Student Perceptions and Experiences with Team‐Based Learning (TBL) in a Graduate Histology Course

Abstract

Contrary to the traditional didactic ways of science teaching, Team‐Based Learning (TBL) emphasizes active learning, application of knowledge, and team collaboration in the classroom. All students enrolled in a fall semester 2017 graduate histology course were invited to participate in this study. Twelve volunteer participants were asked about their opinions on TBL as well as their perceptual and experiential definition of human learning. Data collection methods included questionnaire, focus group, and direct observation. Student perceptions of and experiences with TBL were examined and linked to the literature on Tuckman's stages of group formation in order to explain some of the group dynamics in the field. Also, student perceptions on the concept of how learning occurs in general and how TBL may help in the process were examined in the context of critical constructivist theory of learning. Qualitative data analyses were performed on data across the three data sets. In general, the students perceived TBL to be a valuable learning experience. The five overarching themes identified as the requirements for a successful TBL performance on the student part were: time management, teamwork, self‐directed learning, intrinsic motivation, and learning not to resist active learning. Key significance of the TBL model were found to be in: active learning, teamwork, higher order application of knowledge, and providing formative assessment opportunities. Students' suggestions on what a good science teacher should look like and how they may avoid authoritarian exercises of power in day‐to‐day classroom activities are also documented and discussed.Support or Funding InformationNone.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.