Team-Based Learning: a randomized clinical trial in undergraduate nursing.

Sabrina Ramires Sakamoto,Luciana Patrícia Fernandes Abbade,Suzimar De Fátima Benato Fusco,Magda Cristina Queiroz Dell’Acqua,Silvia Maria Caldeira,Marla Andréia Garcia De Avila

doi:10.1590/0034-7167-2018-0621

Sabrina Ramires Sakamoto, Luciana Patrícia Fernandes Abbade + Show 4 more

Open Access

https://doi.org/10.1590/0034-7167-2018-0621

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Abstract

To compare the knowledge on surgical safety through the team-based learning methodology and lecture classes for undergraduate Nursing students, and evaluate the learning satisfaction with team-based learning. Randomized, controlled, parallel, two-arm, unblinded clinical trial developed in the Faculty of Medicine of a public university in Botucatu, Brazil. The groups included 14 students for team-based learning and 11 students for lecture classes. Students' apprehension of knowledge in the team-based learning group was significantly higher compared to the control group (p<0.002) by considering the pre-test results. After 30 days, there was no significant difference between groups. The experience with the methodology was considered positive among students. Team-based learning is an important pedagogic tool available and has proven effective in education and learning with students playing the role of protagonists.

Highlights

Active learning methodologies are defined as an educational concept that encourages critical-reflexive teaching-learning processes[1] in which students become protagonists and teachers assume the role of mediators/facilitators[2]
Students of the Team-Based Learning (TBL) group presented more correct answers to the pre-test questions compared to the lecture class group
The TBL methodology proposes the prior study of the subject that will be taught, and this preparation of students can provide a theoretical basis for the sedimentation of other contents worked in class

Summary

Introduction

Active learning methodologies are defined as an educational concept that encourages critical-reflexive teaching-learning processes[1] in which students become protagonists and teachers assume the role of mediators/facilitators[2]. The method allows that students are stimulated to develop, process and discuss, and as a result, increase their intellectual ability on a particular subject[6]. It works as an instructional strategy in small groups that can be performed through sequential activities[7,8] of preparation (individual pre-study), readiness assurance (individual test, team test and immediate feedback from the teacher) and application of the concept (problem situation of clinical practice) . It works as an instructional strategy in small groups that can be performed through sequential activities[7,8] of preparation (individual pre-study), readiness assurance (individual test, team test and immediate feedback from the teacher) and application of the concept (problem situation of clinical practice) . [5,9] Activities improve interaction among group members, who are able to manage differences and work as a team[10]

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