Transitioning From a Lecture-Based Program to a TBL Program - University of Bradford

Thinking about transitioning to active learning classes but unsure where to start?

Join us for a conversation with Dr. Simon Tweddell and Dr. Gemma Quinn from the University of Bradford (UK) as they share their journey of transforming their pharmacy program from a traditional, lecture-based model to a fully integrated curriculum delivered predominantly through Team-Based Learning (TBL).

🔹 What you'll learn:
✔ Why they decided to adopt TBL for their pharmacy program
✔ Initial challenges they faced and how they overcame them
✔ Strategies for scaling TBL across an entire curriculum
✔ How InteDashboard and other education technologies supported their success
✔ The impact of a fully integrated TBL program on student learning and engagement

⏳ Timestamps:
00:00 - Introduction
00:27 - Introduction to University of Bradford
00:47 - Objectives of this session
01:12 - Introduction to panelists
02:57 - Background & context for transitioning to TBL
05:21 - Why TBL
06:41 - How TBL works
09:23 - How TBL works at University of Bradford
16:41 - Implementation challenges
23:30 - Outcomes and impact of implementing TBL
34:18 - Advice for those thinking of implementing TBL
36:02 - Resources and support
Q&A
39:18 - "What was the assessment that was done and what was the format that resulted in the increase in outcomes?"
40:55 - "What makes a good application exercise?"
44:14 - "How to adjust the high workload model of a lecture format to that of a low workload model for the TBL format?"
48:20 - "Do you have any videos of TBL sessions in action?"
40:30 - "Each semester, I have students with learning disabilities that need special accommodations. How do I integrate them and ensure their special needs will be met?"
52:02 - "How can we prepare a TBL class? Should we have group assignments?"
55:25 - "How are faculty trained to ensure inclusive atmosphere for students in historically marginalized groups?"
58:15 - "How to promote accountability among students and motivate them to change learning style to be more independent?"
59:29 - "How do you deal with students' embarrassment about giving wrong answers in public?"

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