Embedding a Culture of Active Learning in Cardiorespiratory Physiotherapy Education - Hybrid Team- Based Learning (H-TBL)

Abstract

In recent years, team-based (TBL) gained popularity as a student-centred active collaborative strategy in healthcare education. This paper reports the design, implementation, and impact of a hybrid team-based learning (H-TBL) for one respiratory lecture in year two undergraduate physiotherapy programs in 2019. A retrospective study was conducted on a cohort of 136, year two, undergraduate physiotherapy students using H-TBL design (COPD1 & 2 sessions) for one respiratory lecture topic. Student engagement was evaluated based on their engagement for pre-class work, attendance to classroom session, and submission of formative creative assignment. Student’s performance on formative creative task was evaluated using the rubric on student's reflection. Student perceptions were assessed based on the student's feedback using Mentimeter, a polling software. 109/ 136 (80%) students attended the COPD 2 session. 90/109 (82%) students engaged in COPD 1 (web-based) and tRAT in COPD 2 session. Received feedback and formative creative assignment submission from 54/109 (50%) and 67/90 (74%) respectively post COPD 2 session. This study confirms that H-TBL enhances student's active engagement, creativity, and equilibration of their subject knowledge. Future randomized studies are mandated to explore the validity and specificity of H-TBL in physiotherapy curriculum to evaluate the long-term student engagement and academic performance.