Generative Artificial Intelligence (GenAI) tools are increasingly being used in higher education to support teaching and course development. These tools can assist educators with tasks such as brainstorming course ideas, drafting learning activities, generating case scenarios, and developing formative assessments. In health sciences education, where faculty often balance teaching with clinical and professional responsibilities, AI tools may help streamline aspects of course planning by generating initial drafts of materials, suggesting instructional strategies, or creating case-based examples that can be refined for teaching. Used thoughtfully, AI can function as a design assistant that supports alignment between learning outcomes, learning activities, and assessments. However, AI-generated content requires careful review. Faculty expertise remains essential to ensure accuracy, clinical relevance, and alignment with program outcomes and professional standards. When leveraged intentionally, AI tools can support reflective course design and continuous improvement while maintaining the central role of the instructor in shaping meaningful learning experiences.

TLC-To-Go is a production of the Teaching and Learning Center at the University of Tennessee Health Science Center.

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.