Abstract
Abstract Introduction: Active learning methods have shown positive results, mainly in terms of content learning and the development of communication skills, critical thinking, and collaborative practice. However, they are still unknown by most professors teaching in Physical therapy courses. Objective: To present the report of an experiment based on the application of the Team-Based Learning (TBL) method, in the Physical therapy undergraduate course. Method: This is a report of an experiment comparing traditional teaching and TBL with 61 students in the Physical therapy course. A comparison was performed between means, medians, approval ratio and satisfaction of the students who experienced the active methodology. Results: The results showed that the final average of the summative evaluations of the TBL group (71.9 ± 10.5 points) was statistically different (p = 0.003) from that of the traditional teaching group (63.7 ± 9.92 points). The proportion of approved students was not statistically different between the groups, 92.0% and 88.6%, respectively (p = 0.478). Conclusion: The overall satisfaction was that the method, although tiresome, according to the students, favored a greater understanding of the content and motivation to study. The study presents innovative results regarding the application of the team-based teaching method to the Physical therapy course.
Highlights
Active learning methods have shown positive results, mainly in terms of content learning and the development of communication skills, critical thinking, and collaborative practice
The results showed that the final average of the summative evaluations of the Team-Based Learning (TBL) group (71.9 ± 10.5 points) was statistically different (p = 0.003) from that of the traditional teaching group (63.7 ± 9.92 points)
An exploratory study was conducted from the analysis of documents registered on the subject Physical therapy Resources III – Hydrokinetic therapy offered in a public institution of the municipality of Rio de Janeiro (RJ) from August to December 2016 (TBL class) and between March and July 2017
Summary
Active learning methods have shown positive results, mainly in terms of content learning and the development of communication skills, critical thinking, and collaborative practice They are still unknown by most professors teaching in Physical therapy courses. To the time of origin of the Western education tradition, the contemporary society is experiencing a crisis, which is manifested in the current thought and education practices, leading to the necessity for new intellectual models, with suitable pedagogical methodologies and compatible operational strategies At this moment, the development of methodologies and instruments is challenging, since other factors have to be considered such as the “nature of education, its purposes, its contents and modes of transmission” [1], generating some controversies. Physical therapists are expected to recognize the (social and professional) environments they are inserted in to be able to work in an efficient way, catering for the needs of the population and applying knowledge through practice based on evidence [4]
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