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Abstract This team-based learning experience was designed to addresses issues associated with health systems and inequalities. This content should be considered introductory. Team-based learning was adopted as an instructional methods based on its ability to promote discourse and involvement and to accommodate the limited number of faculty facilitators at our disposal. The resource includes an individual readiness assurance test, a team readiness assurance test, and an application exercise. Average performance across professions ranged from 16.5 to 20.27 on a 28-point scale. The mean team performance significantly exceeded (p < .01) individual mean performance. There was no statistically significant difference in team readiness assurance test score between teams (p = .37).

Abstract This team-based learning resource provides the framework for health professions students from multiple health colleges to actively engage in interprofessional dialogue about ethical codes and bioethical principles from across the health professions, apply these codes/principles to historical and present-day ethical dilemmas, and experience interprofessional teamwork in resolving ethical dilemmas. A set of eight multiple-choice questions was used to assess the effectiveness of student preparation for this activity. Data related to the questions was derived from a large (N = 626) sample of interprofessional learners from 10 different health science disciplines at a large academic health science center in the Southeastern US. Average performance across professions ranged from 16.5 to 20.27 on a 32-point scale (featuring eight questions, each worth four points). The mean team performance on the team readiness assurance test (M = 26.47, SD = 2.70) significantly exceeded (p < .01) individual mean performance on the individual readiness assurance test (M = 17.98, SD = 5.63). There was no statistically significant difference in team readiness assurance test score between teams (p = .37).

Abstract Introduction This interprofessional team-based learning experience in patient safety is intended to facilitate a review of barriers to health care quality in ambulatory care. Students from multiple health science professions prioritize shortcomings in health care delivery and discuss approaches to improve health care quality and public health while developing an appreciation for the complexity of health care delivery and impediments to quality health care. Methods This resource includes a facilitation guide, prereading assignments, an individual readiness examination, a team readiness examination, an application exercise case, and application exercise questions. The resource is implemented using the standard team-based learning format. Results In all, 622 learners from 10 separate degree programs across five colleges participated in this exercise. As expected, mean group performance was much higher than team performance; item metrics indicated that learners might not fully understand the difference between a medical error and an adverse event. Discussion This team-based learning experience was designed and implemented as a component of a required longitudinal interdisciplinary learning activity for first- and second-year students. Team-based learning was adopted as an instructional method based on its ability to promote discourse and involvement and to accommodate the limited number of faculty facilitators at our disposal.

Abstract This resource is a teaching assessment tool designed to provide faculty members with information about the quality of their teaching based on peer observation. The feedback form can help observers provide feedback to the instructor about five specific domains of teaching: establishing a learning environment, managing the session, presenting the material, conveying content, and implementing strategies to promote learning. The teaching behaviors listed on the form are based on the literature, but they are not exhaustive, nor are all behaviors appropriate for every teaching session. Checkboxes are provided so observers can easily indicate the teaching behaviors they wish to comment on, that is, behaviors they did or did not observe. More importantly, ample space is provided for written, descriptive comments based on observations. Although the form was developed primarily for formative feedback in order to improve faculty teaching performance, an optional overall rating of effective teaching skills is provided, which may be used for summative evaluations and/or to document improved performance over time. In addition to the feedback form itself, this resource includes recommended guidelines for the implementation of a peer feedback process (meeting prior to observation, observation, and feedback), detailed descriptions of the teaching behaviors, and references to background material. Based on discussions among the authors and with other users of the tool at national and regional meeting workshops, the resource truly helps faculty members at medical schools measure and recognize a faculty member's educational activities and may add to the faculty member's portfolio of overall teaching contributions.

Abstract Introduction This resource is a team-based learning (TBL) exercise to help learners understand the basic principles of innate and adaptive immunity as well as effector mechanisms of adaptive immunity and how to apply those principles in experimental settings. Methods Specific topics introduced in this module include cell types and tissue organization; functions of B cells and T cell subsets; humoral and cell-mediated immunity; lymphocyte activation; and antigen presentation. Learners are also introduced to the historical development of current concepts in immunology regarding the use of antisera to cell surface molecules as markers for lymphocyte subsets, B-T lymphocyte interactions during humoral responses, and antigen recognition by B and T cells. Results Student satisfaction with this TBL is very high, as assessed by course evaluations over the past 3 years. Students say that TBL helps them keep up with material and helps them prepare for exams. Student performance on high-stakes exams reveals modest improvements in overall scores. Discussion These materials have been used in teaching immunology to biomedical science graduate students in a course entitled “Principles of Immunology.” This material is also suitable for use in teaching immunology to medical students, dental students, residents, and fellows.

Abstract Introduction This module on innate immunity and recognition of antigen is one of three developed for second-year biomedical science MS and PhD students enrolled in a semester-long immunology graduate course titled Principles in Immunology. Topics covered by the remaining modules include basic concepts of immunology and receptor diversity and antigen presentation. Methods This module uses a team-based learning format (TBL) to help learners understand the following immunological principles and how to apply them in experimental settings: function and pathways for activation of complement, effector mechanisms of innate immunity, antibody structure, T-cell receptor structure, major histocompatibility complex, molecule structure, and the molecular basis of antigen recognition by immunoglobulin and T-cell receptors. Students arrive at class having read preassigned readings. They first complete an individual Readiness Assurance Test, before completing the same test in groups. Students then remain in these groups while they complete a series of group application exercises. Results Student satisfaction with TBL is very high, as assessed by course evaluations over the past 3 years. Students say that TBL helps them keep up with material and prepare for exams. Student performance on high-stakes exams has revealed modest improvements in overall scores. Student performance in a graduate-level immunology course did not drop after implementation of TBL, which involved replacing nine of 42 lectures throughout the semester with TBL sessions. Graduate students enjoy TBL, and learning appears to be enhanced. Discussion Originally developed for second-year biomedical science MS and PhD students enrolled in a semester-long immunology graduate course, this material is also appropriate for basic science courses for medical and dental students and/or for review of immunology by residents and fellows.

Abstract Introduction This module is one of three developed for second-year biomedical science MS and PhD students enrolled in a semester-long immunology graduate course titled Principles in Immunology. This material is also appropriate for basic science courses for medical and dental students and/or for review of immunology by residents and fellows. Topics covered by the remaining modules include basic concepts of immunology and innate immunity and recognition of antigen. Methods This module uses a team-based learning format (TBL) to help learners understand the following immunological principles and how to apply them in experimental settings: the molecular mechanisms by which diverse antigen receptors are created in developing B- and T-lymphocytes, differences between immunoglobulin and T-cell receptor (TCR) structure and function, the genomic organization of immunoglobulin, TCR and major histocompatibility complex (MHC) genes, and pathways by antigen presenting cells process and present antigenic peptides via MHC molecules. Students arrive to class having read preassigned readings. They then complete an individual readiness assurance test, before completing the same test in groups. Students then remain in these groups while they complete a series of group application exercises. Results Student satisfaction with TBL is very high as assessed by course evaluations over the past 3 years. Students say that TBL helps them keep up with material and helps them prepare for exams. Student performance on high-stakes exams reveals modest improvements in overall scores (manuscript in preparation). Student performance in a graduate level immunology course did not drop after implementation of TBL, which involved replacing nine of 42 lectures throughout the semester with TBL sessions. Graduate students enjoy TBL and learning appears to be enhanced. Discussion Originally developed for second-year biomedical science MS and PhD students enrolled in a semester-long immunology graduate course, this material is also appropriate for basic science courses for medical and dental students and/or for review of immunology by residents and fellows.