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Evidence-Based Course Design and Strategies for Teaching & Learning

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

For other requests or questions contact the TLC at 901-448-1218 or

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. 

Spring 2018 Schedule

Upcoming Sessions:

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 best practice of learning from cases whether in the clinic or classroom.  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.

Kantar, L. )., & Massouh, A. ). (2015). Case-based learning: What traditional curricula fail to teach. Nurse Education Today, 35(8), e8-e14. doi:10.1016/j.nedt.2015.03.010, Click here to access the article.

Pillai Nair, S. )., Shah, T. )., Seth, S. )., Pandit, N. )., & Shah, G. ). (2013). Case based learning: A method for better understanding of biochemistry in medical students. Journal Of Clinical And Diagnostic Research, 7(8), 1576-1578. doi:10.7860/JCDR/2013/5795.3212. Click here to access the article.

Past Sessions:

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.  The following articles are provided for your reading along with the following questions:

·         What was your very best active learning experience, either as a student or a teacher?

·         What materials during your lectures could utilize an active learning approach?

·         To integrate an active learning approach into your classroom, what resources are required?


  • Stewart, PharmD, D. W., Brown, S. D., Clavier, C. W., & Wyatt, J. (2011). Active-Learning Processes Used in US Pharmacy Education. American Journal of Pharmaceutical Education, 75(4), 68. Click here to access the article.
  • Medina, M. S. (2017). Making Students’ Thinking Visible During Active Learning. American Journal of Pharmaceutical Education, 81(3), 41. Click here to access the article.



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. An article is provided for your reading with questions to consider for the discussion: 

  • How is collaborative learning defined? Based on the definition in the article, would you say you are or are not currently making use of collaborative learning in your teaching practice?
  • According to the article, what are the elements of effective group work?
  • How can you promote positive interdependence in a competitive, health-science field classroom?


  • 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.
  • Walker, S. E. (2003). Active learning strategies to promote critical thinking. Journal of Athletic Training, 38(3), 263–267. Click here to access the article.


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:

  • Keeping in mind learning objectives,  where would team-based learning best fit in your curriculum?
  • Would existing classroom space be a hindrance in implementing TBL in your curriculum?
  • What concerns would you have as you consider using TBL in your curriculum?


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.

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.


Michaelsen, L. K. (2008). Team-based learning for health professions education: A guide to using small groups for improving learning. Sterling, Va: Stylus. 

 Click here to view the session recording.


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. 

 Click here to view the session recording.