TLC To Go

Group work is a collaborative learning strategy in which students work together to analyze problems, discuss concepts, or complete shared tasks. In health sciences education, group work reflects the collaborative nature of clinical practice, where professionals work in teams to make decisions and deliver patient care. When intentionally structured, group work promotes deeper learning by encouraging students to explain ideas, consider multiple perspectives, and apply knowledge to complex scenarios. Research in health professions education suggests that collaborative learning can strengthen communication, teamwork, and problem-solving skills while supporting professional identity development. Effective group work requires clear expectations, purposeful group structure, and strategies that ensure accountability and meaningful participation. TLC-To-Go is a production of the Teaching and Learning Center at the University of Tennessee Health Science Center.  

Authentic assessment emphasizes the application of knowledge and skills in contexts that mirror real-world practice. In health sciences education, authentic assessment tasks—such as clinical simulations, case analyses, portfolios, and project-based evaluations—measure how effectively learners can integrate theory with practice. These approaches align evaluation with the competencies and professional judgment required in health care settings. In both didactic and clinical environments, authentic assessment supports deeper learning, promotes reflective practice, and enhances students' readiness for professional roles. It shifts evaluation from recall-based testing toward demonstration of learning in complex, realistic situations that reflect professional standards and values. TLC-To-Go is a production of the Teaching and Learning Center at the University of Tennessee Health Science Center.  

Effective presentations are audience-centered. They keep the audience focused while they are informed or persuaded. Effective presentation techniques ensure that your students and peers engage with your ideas in a meaningful way. Mastering the art of effective presentations can even help you to win friends or influence people.

Rubrics are an assessment tool that guide grading by articulating specific components of assignments and communicating expectations for those components. Rubrics lend themselves to assessments where it is important to communicate high expectations, provide targeted feedback, and demonstrate learning priorities. When provided to students and used for assessment, rubrics purposefully communicate your expectations and priorities.

As more students enter health professions programs with multiple language backgrounds, supporting the needs of English language learners (ELL) has become an important focus for educators. Strengthening support for these learners also helps prepare future healthcare professionals to serve patients from a wide range of linguistic and cultural backgrounds. By applying evidence-based practices for working with ELL students, faculty can help ensure that all learners are well equipped to meet the communication demands of today's healthcare environment. TLC To Go is a production of the Teaching and Learning Center at the University of Tennessee Health Science Center.

Planning, preparation, and sleep are vital to the success of students at UTHSC. This section includes advice and techniques that prepare students for academic success.

Accessible learning and course design removes avoidable barriers so all learners—across abilities, languages, technologies, and contexts—can engage, demonstrate competence, and progress. In the health sciences, accessibility is essential for professional formation, clinical safety, and patient care. It is also an anticipatory practice: designing for variability from the start (e.g., captions, structured documents, flexible assessments) reduces the need for individual retrofits and supports every learner's success.

Effective scaffolding strategies help learners move beyond their current level of understanding by providing structured support as they build new skills. Rooted in Vygotsky's theory of the Zone of Proximal Development, scaffolding enables students to tackle challenging tasks with guided assistance—promoting deeper learning, confidence, and independence. In the health sciences, where learners often encounter complex clinical reasoning and high-stakes performance tasks, scaffolding allows educators to support the development of competence while maintaining appropriate levels of challenge. Scaffolded instruction can take many forms, including breaking down tasks, modeling expert thinking, providing timely feedback, and gradually transferring responsibility to learners. TLC‧To‧Go is produced by the Teaching and Learning Center at the University of Tennessee Health Science Center, with the assistance of NotebookLM. Find more information about the TLC at http://tlc.uthsc.edu.  

Metacognition—the awareness and control of one's thinking—and self-regulation—the ability to plan, monitor, and adjust one's learning behaviors—are essential for academic success and professional growth in the health sciences. Together, these processes enable learners to assess what they know, identify gaps, select appropriate strategies, and evaluate their effectiveness in both academic and clinical settings. In health professions education, students face complex tasks requiring reflection, adaptability, and persistence. Teaching students to think metacognitively and regulate their learning helps them become self-directed learners capable of clinical reasoning, ethical decision-making, and lifelong improvement. These skills are not innate; they can be developed through targeted instruction and structured practice. TLC‧To‧Go is produced by the Teaching and Learning Center at the University of Tennessee Health Science Center, with the assistance of NotebookLM. Find more information about the TLC at http://tlc.uthsc.edu.  

Engaging lectures keep your audience focused while providing new insight and stimulating thinking and analysis. Active lecturing can motivate your audience to develop new skills and think in new ways. TLC‧To‧Go is a production of the Teaching and Learning Center at the University of Tenneesee Health Science Center. Visit http://tlc.uthsc.edu/resources for additional information.

Student engagement refers to the degree of attention, curiosity, interest, and investment students show toward learning. In the health sciences, engagement is a key contributor to meaningful learning, clinical preparedness, and professional identity formation. Research shows that when learners are engaged, they are more likely to persist in rigorous programs, develop clinical reasoning skills, and participate actively in collaborative and interprofessional learning environments. Instructors play a crucial role in cultivating engagement. Through intentional strategies that foster psychological safety, relevance, and interactivity, educators can promote environments that support active learning and deeper connections with course material and clinical practice.

Multiple choice questions (MCQs) are among the most widely used formats in health sciences education due to their efficiency in assessing broad content areas, ease of scoring, and suitability for computer-based testing. When well-constructed, MCQs can assess not only factual recall, but also application, analysis, and clinical reasoning. However, poorly written items can mislead students, encourage cueing, or test irrelevant knowledge. Research in medical education consistently emphasizes that MCQs should align with learning objectives, reflect cognitive complexity, and avoid flaws that compromise validity or reliability. Developing high-quality MCQs requires attention to both content and structure, as well as strategies to reduce bias and ensure fairness across diverse learners. TLC-To-Go is a production of the Teaching and Learning Center at the University of Tennessee Health Science Center. This episode was created using Google's NotebookLM. Visit http://tlc.uthsc.edu/resources for additional content.

Prince (2004) defines active learning as "any instructional method that engages students in the learning process. In short, active learning requires students to do meaningful learning activities and think about what they are doing" (p. 223). Faculty facilitate an active learning environment when students are not only passive recipients of knowledge but are also active participants in knowledge creation and assimilation. Some examples of active learning techniques include problem-based learning, hands-on activities, gamification, case-based learning, interactive lecturing, team-based learning, class discussions, simulation, and role-play.

Feedback has been described as the "cornerstone" of effective teaching (Cantillon, 2008) and is essential for performance improvement. Feedback, whether verbal or written, should include both positive and constructive guidance for maintaining and improving knowledge, skills, and attitudes with an emphasis on improvement strategies. "Without feedback, mistakes go uncorrected, good performance is not reinforced and clinical competence is achieved empirically or not at all" (Ende, 1983). TLC To Go is produced by the Teaching and Learning Center at the University of Tennessee Health Science Center.

An overview of several learning theories and how they might be applied in health sciences education. TLC To Go is produced by the Teaching and Learning Center at the University of Tennessee Health Science Center.

The scholarship of teaching and learning (SoTL) is research geared towards investigating what happens in the classroom with the intent of improving teaching and learning. SoTL research can answer questions such as what effect did the strategy have on student learning, how did I teach a specific concept, what are the differences between courses or students, or what does the literature say is the best practice to teach a particular concept. The results of these investigations provide the evidence-based practices that inform scholarly teaching. Scholarship of Teaching and Learning TLC-To-Go is an AI-generated podcast produced by the Teaching and Learning Center at the University of Tennessee Health Science Center.

Course syllabi provide students and faculty with a road map for successfully navigating a course including details about content, requirements, assignments, assessments, policies, resources, schedule, expectations, and responsibilities. In addition, syllabi act as an agreement (invitation) between the faculty and students about how the course will function including promises of what students will learn during the course and how they will demonstrate learning. Syllabi should be valuable, succinct, and accessible to your students.  Syllabus Design TLC-To-Go is an AI-generated podcast produced by the Teaching and Learning Center at the University of Tennessee Health Science Center.

Online learning has been described as internet-based course(s) that occur synchronously (real-time) and/or asynchronously (not in real-time). During online courses, students and faculty engage in learning through the use of technology, e.g., Blackboard. Benefits of online learning include convenience (24/7 access), flexibility, student-centered learning, and expansion of the curriculum to global resources. Online Learning TLC-To-Go is an AI-generated podcast produced by the Teaching and Learning Center at the University of Tennessee Health Science Center.

Artificial Intelligence (AI) tools are transforming student learning by enabling more personalized, responsive, and engaging educational experiences. In health sciences education, where students must master complex knowledge and clinical reasoning, AI can provide tailored support that enhances comprehension and skill development. These tools include AI tutors that give instant feedback on case studies, generative AI applications that scaffold student writing, and adaptive quiz systems that adjust difficulty based on performance. Whether used to generate practice questions, provide 24/7 access to tutoring, or assist with concept review, AI can empower students to take a more active and self-directed role in their learning. AI to Support Student Learning TLC-To-Go is an AI-generated podcast produced by the Teaching and Learning Center at the University of Tennessee Health Science Center.  

Creating a welcoming classroom climate supports motivation, focus, and student participation. Research across higher education and the health sciences shows that students are more likely to engage and persist when the learning environment includes respectful relationships, clear expectations, and visible support structures. Faculty also report greater satisfaction and teaching effectiveness in environments where students are connected, responsive, and able to interact openly with their instructors and peers. These environments are shaped through intentional planning, small routines, and ongoing reflection. In health sciences education, where learners often navigate high-stakes content and demanding environments, a welcoming classroom can be the foundation for both academic success and professional development. Creating a Welcoming Learning Environment TLC-To-Go is an AI-generated podcast produced by the Teaching and Learning Center at the University of Tennessee Health Science Center.

AI is reshaping assessment in health science education, providing tools for personalized, precise evaluations that help identify learner strengths and areas for improvement. While AI can enhance formative assessment, relying on it too heavily may limit the development of critical thinking and adaptability—skills essential for healthcare practice. Educators play a key role in maintaining the integrity of assessment by combining AI tools with sound instructional practices and the human connection that supports meaningful learning. This shift redefines their role—from delivering content to guiding students in navigating, analyzing, and applying information within AI-supported, team-based environments. When used with intention, AI can strengthen learning and support professional growth without compromising educational quality.

Faculty have a unique opportunity to support student well-being in both classroom and clinical settings. This can include using clear and flexible teaching approaches, offering regular check-ins to help students reflect on their personal and academic experiences, and creating a welcoming learning environment. These strategies can help students stay engaged, especially when they are facing challenges such as academic pressure, long commutes, health concerns, or difficulties related to housing, food, or finances. In many cases, students may need support beyond what faculty can provide. Being ready to connect them with available resources—such as counseling services, Learning Specialists, Student Success Resources, the Campus Cupboard, or local shelters—can make a meaningful difference in their ability to succeed. TLC-To-Go is produced by the Teaching and Learning Center at the University of Tennessee Health Science Center. Additional resource pages can be found here.

According to Seifer and Connors (2007), "service learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities" (p. 5). Service-learning activities promote learning via active participation in real-life experiences that enhance students' knowledge, skills, and attitudes. Reflection, a key component of service learning, provides students the continuous opportunity to critically analyze and learn from the experience. https://tlc.uthsc.edu/service-learning/ TLC-To-Go is produced by the Teaching and Learning Center at the University of Tennessee Health Science Center. (https://tlc.uthsc.edu/)    

Aligned course design means that your learning goals, objectives, assessment tools, and teaching strategies all tie together to support student learning. Aligned course design begins with identifying overarching learning goals, developing measurable learning objectives, and then designing assessment tools to evaluate how well learners have met these objectives. Generally, this process of beginning with your desired results is referred to as Backward Design. Aligned course design supports student learning through transparency with expectations and clarity in the organization of information. https://tlc.uthsc.edu/aligned-course-design/

Experiential learning is a student-centered pedagogical strategy that emphasizes the significant role of real-life experiences and critical reflection to promote learning. David Kolb (1984) described experiential learning as "the process whereby knowledge is created through the transformation of experience" (p. 38) and developed a four-stage learning cycle. In Kolb's Experiential Learning Cycle, students actively engage in and progress through four stages of learning: concrete experience, reflective observation, abstract conceptualization, and active experimentation. https://tlc.uthsc.edu/experiential-learning/

Competency-based assessment requires the meaningful evaluation of students' competence and aims to reduce the theory-practice gap by promoting continuous competency development. In this approach, clear definition of competencies, accurate assessments, and effective feedback are all essential for assessing students' attainment learning goals (knowledge, attitudes, skills). Each competency is defined as a learning outcome with milestones outlining stages of development from novice to master, and formative assessments serving a dual purpose: assessing what has been learned and what is required to reach the next milestone level.   https://tlc.uthsc.edu/competency-based-assessment/

Universal Design for Learning (UDL) is an evidence-based educational framework that reduces barriers to learning by centering three main principles: engagement, representation, and action and expression. Engagement refers to ways that faculty can connect with learners by recognizing their needs, demonstrating the relevance of course materials, and creating a welcoming environment. Under the principles of UDL, representation considers how materials can be presented in multiple modes and in the most accessible manner possible. Action and expression encompass allowing learners the autonomy to demonstrate their learning in multiple modes, to have choices in their learning, and to support assistive technology or resources as needed. UDL sparks intrinsic motivation and helps learners develop into expert learners who are motivated, purposeful, goal-driven, and resourceful.  https://tlc.uthsc.edu/universal-design-for-learning/

Problem-based learning (PBL) is a student-centered, active learning strategy where students work in small groups (4-6 members) to solve complex, real-world problems that can have multiple solutions. While similar to case-based and team-based learning in that student groups solve problems, PBL emphasizes the student's role in identifying learning objectives and knowledge gaps based on the problem and minimizes the instructor's role to facilitator. Participation in PBL activities allow students to develop skills in problem-solving, critical thinking, communication, and teamwork skills Zakrajsek & Nilson (2023). According to Barrows (1986), objectives of a PBL activity include "structuring knowledge for use in clinical contexts, developing an effective clinical reasoning process, developing effective self-directed learning skills, and increasing motivation for learning." https://tlc.uthsc.edu/problem-based-learning/

Prior to the start of a clinical rotation or experience, faculty should discuss their expectations of learner performance with the learners. Topics to discuss should include goals and objectives/outcomes, teaching strategies, evaluation and feedback techniques, daily schedule, clinical duties, case presentations, writing notes, supervision hierarchy, modes of communication, and other pertinent policies.  

Assessment tools can help faculty evaluate how well their learners have met learning goals and objectives. Faculty can use formal assessment tools, like examinations and quizzes, to gauge student learning. Additionally, faculty can use informal assessment tools like in-class discussion, two-sentence mini-papers in class, brief student surveys or Socratic questioning, to determine if students are learning effectively. Frequent assessment allows faculty to be responsive educators to student learning needs.

Hurtubsie et al. (2015) described the flipped classroom as "the practice of assigning students didactic material, traditionally covered in lectures, to be learned before class while using face-to-face time for more engaging and active learning strategies" such as case-based or team-based learning, reflection, simulations, or discussions. By flipping the classroom, students are given the opportunity to progress through the lecture or reading materials at their own pace and review multiple times coming to class prepared to deepen this learning through application. The key elements to flipping the classroom are providing students the opportunity to gain exposure to information before class, incentivizing students to prepare, assessing student understanding, and implementing in-class activities that promote critical thinking.

Teaching Philosophies, sometimes called Teaching Statements, are documents that are helpful in informing students of your priorities, applying to teaching positions and reflecting on teaching practices. Teaching Philosophies articulate your central goals as an educator, provide concrete examples of your teaching and share how you evaluate your teaching effectiveness. Teaching Philosophies can vary in length from a few paragraphs to a few pages. 

Team-based learning (TBL) is a student-centered instructional strategy that utilizes a flipped classroom model allowing students the opportunity to work in groups to solve authentic problems. TBL is a collaborative, active learning strategy that can be utilized in both large and small classrooms, and "supports the development of high-performance learning teams and provides opportunities for these teams to engage in significant learning tasks" (Fink, 2004, p.9). Learning activities within TBL follow a specific order, i.e., pre-work completed prior to class, individual and team readiness assurance tests, immediate feedback, and application activity.  

Robust research suggests that students benefit immensely from student-faculty interaction, particularly when it comes to student well-being, intellectual commitment, and motivation (Morrison 2021). While getting to know students can be challenging in larger classes or within an online context, certain teaching strategies, such as mini-surveys or small-group meetings, can help faculty connect with students in ways that build a positive learning environment. Additionally, designating time in class or the clinical setting to get to know students can also help mitigate feelings of isolation that might be experienced by non-traditional students, international students, and minoritized students (Lee, et al, 2017).  (Updated 1/28/2026) TLC to Go is an AI-generated podcast produced by the Teaching and Learning Center at the University of Tennessee Health Science Center.   

Class discussions offer many pedagogical benefits, including building community and offering faculty the chance to informally assess student learning. These class discussions can take many forms, including structured, semi-structured, or informal discussion sessions. When planning a class discussion, it is helpful to have a clearly defined goal for the session. In addition to establishing a goal, faculty should consider what preparation students need in advance of a discussion and how learning can be evaluated after the discussion.   TLC to Go is an AI-generated podcast produced by the Teaching and Learning Center at the University of Tennessee Health Science Center. 

Gamification or Gamified Learning is a learning strategy that involves using game attributes and game design elements to enhance learner performance. It relies on instructional elements that support learning (e.g., clear and relevant goals, immediate and continuous feedback, and positive reinforcement of target behaviors) and game design elements that increase engagement and motivation (e.g., simplified user experience, social interaction, multiple paths/choices, control and challenge mechanics, and game fiction). TLC to Go is an AI-generated podcast produced by the Teaching and Learning Center at the University of Tennessee Health Science Center. 

When local, community, or global events impact our classrooms, it can be challenging to maintain focus on teaching and learning. Teaching may feel mundane or even irrelevant in the face of tumultuous events. Sometimes a student's identity or a faculty's identity may make them especially vulnerable to the impact of natural disaster, violence, or tragedy. Faculty should recognize their own limitations in assisting students and prompt students to reach out to trained professionals for mental health or resource-based support. Faculty can, on the other hand, recognize tumultuous events with their classes, extend flexibility to students and yourself, and locate resources to support your learners. TLC to Go is an AI-generated podcast produced by the Teaching and Learning Center at the University of Tennessee Health Science Center. 

Learning outcomes, frequently interchanged with the term learning objectives, are measurable statements that describe what students should know, be able to do, and value by the end of an educational experience, course, program, etc. Learning outcomes communicate the major components of the educational experience to the students who can then focus their efforts on what is important. When written effectively, learning outcomes lay the foundation for assessment methods, teaching strategies, and content curation. TLC to Go is an AI-generated podcast produced by the Teaching and Learning Center at the University of Tennessee Health Science Center. 

Dr. Chester M. Pierce, a psychiatry professor at Harvard, coined the term 'microaggression' in 1970 to document day-to-day verbal insults (microinsults), subtle derogations (micro assaults) and dismissals (microinvalidations) aimed at minoritized groups. Some documented microaggressions include asking questions like 'but where are you really from?' to a person of color or saying that someone is 'pretty strong for a woman.' Another example may include being dismissive of someone's gender identity by saying something like "There are too many genders to keep up with these days." In the classroom, microaggressions can appear in student interactions, in faculty comments or lectures, and even in course materials. Fortunately, there are many ways to address and mitigate microaggressions in the classroom, including awareness techniques, micro-interventions, conversation tools, and open dialogues. TLC to Go is an AI-generated podcast produced by the Teaching and Learning Center at the University of Tennessee Health Science Center. 

Faculty often come under immense pressure to perform as excellent educators, stellar researchers, and adept practitioners within their disciplines. This pressure, combined with expectations of university-wide service and external obligations, can deteriorate the wellbeing of faculty members. Additionally, members of underrepresented and minoritized groups often face high risks of burnout and fatigue from what is often called a 'minority tax,' or additional stress placed on underrepresented individuals. There are several strategies faculty can use to support their wellbeing, including working with a mentor to help identify appropriate workload balance, finding community among other faculty members, and seeking professional help when needed. TLC to Go is an AI-generated podcast produced by the Teaching and Learning Center at the University of Tennessee Health Science Center. 

Case-based learning (CBL) is a learner-centered teaching strategy in which learners analyze authentic problems, real or fictional, to address problems, resolve questions, and/or identify solutions. Working in groups or individually, learners examine cases using guided inquiry, applying knowledge and critical thinking skills, and connecting theory to practice developing relevant skills (Thistlethwaite et al., 2012). During CBL, faculty prepare cases, guide discussion, and provide feedback while students prepare for the case in advance, participate in discussion, and ask questions.    TLC to Go is an AI-generated podcast produced by the Teaching and Learning Center at the University of Tennessee Health Science Center.