Abstract
Purpose: The objective of this study was to assess physical therapy student perceptions of team-based learning (TBL) in a graduate level gross anatomy course using the TBL Student Assessment Instrument (TBL-SAI).Methods:The TBL-SAI was administered to 85 doctor of physical therapy (DPT) students, comprising three cohorts (classes of 2013, 2014, and 2015), who successfully completed a gross anatomy course where TBL was implemented. The TBL-SAI surveys 33 items, each rated from one (strongly disagree) to five (strongly agree) and measures three subscales: students’ perceptions of accountability, preference for lecture or TBL, and student satisfaction.Results:The means for each subscale and the total TBL-SAI score for each cohort fell above the neutral score. The 2015 group (mean, 37.97; 95% confidence interval [CI], 35.67 to 40.26) reported significantly higher satisfaction than that of the 2013 group (mean, 32.71; 95% CI, 30.31 to 35.05) and the 2014 group (mean, 33.11; 95% CI, 30.69 to 35.53). The 2015 group (mean, 125.3; 95% CI, 120.6 to 130.3) also had a significantly higher total score than that of the 2013 group (mean, 115.6; 95% CI, 110.5 to 120.5).Conclusion:The physical therapy students reported an overall positive experience in using TBL to learn gross anatomy in terms of accountability, preference for learning mode, and satisfaction. This positive experience with TBL was accompanied by their successful academic performance. Given the traits and learning preferences in this generation of graduate students, TBL could be a teaching method that is received positively elsewhere and results in successful academic performance and learning.
Highlights
Team-based learning (TBL) is a well-defined, student-centered instructional strategy developed by Dr Larry Michaelsen [1] that purportedly engages students in active learning and critical thinking
The purpose of this study was to explore the attitudes and perceptions of doctor of physical therapy (DPT) students toward TBL in a gross anatomy course using the TBL Student Assessment Instrument (TBL-SAI). Research design This cross-sectional study used the TBL-SAI to examine the perceptions of DPT students toward implementation of TBL in a gross anatomy course
The means of the subscale and total score were above the neutral score established by Mennenga [17]
Summary
Team-based learning (TBL) is a well-defined, student-centered instructional strategy developed by Dr Larry Michaelsen [1] that purportedly engages students in active learning and critical thinking. Students in TBL courses come prepared with information learned from completing clearly communicated, pre-class assignments to solve real world problems in permanent, predetermined work teams [1]. Many studies have reported improved problem solving abilities and increased knowledge retention that have resulted in better performance outcomes when using TBL in healthcare education [2,3,4,5,6]. TBL is an engaging, collaborative, participatory, and relevant teaching strategy, and despite the lack of quantitative evidence surrounding student perceptions of TBL, numerous institutions, such as Wright State University School of Medicine, New Jersey Medical School, and Baylor College of Medicine, have implemented TBL in their gross anatomy courses [7]. Many factors are important for successful learning outcomes in higher education.
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