About this event
Interprofessional Education (IPE) in healthcare, requires the cooperation and participation of faculty members and students from all participating disciplines, including medicine, pharmacy, and nursing. However, the prevalent issue of implicit/unconscious assumptions and biases challenges the collaboration within interprofessional teams and can affect the health equity for the population. Therefore, this interactive workshop is designed to provide educators a better understanding of the phenomenon of bias and prejudice in healthcare, and how to better prepare their students to break down barriers to collaboration with other healthcare disciplines, patients, and families. To better understand the phenomenon of bias and prejudice in healthcare, we will be exploring the bias and prejudice based on the social psychology theories on social categorization, social identity, dual identity, and common group identity. We will then discuss how healthcare professional training programs can prepare their students to be culturally competent, respectful, and demonstrate cultural humility toward not only members of other healthcare disciplines but also patients and families using the Interprofessional Identity Socialization Framework that is grounded in the presented social psychology theories (Khalili, 2013). The workshop will use a team-based learning (TBL) format where attendees will be invited to participate in facilitated small and large group discussions.
Who this is for
- Health sciences educators (medicine, pharmacy, or nursing backgrounds) who want to explore how TBL can be used as an effective methodology to prepare their students to collaborate with others in their interprofessional teams
- Deans, instructional designers, and IT professionals who are curious to learn more about IPE
Learning OutcomesAt the end of this online workshop, participants should be able to:
- Reflect on sources of interprofessional bias and prejudice in the context of social categorization, social identity, dual identity, and common group identity.
- Apply the Interprofessional Identity Socialization Framework to help prepare students to break down barriers to collaboration with other healthcare disciplines, patients, and families.
- Experience the TBL approach on InteDashboard from a student's perspective
*The session will have a health professions focus and is geared towards health science educators; however, the principles discussed are relevant across multiple disciplines.
Online Events Details
About the facilitator
Dr. William Ofstad
Dr. Ofstad serves as Chair of the TBLC Educational Development Committee as well as a national instructor and mentor for the Trainer-Consultant Program. His primary research focus is in teaching and learning including team-based learning, team building, simulation, process education, and interprofessional education. He is also the co-author of Interprofessional Education Toolkit: Practical Strategies for Program Design, Implementation, and Assessment.
His experience includes directing the Office of Teaching and Learning, Center for Team-Based Learning, and serving as President of the Northern California College of Clinical Pharmacy. He currently serves as Faculty Advisor at the Student National Pharmaceutical Association.
Looking to attend any other workshop?
What our workshop participants say
What our workshop participants say
I work in the administration with tasks like adapting the syllabus to the teaching and assessment so it is very valuable to understand how TBL works in real life to be able to transform it to a legal language.
Carolina CarneckKarolinska Institute, Administrative Officer
Being on the learner side, exploring how learners would utilize the platform were the most valuable aspect of the workshop.
Shikara PobleteUniversity of Santo Tomas, Faculty - Civil Engineering
Learning from the students' perspective is the most valuable aspect of these TBL-styled workshops.
Holly TurulaWestern Michigan University, Assistant Professor, Biomedical Science
This was valuable to me as a refresher since I have not tried to run an online TBL since spring 2020. It was also valuable to network with people from other institutions and hear how they are using TBL in their curriculum.
Rachel HopkinsSUNY Upstate Medical University, Associate Professor, Medicine
We have been doing TBL for a number of years and I think these workshops gave us a better idea of what we are doing right, what we are doing wrong, as well as just raising our game in general. Also, we put together our TBL sessions in an ad hoc manner, but having tutors that have done hundreds of these sessions discuss the reasoning behind the way they do things gave me a lot to think about. We formally focused on the mechanics of running TBL rather than just trying to "put together a case". It just feels more structured and focused now than it did before the workshop.
Ronald Mackenzie, PhDTexas McGovern Medical Center, Assistant Professor, Research
Very well organized workshop, covered many questions about how online TBL works, emphasized issues/problems in moving online
Kevin KraneTulane University, Vice Deam Professor, Academic Affairs Medicine
I enjoyed the workshop thoroughly - getting to experience online TBL as a participant, getting helpful tips on facilitation, getting to ask questions about things I had wondered about. Learning that facilitating can work better if you address particular teams was transformative.
Tessa MilmanUniversity of Southern California, Assistant Professor, Clinical Occupational Therapy
Getting to work closely with experts in all different fields, getting the opportunity to hear from persons from all different backgrounds and expertise. The variety fo guest facilitators were also great.
Stephanie DateRoss University, Instructor Medical Foundations
It was straightforward, and it led me to believe that I can easily do TBL in online modality.
Martha MansahGriffith University, Lecturer, Nursing
The idea that TBL can be done online finds me in awe since we have been doing it in-person and online TBL is much easier from a students' perspective!
Michael BusaUniversity of Massachusetts Amherst, Director, Center for Human Health & Performance
All aspects of the workshop were valuable. I learned things ouside of the curriculum; appreciation of others viewpoints, to keep an open mind to different techniques, to let others voice their views and speak.
Ian MurrayTexas A&M University, Instructional Associate Professor, Physiology
While I was already familiar with TBL, this workshop really helped me visualize how to move it online. It was very helpful to see how it was moderated. I gained a great deal from the discussions with the others. It was good to review the core principles.
Neal CarterBrigham Young University - Idaho, Professor, Political Science
I loved the workshop - all of it! Probably most valuable was experiencing first hand how it all works together in the online environment. Besides that, learning about constructing MCQs and how to construct an effective TBL module were most useful.
Fiona DenneyBrunel University London Brunel Business School, Professor, Business Education
Great example of the introduction and how to prep participants on what was going to happen and how and when. Very helpful to see the breakout sessions along with the full group interaction. Also a nice demonstration of how to handle incoming comments and questions from the participants.
Kristin GosselinkBurrell College of Osteopathic Medicine, Associate Professor, Physiology & Pathology
I value that I was able to come away visualizing how I could implement TBL in an online environment.
Dana WanzerUniversity of Wisconsin-Stout, Assistant Professor, Psychology
Team-Based Learning Fundamentals Series turned out to be a great learning experience for me. The series illustrated how the prework and participation in the process leads to greater understanding and retention. I've had some experience with TBL in the past, however, learning from these experts with years of experience brought my understanding, and hopefully skills, to another level altogether.
Miriam Feuerman, PhDSUNY Downstate Medical Center, Associate Professor
I wanted to thank the InteDashboard team for hosting such a wonderful workshop series. Communication was timely and accurate, all the learning outcomes and my personal expectations were met, organization was superb, and I learned a lot! I will definitely recomment InteDashboard and any workshops you host to my colleagues. Plus, I hope to convince my administration to adopt InteDashboard to facilitate our TBL activities.
Adam Kolatorowicz, PhDDeBusk College of Osteopathic Medicine at LMU-Knoxville, Associate Professor, Anatomy
I enjoyed the online workshop series experience very much and feel I did get a good start on understanding some of the basics of TBL. I am not on the cutting edge of using technology and learning via online methods so it was a bit out of my comfort zone as I tried to manage the technology, listening and participating, and summarizing. Having said that, I think it is a tribute to the quality of the program that made the experience enjoyable and a meaningful learning opportunity. I am appreciative of the entire team, including the facilitators, that were a part of this program. Your follow-up and the technology support was evident and consistently well handled. Also, I did like working with the same team members throughout the program and also found it helpful to hear from the other program participants whose previous TBL experiences contributed to the discussions.
Margaret L. Wilkinson, PhD, MANova Southeastern University Dr. Kiran C. Patel College of Osteopathic Medicine, Associate Dean Assistant Professor, Pre-Clinical Education Department of Family Medicine
The most valuable takeaway from the workshop was going through an online TBL itself, very practical tips and advices.
Dr. Zhe HanNational University of Singapore, Lecturer, Department of Pharmacy
Getting to experience TBL for myself throughout the workshops, and hearing about the experiences of so many others who have tried it in different areas was an insightful experience.
Nicolette RichardsonYork University, Associate Professor, KINE Anatomy
It was valuable to be able to experience myself how TBL online can work and to see some of the problems we can anticipate when implementing it.