About this event
** Early Bird discount available! Use code "TBL50" to avail a 50% discount. (Early Bird discount ends on August 12, 12:00 pm EDT.)
Join us on August 24 for a conversation with Dr. Simon Tweddell and Dr. Gemma Quinn from the University of Bradford in the UK to find out how they led the transition of their pharmacy program from a traditional, didactic model to a fully-integrated program delivered predominantly by Team-based Learning (TBL). During the our discussion, we will deep dive into the following:
- Why did they decide to teach the students with TBL?
- What were some of the initial challenges that they faced?
- What strategies did they adopt to scale TBL?
- What role has InteDashboard and other education technologies played in the success of the TBL program?
- How have students benefited from a fully-integrated TBL program?
During the panel discussion, we will welcome questions from the audience. If you cannot join us for the session, you may request a recording by registering for the panel discussion.
About the University of Bradford: School of Pharmacy and Medical Sciences
The University of Bradford is a public university located in England. The university's focus is on creating the conditions for social, cultural, and economic impact. The university is committed to social inclusion and their work to expand opportunities and enable students to reach their potential has led them topping the Social Mobility Index of English universities for the last two years. The School of Pharmacy and Medical Sciences has an outstanding reputation in research and education (2017), including educational innovation. Their TBL teaching model has been recognized through the award of the National Collaborative Award in Teaching Excellence by AdvanceHE, and they are among the world's top 250 departments of Pharmacy & Pharmacology in the QS World University Rankings (2017).
Online Events Details
Meet the panelists
Dr. Gemma Quinn
Dr. Gemma Quinn is an Associate Professor in Clinical Pharmacy at the University of Bradford, School of Pharmacy and Medical Sciences. She has used TBL since 2012 when Bradford became the first university in the world to use TBL across the whole of their Master of Pharmacy (MPharm) curriculum. She has since used TBL in three other programmes (face-to-face and online) to enable authentic and inclusive learning and assessment. She is a Senior Fellow of the Higher Education Academy and was part of the team awarded a Collaborative Award for Teaching Excellence (CATE) by AdvanceHE in 2017. She has been a Board member of the European TBLC since 2019. Dr. Quinn is also currently supervising three Ph.D. students who are investigating the impact of TBL on communities of practice, professionalism, and students with additional learning needs.
Dr. Simon Tweddell
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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.