The Teaching and Learning Center (TLC) Educators Journal Club will meet once a month.
All faculty are invited to participate whether on Memphis campus or at distance.
For more information and to register, visit https://uthsc.edu/tlc/educators-journal-club.php
For other requests or questions contact the TLC at 901-448-1218 or firstname.lastname@example.org
Teaching and Learning Center - 920 Madison Ave - Suite 424 - Memphis, TN
Please be advised that your NetId and Password may be required to view the resources provided below.
March 22nd, Kendal Booker, MOT, OTR/L, CAPS, Instructor Occupational Therapy
Taking the Pressure Off the Professor: A Review of Collaborative and Active Learning Principles
Discover relevant ways to empower student learning through collaborative and active learning techniques. This journal club session will focus on ways educators can implement effective group work experiences and prepare students for collaboration in the field.
Scager, K., Boonstra, J., Peeters, T., Vulperhorst, J., & Wiegant, F. (2016). Collaborative Learning in Higher Education: Evoking Positive Interdependence. CBE Life Sciences Education, 15(4), ar69. Click here to access the article.
April 10th, Chelsea E. Renfro, PharmD , Assistant Professor, Department of Clinical Pharmacy and Translational Science
From Passive Audience to Active Learning: Engaging Students in the Classroom
In this session, we will discuss active learning including different types, logistics around incorporating it in your class, and the evidence supporting it. An example will be provided for how to incorporate one active learning type, role-play, into both small and large group learning
May 10th, Alise Farrell, MSN, RN, Instructor, BSN Programs Department
Case Based Learning (CBL) and Other Strategical Uses of Case Studies
As educators, we use cases to teach constantly. What methods are we using and how can we use it best? This session will discuss the use of case-based learning and other techniques in teaching/learning based on best practice of learning from cases whether in the clinic in the present, typical of clinical setting, reflections on past cases, or evolving cases. Further discussion will be related to the impact of these methodologies for students and what techniques can contribute to maximizing the effectiveness of the use of case learning.
February 20th, James Patrick Ryan, PhD, Associate Dean and Professor Medical Education, College of Medicine
Team-based Learning for the Health Sciences Classroom
Learn from Dr. Pat Ryan, an expert in team-based learning at UTHSC! This session will focus on ways educators can implement team-based learning strategies in the classroom and overview some potential outcomes of using this strategy for teaching and learning. An article is provided for your reading with questions to consider for the discussion:
Johnson, J. F., Bell, E., Bottenberg, M., Eastman, D., Grady, S., Koenigsfeld, C., … Schirmer, L. (2014). A Multiyear Analysis of Team-Based Learning in a Pharmacotherapeutics Course. American Journal of Pharmaceutical Education, 78(7), 142. http://doi.org/10.5688/ajpe787142.
Whitley, H. P., Bell, E., Eng, M., Fuentes, D. G., Helms, K. L., Maki, E. D., & Vyas, D. (2015). Practical Team-Based Learning from Planning to Implementation. American Journal of Pharmaceutical Education, 79(10), 149. http://doi.org/10.5688/ajpe7910149
Michaelsen, L. K. (2008). Team-based learning for health professions education: A guide to using small groups for improving learning. Sterling, Va: Stylus.
January 25th, Paul “P.J.”Koltnow, MS, MSPAS, PA-C, Director of Admissions and Assistant Professor Physician Assistant Program
Why is Medical Education Mired in the Eighteenth Century? Let's Discuss Inquiry-Based Learning in Medical Education
In the year 2020, it is estimated that it will only take 73 days for the volume of medical knowledge to double. As far back as 1899, Sir William Osler understood medical knowledge was surpassing the ability of faculty to teach students “everything” they would need to know. Osler advocated that lectures should be “abolished” and students be given more time to study while allowing faculty to observe and guide their training. Simple rote recall is clearly not feasible, so the question becomes how medical educators prepare future providers to have both a foundation of knowledge and critical thinking skills.
Graffam, B. (2007). Active learning in medical education: strategies for beginning implementation. Medical Teacher, 29(1), 38-42. Click here to access with NetID.