Abstract
Universal Design for Learning (UDL) is an educational framework to guide the design of learning environments that are both accessible and challenging. The UDL follows three principles: Multiple means of engagement, multiple means of representation, multiple means of action and expression Lessons plan using UDL anticipates various learning styles, different interests, academic backgrounds, disability status, age, gender, race, and ethnicity. Constructivism is a learner-centered theory of learning in which the instructor is considered a facilitator. In social constructivism, learning is facilitated through interactions with peers and instructors who can guide and support learning. Team-based learning (TBL) is an example of social constructivism. In this session, participants will learn how to implement the various stages of TBL for Biomedical Sciences that could be easily translated into other disciplines. Michelsen & Sweet introduced the essential elements of TBL as a guide for instructors to implement this approach in higher education courses. The main goal of TBL is "ensuring that students have the opportunity to practice course concepts to solve a problem." The model presented by Michelsen consists of 5-7 learning modules that follow three-step cycles: 1) preparation step (pre-class). This step was created as "flipped" classroom with a variety of learning methods, assessments and virtual labs with immediate feedback to facilitate preparedness for step two 2) Step two is class readiness assurance; in this step, students take a two-step quiz process. First, students complete a quiz individually and submit their answers in scantron form. Subsequently, students re-take the quiz using the Immediate Feedback Assessment Technique (IF-AT) as a team. Afterwards, students can challenge any questions they may have missed. Then, the instructor spends the last 10-15 minutes of the class for a short lecture to clarify misconceptions and review the questions. The readiness assurance portion lasts between 45-75 minutes. Finally, 3) step 3 is called "Application of Course Concepts," in which application assignments are given to the teams. This period takes 1-4 hours, and thus, the most significant component of TBL is application. We hypothesize that flipped TBL can be effectively used as a UDL for undergraduate and graduate physiology courses. Undergraduate and graduate students report better understanding of concepts, engagement, and inclusion after participating on a TBL course. Conclusion: Flipped TBL is a powerful and effective teaching strategy to create an inclusive environment in physiology courses. APS Teaching Career Enhancement Award and University of Louisville Department of Physiology. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.
Published Version
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