Implementing Team-Based Learning (TBL) at scale requires a confident, well-prepared educator workforce, yet many institutions face practical constraints that make formal training for all tutors challenging. Ideally, every facilitator would complete comprehensive TBL training; however, rapid programme roll-out, limited resources, and operational pressures often require new tutors to begin delivering TBL with reduced preparation time. This workshop responds to that real-world challenge by exploring how to induct, support, and empower new TBL facilitators while maintaining fidelity to core principles and ensuring a consistently high-quality learner experience.

The session draws on experience from the Foundation Training Consortium (England, UK), which delivers education to graduate healthcare professionals across multiple regions. As part of a significant redesign, the consortium transitioned from large-scale online delivery to small, face-to-face TBL groups for over 1,400 learners. This transformation required swift expansion of TBL educator capacity, onboarding external tutors with varying levels of familiarity with TBL, and creating streamlined, scalable approaches that balanced quality, consistency, and operational feasibility. These experiences underpin the workshop’s practical orientation and evidence base, informed by implementation data, learner feedback, and evaluation of tutor onboarding processes.

Participants will engage in structured, problem-based activities where they will design rapid onboarding approaches, identify essential minimum competencies for safe and sustainable TBL delivery, and consider effective strategies for supporting tutors who may struggle with aspects of TBL facilitation. These activities encourage participants to prioritise what is truly necessary, differentiate between delivery and design responsibilities, and create realistic support pathways suited to varied institutional contexts.

Participants will leave with adaptable, ready-to-use templates to support implementation in their own institutions. Although grounded in health professions education, the principles and tools are transferable to any programme building TBL educator capability.