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.

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.