro Diaz-Marchan Baylor College of Medicine

Julie Estis University of South Alamaba

Parto Khansari California Northstate University

Paul Koles Wright State University Boonshoft School of Medicine

Kevin Krane Tulane University

Karla Kubitz Towson University

Peggy Mohr University of North Dakota School of Medicine and Health Science

Sandra Norton Parker University

William Ofstad California Health Sciences University

Tatyana Pashnyak Bainbridge College

Jennifer Styron University of South Alabama

Dwight Wolf University of Texas Medical Branch

Steering Committee (2016-2017)PresidentPast PresidentPresident ElectTreasurerHealth Sciences Member-at-LargeHigher Ed Member-at-LargeK-12 Member-at-LargeExpert AdvisorExecutive Editor of Publications2017 Program Chair2017 Program Co-ChairCollaborative Manager

Karla KubitzWayne McCormackMichael NelsonChris BurnsJulie Estis Peter BalanLaTonya AmboreeLarry MichaelsenBonny DickinsonMaria SheakleyStephanie JamesJulie Hewett

TBLC Administrative OfficeAssociation ManagerAccount ManagerGraphic DesignTBLC Support

Julie HewettDanielle InscoeBrianna Rose JarvisAmoritia Strogen-HewettBrandi Hinkle

Steering Committee 19

20

Poster Titles and Authors101 – Are There Changes in Self-Directed Learning Associated to the Implementation of the Team Based Learning Method on Kinesiology Students?Macarena Delgado, Eduardo Fasce, Cristhian Pérez, Nancy Rivera, Liliana Ortiz, and Pablo Salazar

102 – Faculty Peer Review Program: Quality Assurance in a New Team Based Learning CurriculumStanley K. Ellis and Kimberly Morris-Ross

103 – Student Perception of Team-Based Learning in a Chiropractic ProgramGeorgina Pearson, Christopher Petrie, Christopher Smoley, Bill watson, Richard A. Salazar, Miguel Chiusano, Katherine A. Pohlman, and Sandra R. Norton

104 – Applying TBL in Computer Science – Lessons Learned and Experiences in “Universidad Catolica del Uruguay” After 4 YearsErnesto Ocampo

105 – Course (Re)Design for Team-Based Active Learning: Teaching Evidence-Based Practice for NursesMary H. Peterson

106 – Designing RAT MCQ’s to Enhance Understanding of Complex Drawings and Diagrams? Lessons Learnt from Using TBL to Teach ChemistryLaura M. Hancock, Chloe Howe, Graeme R. Jones, Tessa R. Phillips, and Daniela Plana

107 – Implementation and Evaluation of Changes to the PEER Assessment ProcessDebra Barnette

108 – Arteries to Ailerons: Applying Team-Based Learning Methods from Duke-NUS Medical School to Flip the Classroom for Active and Relevant Learning at Embry-Riddle Aeronautical University AsiaBrian O’Dwyer

109 – TEAM-BASED LEARNING (TBL) WITH EMBEDDED MENTORSHIPPeggy M Mohr and Amy Elbert

111 – A TBL-Based Medical Ethics Curriculum for Pediatric Residents: Promise and Potential PitfallsAshley K Fernandes, Rena Kasick, Sandra Spencer, Lisa Humphrey, Sheria Wilson, and John D. Mahan

Poster Information 21

Poster Titles and Authors

114 – Overcoming the Limitations of Quiz Design in Learning Management Systems for Enhancing Pre-Class Self-Learning in Team-Based LearningTaeyeol Park

115 – Team Unique Peer Assessment SystemRichard R. Lindquist

116 – Is TBL Ready For Gamification?Richard R. Lindquist

117 – Innovation in Occupational Therapy Education: Combining Team-Based Learning and Problem-Based Learning within a Multimodal Learning EnvironmentJayne Yatczak and Sharon Holt

118 – The TBL Format is an Ideal Pedagogic Method for Primary Research Literature Discussions in Large ClassroomsAdam Gromley, Zeynep Gromley, and Jason Fowler

119 – If You Build It, They Will Come; an Approach to Creation of a Dedicated TBL Space, from Design to UsLindsey S. Pershern and Christopher Faulkner

120 – Practice Makes Perfect: Using a Dress Rehearsal to Apply TBL in a Dietetic InternshipJanet S. Johnson, Erin Bergquist, Laurie Kruzich, Alison St. Germain, Tonya Krueger, Holly Bender, and Jean Anderson

122 – Informatics Instruction Using the Team Based Learning ModelJessica Kilham and Todd Cassese

123 – Integrating Team-Based Learning into a Modified Supplemental Instruction Program for a PharmD Biochemistry CourseSuzanne Clark, Parto Khansari, Ruth L. Vinall, Alan Truong, and Justin C.H. Ko

124 – The Specific Choice in Application Exercises for the Physical SciencesLorrie Comeford and Kristin Pangallo

Poster Information22

Poster Titles and Authors125 – Utilizing Modified TBL to Reinforce and Synthesize Clinical Content and Promote Clinical ReasoningChristine A. Bellew, Vania Zayat, and Abdo Asmar

126 – Coupling of Case-Based and Team-Based Learning in an Integrated Medical School CurriculumElizabeth Palmer

127 – Team-Based Interprofessional Simulation (TBIS): A Framework for Student Preparation and Application Across Health Care ProfessionsAlison B. Rudd and Julie Estis

128 – Turbocharge Student Career Readiness with Team-Based Learning (“TBL”) at Embry-Riddle Aeronautical University Asia.Brian O’Dwyer

129 – Technology-Based Learning for Team-Based Learning – Opportunities, Benefits and Considerations for Technology Supported TBLBrian O’Dwyer

130 – TBL-based Techniques Beyond The Classroom – Corporate and Career Skills Case StudiesBrian O’Dwyer

131 – From Healthcare to Health: Teaching Interprofessional Health Promotion Using TBLCoral Gubler

132 – Flash Card, Scratch Card and Computer-Based Testing for Team Based Learning in SociologySoe Moe, Lwin Mie Aye, Mila Nu Nu Htay, Han Ni, Nan Nitra Than, Htoo Htoo Kyaw Soe, Sudipta Pal, and Adinegara Lutfi Abas

133 – Impact of Teamwork Skills Training on Teamwork Quality in Team-Based Learning (TBL) SettingJessica Ang, Preman Rajalingam, Yang Lishan, and Chen Meiying

134 – Leadership Identity Development through Reflection and Feedback in Team-Based Learning (TBL) Medical Student TeamsMaryam Alizadeh, Azim Mirzazadeh, Dean X. Parmelee, Elizabeth Peyton, and Leila Janani

Poster Information 23

Poster Titles and Authors135 – A Hybrid Approach: Effectiveness of an Interprofessional Patient Safety/Quality Care Team-Based Learning Simulation Experience on In-Training Healthcare ProfessionalsWei-Hsin Lu

136 – Student Pre-Disposition Toward Pre-learning in Entrepreneurship CoursesPeter Balan, Greg Restall, and Michele Clark

137 – Facilitating Team Based Learning in Health Management Classes: Findings from Three CasesJitendra Singh

138 – Does Deliberate Team Formation Affect Student Perceptions of Team Cohesion?Peter Balan and Heidi A. Mennenga

139 – An Examination of Student Perceptions Concerning Their Experience Working in Teams Before and After a Team-Based Learning Capstone CourseOP McCubbins, Thomas H. Paulsen, and Ryan Anderson

140 – Student Engagement in a Team-Based Learning Capstone Course: A Comparison of What Students Do and What Instructors ValueOP McCubbins, Thomas H. Paulsen, and Ryan Anderson

141 – Implementation of Team Based Learning in Two Undergraduate-level Basic Sciences Courses in a Premedical Curriculum in the Middle East: Students’ Reception and Instructor’s Reflections.Diego Lorenzetti

142 – TBL is Superior to Lecture in Osteoporosis Teaching – Does Learning Preferences Play a Role?Matthew Tan Zhen-wei, Ha Tam Cam, and Phua Ghee Chee

144 – A Report on Face-to-Face Peer-EvaluationYukari Igarashi, Mariko Iida, and Yoko Shimpuku

145 – Can Team-Based Learning Replace Simulation for Interprofessional EducationGail Taylor Rice and Michael Moor

146 - Online Group Test with Scoring Dependent on Sequence of Answers SelectedGail Rice, Peter Gleason, Dan Lim, and Ron Carson

Oral Abstracts24

Oral AbstractsAn Exploration of the Growth and Development of Student Collaboration

Networks in a TBL Capstone CourseRyan Anderson, OP McCubbins, and Thomas H. Paulsen

BACKGROUND: The capstone course framework touts collaboration and teamwork as an expected student outcome. Team-Based Learning (TBL) also espouses an increase in teamwork and collaboration. The Farm Management and Operations (AGEDS 450) course at Iowa State University was designed around the capstone course framework and TBL principles. The researchers sought to explore the growth and development of collaboration networks throughout a semester in a TBL capstone course.

DESCRIPTION: AGEDS 450 is a unique capstone course that challenges students to fully manage a typical Midwestern farm. Students are tasked with making all decisions involved in the farming enterprise by applying their previously learned content knowledge. The course was recently restructured to integrate TBL principles with the capstone course framework for agriculture. To examine the espoused benefit of increased collaboration, a social network analysis (SNA) instrument was utilized. SNA is a useful method of exploring relationships between actors in various settings. In this particular instance, the actors were the students, while the specific relationship between actors we were interested in was their collaborative efforts. Data were collected at the beginning, midpoint, and end of a 16-week semester in order to track the development and/or growth of the collaboration networks. Data were translated into sociograms for each team to visualize collaboration.

RESULTS: The development and growth of collaboration networks in the TBL formatted capstone course increased significantly over the semester. The sociograms showed a more inclusive and cohesive network of collaboration. The average increase in the density of collaborative relationships over the entire semester was 37%. The networks becoming denser illustrate the notion that TBL aids in the development of cohesive teams.

CONCLUSION: Continued exploration of collaboration networks is warranted. TBL will continue to be utilized in an effort to increase the development of teamwork and collaborative skills.

Oral Abstracts 25

Oral AbstractsDeveloping Consensus on Quality Indicators in TBL Application Activities

in PharmacyRobert Bechtol, Peter Clapp, Stephanie James, Kristin Janke, Gardner Lepp,

Rebecca Moote, and Nicole Rupnow

Background: A primary goal in TBL is to move beyond content coverage and ensure that students have the opportunity to practice solving the kinds of problems they will face in the future. In-class Application Activities (AAs) are crucial, but some AAs meet with more success than others.

Description: A 3-round, online Delphi project with pharmacy TBL experts was conducted, in order to identify indicators of quality AAs and explore any profession specific indicators in designing AAs for pharmacy students. Expert panelists were recruited from a list of corresponding authors from peer reviewed TBL literature in pharmacy education, with a goal of identifing15-20 experts to serve on the panel. Round 1 consisted of open ended questions to probe aspects of AA design that indicated quality (e.g. What differentiates stronger AAs?). Round 2 grouped responses for agreement rating and comment by the panelists. Consensus was set prospectively. Round 3 allowed rating and comment on revised indicators not meeting consensus in Round 2. To assist in verifying and validating the results of the panel’s work, the TBL literature was consulted.

Results: This project is being completed in early fall 2016 with the support of a TBLC grant. A list of quality indicators in the design of AAs and the degree of consensus on those indicators will be available for presentation.

Conclusion: Expert opinion was used to identify quality indicators for AAs used within pharmacy education. These indicators can be used to examine interventions to increase quality, such as the effects of training, checklists, and peer review. Furthermore, knowing the quality indicators for AAs is a prerequisite for doing controlled studies on the impact of the application phase on the success of TBL.

Oral Abstracts26

Oral AbstractsDoes Team Cohesiveness Impact Student Performance in a Team-Based

Learning Setting?Danhong Chen, Foy D. Mills, Shyam S. Nair, Kelsey L. Powers,

and L. A. Wolfskill

Background: Social and motivational forces comprising team cohesion have been shown to be a correlate, and possibly a determinant, of team performance (Beal, et al., 2003). Though teamwork skills can be developed in multiple venues, Team-Based Learning (TBL) is a pedagogical method encouraging structured collaboration among students. So, does structured collaboration (i.e., TBL) encourage team cohesiveness and contribute to improved student performance?

Description: Team cohesiveness in this study was defined as improvement in the average team peer evaluation score from mid-semester (formative) to semester’s end (summative). Formative and summative peer evaluation scores were collected over five semesters from a lower-division course, Principles of Agricultural Economics. Multiple linear regression was used to analyze the influence of mean and standard deviation (STDEV) of student GPAs used to form teams, formative evaluations, and the difference between formative and summative evaluations, on team score earned (i.e., performance).

Evaluation: Preliminary analysis indicated a quadratic relationship between team mean GPA and team performance. Therefore, the squared standard deviation of GPA was included as an explanatory variable. The mean of student GPAs used to form teams had significant impact on team performance (p<0.10). However, the STDEV and SQSTDEV of student GPAs were non-significant. The mean formative evaluation score was positively and significantly associated with team score (p<0.01). Yet, team cohesiveness as defined in this study was non-significant. A surprising finding was students enrolled in the fall semester performed significantly better than students enrolled in the spring (p<0.05).

Conclusions: Instructors must balance average team GPA across all teams to minimize the risk of impacting team performance. Yet, the degree of difference in student academic capability from team to team did not impact team performance. Though the measure of team cohesiveness as defined in the study was non-significant, a team’s function/dysfunction by mid-term has implications on final team score.

Oral Abstracts 27

Oral AbstractsEngaging HS Students in Health Sciences Using a Modified TBL: A Medical

Student Driven Experience in a Community Pipeline ProgramCheryl A. Dickson, Bonny L. Dickinson, Neil Hughes, Samuel H. Lai, Lakshmi

Ramachandra, Maria L. Sheakley, Nathan Whelham, and Ai Yamasaki

Background: The Early Introduction to Health Careers (EIHC) program is an innovative and longitudinal educational pipeline program that aims to reduce health disparities. The program is the first partnership program between the Kalamazoo Public School System and Western Michigan University Homer Stryker MD School of Medicine. The EIHC program arose out of the need for graduate and professional schools to establish evidence-based STEM programs to increase the diversity of the biomedical workforce. Studies show that an increase in training and graduation of diverse students from health professions schools reduces healthcare disparities. Pipeline programs are an effective strategy to address educational achievement gaps, diversify the health professions, and increase the number of underrepresented minorities in the healthcare field.

Description: A highlight of this program was the development of an innovative strategy to create a medical student-driven collaborative learning experience for high school learners. Using a modified TBL approach to introduce high school (HS) learners to health science topics in a small group learning environment, medical students led effective team building exercises, facilitated hands-on small and large group activities, and developed mentor-mentee relationships. Rather than utilizing the typical large group and small group model with one central facilitator, EIHC placed medical student facilitators in each of the small groups of high school students. The medical student served as the expert for the content, thereby allowing increased engagement, higher rigor and a deeper understanding of the content.

Results: EIHC is a novel program for engaging HS students in medical science through a pipeline program. HS students engaged in discussion of various health topics, and along with medical student facilitators, developed mentorship relationships during the program. By utilizing this table facilitator and team-building model, students were able to delve into higher level discussions on content and build cross-curricular connections in health and medicine. By incorporating hands-on activities, students were able to connect content knowledge with relevant cases. Establishing EIHC, however, also had a number of challenges, including recruiting adequate number of inaugural students to utilize the program’s full potential and coordinating both HS students’ and medical students’ schedules for maximal attendance.

Conclusion: EIHC is a valuable program in providing hands-on experience and appropriate overview of the healthcare and STEM field. It is a transformative learning experience for both HS students as well as medical students and provides an opportunity for the medical school to be involved with the Kalamazoo community.

Oral Abstracts28

Oral AbstractsInfluence of Targeted Instruction Post-RAT on Individual and Team

Performance in a Team-Based Learning CourseDanhong Chen, Foy D. Mills, Shyam S. Nair, Kelsey L. Powers,

and L. A. Wolfskill

Background: A key tenet of Team-Based Learning (TBL) is for the instructor to identify concepts that students failed to understand in individual preparation before class, using results from the individual Readiness Assessment Test (iRAT) and the same test taken by the team (tRAT). Subsequently, instructional efforts can focus on filling the gaps in knowledge and understanding that emerge from the results of the two RATs. Studies have shown that tRAT scores are consistently higher than iRAT scores. However, there is limited information regarding the impact of post-RAT instruction on hourly exam performance taken as individuals (iExam) and teams (tExam) when the instructor focuses on misunderstood concepts, rather than all concepts in the instructional unit.

Description: Grade data was collected from eight semesters of a lower-division Principles of Agricultural Economics course taught using TBL (~110 teams). Two-sample Student’s t-tests assuming unequal variance compared iRAT vs. iExam scores, tRAT vs. tExam scores, and the difference between RAT and Exam improvements in scores.

Evaluation: Average individual and team scores on iExams and tExams were each significantly higher than those earned on iRATs and tRATs, respectively (p<0.0001). Simultaneously, STDEV decreased pre to post for both RATs and Exams. The post-instruction difference (tExam-iExam) was significantly greater (p<0.0001) compared to pre-instruction difference (tRAT-iRAT).

Conclusions: The iExam scores improved over iRAT scores, indicating that post-RAT instruction was effective in clearing up misunderstood concepts. The tExam scores also improved over tRAT scores. A decline in student-to-student and team-to-team differences implies that lower performing students improved more than higher scoring students. From these results, instructors focusing their classroom efforts on addressing misunderstood concepts, rather than all concepts in an instructional unit, had an overall positive impact on students’ grades. Finally, based on the relationship between tRAT-iRAT and tExam-iExam scores, the TBL process positively contributes to student learning.

Oral Abstracts 29

Oral AbstractsLessons Learned From Implementing TBL and How to Avoid Learning

Them the Hard WayChristopher Petrie and Christopher Smoley

The introduction of the any method of flipped classroom design can be a very intimidating and daunting task. Utilization of Team Based Learning (TBL) is no different than any other pedigological method in this respect; even more so when you are undertaking this task with limited on-site support available and with a student body accustomed to traditional lecture-style course heavy on rote memorization. The authors attempted to introduce TBL under these circumstances and came away with several important lessons learned. The most important lesson is that it is possible to succeed in implementing TBL under these circumstances, even for relative novices. During the session, the authors will share their experiences and help others develop strategies to use during their own implementation to avoid or at least reduce similar hurdles, frustrations, and difficulties that occur when first implementing TBL into their classrooms. Topics that will be emphasized include: grading and weighting the sub-components of a TBL model, getting student buy-in, chunking the course into TBL modules, ‘right-sizing’ TBL modules and the associated pre-work assignments, team formation, peer evaluation tools, developing TBL consistency throughout the institution, replacing answer cards with whiteboards, multiple-choice versus gallery-walk applications, making a mini-lecture for after the IRAT and TRAT, and any other topics that participants bring to the discussion. With the lessons shared, participants should feel more empowered to take the plunge on designing and implementing TBL in their own courses. Even with all these lessons, when you think that you have crafted a solid TBL module things can and will go wrong. These lessons will also equip participants to review and revise their TBL activities to make them more effective the next time.

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Oral AbstractsLive TBL: The Power of Real Patients in Team-Based Learning

Bonny Dickinson, Wendy Lackey, and Maria Sheakley

BACKGROUND: Real patients, standardized patients, and patient substitutes (e.g., mannequins) have been widely used in health science curricula to teach clinical skills (e.g., physical examination) and interpersonal skills (e.g., communication skills). To our knowledge, these instructional techniques have not been extensively used in the setting of TBL. Here, we describe how to develop TBL modules that involve real patients and discuss the general strengths of this approach and the challenges encountered.

DESCRIPTION: Our institution delivers a significant amount of instruction using TBL, most of which follow the conventional TBL model of multiple-choice questions embedded in a “paper-based” clinical application. To increase learner engagement, we developed an approach to involve real patients in TBL. This approach is powerful, because it combines two high-impact educational strategies: the use of real patients and TBL. An additional strength of our approach was to involve a team of basic and clinical science faculty in the design of the TBL to create an integrated and multidisciplinary application exercise focused on pathophysiology, clinical decision making, disparities in health literacy, effective patient communication, medical ethics, empathy, and patient-centered medicine.

RESULTS: Live TBL is a novel, innovative, and effective instructional strategy that brings real patients into the educational setting. While rewarding, it is also labor intensive and presents with several challenges, including potential ethical issues, possible negative psychological impacts on students and patients, the need for informed consent and institutional review board review, reliance on patients that must be educated and prepared for the classroom experience, and the time and expertise to video record and edit patient narratives.

CONCLUSION: Patient narratives are powerful; lived experiences offer unique, authentic, and transformative learning experiences for students and provide a catalyst for connecting basic and clinical science concepts to real-world clinical situations.

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Oral AbstractsMapping out TBL Professional Development: Identifying Instructor

Competency DomainsCynthia G. Campbell and Amanda Rees

Team based learning (TBL) was originally designed by professor Larry Michaelsen for his graduate business courses in 1979 (Sibley & Osterfichuk, 2014). Subsequently, TBL has seen global expansion, with application largely in graduate and professional health sciences and medical schools. As a flipped classroom pedagogy, “TBL challenges both learners and teachers to adopt a new paradigm of education, and some find this challenge difficult”� (Haidet, Kubitz & McCormack, 2014, 311). Our own experiences with implementing TBL in geography and psychology courses has led us to think more deeply about these challenges, and to ask what competencies (knowledge, skills, and behaviors) should TBL practitioners develop to make the most of TBL in a diverse context of students, courses, disciplines, and institutions.

Institutional cultures vary and educators early in their career and across different disciplines may experience varying levels of support for implementing TBL and developing advanced competencies as practitioners. Likewise, particular disciplines and courses may pose unique challenges for executing TBL. Students’ educational experiences and capabilities, and their level of understanding and openness to the social construction of knowledge can also influence the need for additional competencies.

While many instructor competencies are embedded in the TBL principles and structure, we believe these competencies deserve additional attention as instructors seek to develop their own skills and advance student learning. These competencies include: awareness of institutional acceptance of TBL, tolerance of individual risk-taking; supporting effective team management; addressing student motivation and resistance; using learning outcomes to drive content and assessment; scaffolding intra and inter-team discussions; developing effective feedback to teams; and, supporting inclusion and diversity. We believe that new and experienced TBL practitioners alike can better support their pedagogical practice and advance the learning of their students through focusing their professional development on these various competencies.

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Oral AbstractsMedical Students’ Approaches to Preparing for TBL

Ilene Harris, Paul Koles, Amy Lin, and Janet Riddle

Background: Much of the Team-based learning (TBL) literature in medical education has focused on outcomes, such as student performance on exams, student satisfaction with TBL, and student perspectives about working in teams. Although students clearly learn content from the TBL process as measured by performance on exams, little is known about how students learn in TBL. This study explores medical students’ perspectives about how they learn in TBL, particularly during the preparation phase.

Methods: Twenty (20) first- (M1) and second- (M2) year medical students (10 M1s and 10 M2s) were recruited for the study. In the context of semi-structured focus groups, students first wrote their responses to open-ended questions and then discussed their perspectives (four focus groups of five M1 or five M2 students each) that were audiorecorded. Qualitative analysis of comments from the worksheets and transcripts of the focus groups was performed using the constant comparative method associated with grounded theory. Two of the authors analyzed the data independently and came to consensus on the thematic analysis.

Results: Major themes relate to: approaches to preparation; factors that influence student preparation; resources used for preparation; and factors that influence resources used. Students used several strategies for preparation: assessing the preparatory materials in relation to what they thought might be tested on the IRAT and the course exam; reviewing learning objectives; preparing notes; and using resources in addition to assigned preparatory materials. Factors that influence student preparation included: relevance of preparatory materials; expectations set for their preparation; and the integration of TBL in the course. Resources students used to prepare included assigned materials, learning objectives, lecture notes and powerpoints, and others.

Conclusion: Students’ approach to TBL preparation is generally what we expect: they use learning objectives, assigned preparatory materials and other course materials to learn key concepts that may be tested on the IRAT and course exam. In turn, comments about problems in implementation, which suggest opportunities for improvement, focus on: the quality and clarity of learning objectives, the relevance of preparatory materials, and poor integration of TBL into some courses.

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Oral AbstractsTeam Based Learning to Improve Study Results in Electrical Engineering

Mark Bentum

BACKGROUND: Within the study program of Electrical Engineering at the University of Twente, the communication part is always considered to be one of the most difficult subjects. Many students fail the test the first time. Typical passing rates of this course are around 40%. Attendance in the traditional classes is OK, but in the tutorial sessions only 20% of the students show up. We were looking for a didactic method to increase student participation and give a boost on the passing rates.

DESCRIPTION: The traditional lectures were replaces by a Team Based Learning (TBL) format. It uses the Readiness Assurance Process (RAP) to ensure preparation of the participants for the application exercise. Is consists the Individual RAP, Team RAP (both closed book), and a discussion afterwards facilitated and led by the instructor. We continued with the application exercise consisting of communication systems problems. The preparation of the students was completely flipped. The students had access to a blackboard site with all kinds of information about the lectures (videos explaining the content, handouts, worked out problems etc.)

The communication course is a second year bachelor course in the EE program with a total of 55 students participating.

RESULTS: The TBL sessions were very successful. The participation of the classes was almost 100%. Most students reported the TBL method was more effective, fun to do and it really improved both active participation as well as deeper learning.

At the end of the course a regular written exam was taken, so no changes here. The passing rate of the course increased from 40% to 74%.

CONCLUSION: The TBL approach proved to be very successful in the communication course in the EE program. In the next academic year we will use the TBL approach in more courses.

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Orlando Airport Marrio涟 Lakeside7499 Augusta Na쬇onal DriveOrlando, Florida 32822 USA

Phone: +1‐407‐851‐9000Fax: +1‐407‐857‐6211Toll‐Free Reserva쬇onCenter:

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Hotel Map

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Program Overview

Program Overview 36

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1:00 1:001:15 1:151:30 1:301:45 1:452:00 2:002:15 2:152:30 2:302:45 2:453:00 3:003:15 3:153:30 3:303:45 3:454:00 4:004:15 4:154:30 4:304:45 4:455:00 5:005:15 5:155:30 5:305:45 5:456:00 6:006:15 6:156:30 6:306:45 6:457:00 7:007:15 7:157:30 7:307:45 7:458:00 8:008:15 8:158:30 8:308:45 8:45

Becoming a Peer Reviewer

Schedule at a Glance

Thursday

TBL 101

Creating an Effective TBL

Module

Registration Open

Becoming a Consultant-

Trainer in TBL

Plenary 2: Dee Fink

Lunch

Break

Poster Viewing & ReceptionMeet & Greet

Break

Friday Saturday

Registration Open

Opening Remarks

Registration Open

Collaboration Discussions & Roundtable Oral Presentations

Workshop Sessions 3

Lunch & Business Meeting

BreakSession Introduction

BreakNetworking Lunch

Break

Break

Workshop Sessions 1

Workshop Sessions 2

Plenary 1: Story Musgrave

1404 1/2 Adams AveHuntington, WV 25704 U.S.A.