TBC on the Run is an open access online module series designed to promote collaborative models of practice and support the development of team-based competencies. As of June 30, 2021, TBC on the Run replaced its predecessor, IPC on the Run.

IMPORTANT: The TBC on the Run modules are housed on Canvas Catalog. UBC participants should enroll using their CWL. Non-UBC participants can enroll using an email address. Some participants might have two accounts in Canvas Catalog: one associated with their CWL and one associated with their email address. If you find yourself in this situation, please contact lt.hub@ubc.ca to request that both accounts be merged.

If you encounter any technical issues when signing up to TBC on the Run, please visit Learning Technology Hub Support.

For any other questions regarding the TBC on the Run modules, please contact ubchealth.educassist@ubc.ca.

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What is TBC on the Run?

The goal of this module series is to enhance your ability to practice collaboratively. This series is designed to provide flexible learning that supports team-based models of care. The modules are based on the National Interprofessional Competency Framework developed by the Canadian Interprofessional Health Collaborative.

The TBC on the Run module series includes:

  1. Foundations of TBC
  2. Interprofessional Communication
  3. Patient/Client/Family/Community-Centred Care
  4. Role Clarification
  5. Team Functioning
  6. Interprofessional Conflict Management
  7. Collaborative Leadership
Why do I need these modules?

TBC on the Run modules engage learners in a way that will help them improve their practice. These modules are designed to facilitate learning that supports effective collaborative practice, which in turn optimizes health-services; strengthens health systems; and improves health outcomes.

Who should use these modules?

The modules are designed for learners from any healthcare discipline interested in enhancing their ability to practice collaboratively. The modules are designed to meet the needs of learners across the continuum of learning, which starts with pre-licensure, university-based education; includes practice-based education that occurs during placements; and is maintained through continuing professional development.

When should I do the modules?

The modules provide foundational learning for individuals or organizations looking for a flexible approach to learning about team-based care. Each module can be completed independently in approximately 30 minutes. Ideally, the modules will be delivered in conjunction with face-to-face sessions that bring together team members for interactive learning.

Where do I use the modules?

The modules can be used in a wide range of contexts. They are designed to meet the unique needs of different learners in different settings. They can be accessed at home, work or even on your mobile device.

How do I use the modules?

Ideally, the modules will be used in conjunction with face-to-face or other interactive activities that promote deeper learning. UBC Health is happy to work with organizations to strategize ways to implement the modules in conjunction with interactive learning.

Implementation report

The modules are designed to meet the needs of learners in a broad range of contexts. This website provides tools and resources to support the delivery of the program; however, modules are designed to be flexible enough to be modified and adjusted based on the user’s context and learners’ needs.

Please complete this form to share how you have used the modules

Disclaimer: Different professions, contexts of care, and jurisdictions use different terminology to refer to the people they work with in an effort to be respectful and reflect the values they embody. Throughout this module series, we most commonly refer to patients and their families receiving care. We also refer to both professionals and disciplines. However, we recognize that you may use other terminology and include a broad range of people on your team.  

The modules may be used by learners across the continuum of learning, from pre-licensure to practicing professionals. However, some components of the modules ask participants to reflect on practice, which may be challenging for those with less experience.