Student perspectives and learning outcomes with implementation of team-based learning into a videoconferenced elective

Abstract

ObjectivesThe primary objective was to evaluate the learning outcomes following implementation of team-based learning (TBL) into a videoconferenced elective. The secondary objective was to compare student perceptions of TBL to a mixed methods model in the course. MethodsFor two course offerings, group presentations for eight topics were converted to TBL or were taught using a traditional discussion method. Students were surveyed after the TBL weeks and after the discussion weeks and perspectives were compared. Students’ readiness assurance tests (RAT) and quiz scores were also evaluated. The majority of coursework was facilitated by faculty via videoconference from regional clinical sites, thus the faculty member was not on-site in the classroom with the students at the main or satellite campuses. ResultsAll students (n = 35) completed both surveys. Team RAT scores were significantly higher than the individual RAT scores, p < 0.001. Quiz grades after TBL were significantly higher than quiz grades after discussions (89.3 versus 80.9), p < 0.001. Comparing the teaching methods, students (89%) preferred TBL versus traditional discussions. ConclusionStudent feedback and outcomes were positive regarding the incorporation of TBL into a videoconferenced elective with faculty at off-site locations from students. TBL methods replaced discussions in subsequent course offerings.