Application Of Team-based Learning Research Articles

Curricular Needs Assessment and Application of Team-based Learning for Neurology Residency Curricular Gaps (P6-7.006)

Curricular Needs Assessment and Application of Team-based Learning for Neurology Residency Curricular Gaps (P6-7.006)

Opening the black box of team-based learning (TBL): A study of verbal interactions in online application sessions

Context In team-based learning (TBL), an instructional strategy that encourages in-depth team discussion and deep learning, interactions in terms of sharing, co-construction, constructive conflict and procedural interactions are important. Since TBL has also been applied online in recent years, the question is whether these interactions are sufficiently present in an online setting. Aim Gain insight into the nature and extent of these types of interactions in online TBL application sessions and to what extent these vary between teams and sessions. Methods We made audiovisual recordings of 12 TBL teams in two online application sessions during assignments. Transcripts were coded and analyzed using a framework derived. Results Teams spent more than 85% of their time on all four types of interactions in both sessions. The largest proportion of time was spent on sharing and co-construction. Constructive conflict occurred to a limited extent. We observed variation in proportion of time spent on and the distribution of the four types of interactions between teams and sessions. Discussion All interactions important for achieving deep learning occurred in online TBL application sessions. However, the effective use of these types of interaction should not be left to chance.

Application of team-based learning to ophthalmology in China.

ObjectivesThe purpose of this study was to explore whether team-based learning (TBL) was more effective than traditional didactic lectures (TDLs) in improving medical students' problem-solving and study skills in the clinical course of ophthalmology. In addition, we were also concerned about Chinese students' satisfaction with TBL.MethodsOur study program involved 275 students of the 5-year clinical medicine program from Central South China University, of which 140 were enrolled in a modified TBL course. A questionnaire that included closed-ended and open-ended items was distributed to students immediately following the completion of the TBL session, and 108 valid questionnaires were collected. Descriptive statistics were used to analyze quantitative data. The effects of the TBL module on students' performance were measured between the groups using a one-way between-group analysis of variance (ANOVA) test by the individual readiness assurance test (IRAT), the group readiness assurance test (GRAT), and final examination scores (FESs), compared with a class without the TBL session.ResultsWith our modified TBL strategy, 140 students achieved a mean test score of 72.65 on test questions that assessed their knowledge of ophthalmology compared to 135 students who achieved a mean score of 70.8 using the TDL method (p = 0.3434). The performance in a pre-class quiz was significantly better in the GRAT compared to the IRAT. In comparison to the TDL session, the modified TBL was preferred and acceptable by most medical students.ConclusionsBy applying the modified TBL to ophthalmology, students improved their performance, self-study, and teamwork, and their class engagement and satisfaction were enhanced. However, TBL should be further optimized and developed to enhance educational outcomes.

Current Situation of the Teaching of Ophthalmology in General Practice Medical Education and the Application of TBL

Ophthalmology is an integral part of general practice education, and it is of great significance to have some knowledge on ophthalmology even if the general practitioner is not an ophthalmologist. The subject characteristics, the traditional mode of teaching, and the cognitive deviation of students have greatly influenced its teaching quality. The application of team-based learning (TBL) in ophthalmology education responds to the demand of modern medical education. Building a team, designing questions that combine theory and clinical practice, as well as employing a fair scoring system can stimulate students’ learning interest and improve their learning autonomy and ability to ask questions and solve problems.

New teaching strategies in dentistry

The need for new teaching-learning strategies stems from the great change society is going through. The so-called digital natives are part of a generation that lives in a hyperactive rhythm making it increasingly difficult to adapt to traditional classrooms. In Dentistry Courses, new strategies and pedagogical tools have been used, such as active learning methodologies. In this context, the Discipline of Histology of the Dentistry Course has been proposing the use of some innovative pedagogical strategies. This work will present the experience with team-based learning (TBL), which articulates individual (iRAT) and group activities (gRAT), stimulates the application of concepts and can articulate with other methodologies such as flipped classroom, case study and problematization. This study also analysed students' performance in iRAT and gRAT with the application of TBL and discussed the results achieved. It was conducted by analysing the scores of 240 first-year students of the Histology course in 2016, 2017 and 2018. Student scores, individually and in groups, were statistically analysed by the paired student t-test. Comparisons were made between the iRAT and gRAT activities about gender and the full-time and night classes by the one-way ANOVA and Kruskal-Wallis test. All students obtained higher group scores when compared to individual test results (p <0.001). There was no significant difference between sexes and study period. Group performance exceeds individual performance. From this, it can be inferred that TBL can be a good strategy to use in dentistry, as an interaction between students leads to higher performance and problem-solving capacity.

A systematic review of using team-based learning in a pharmacokinetics course

Background: This systematic review aimed to summarise an application of team-based learning (TBL) in pharmacokinetics courses, to compare the learning outcomes of TBL to that of traditional lecture-based courses, and to identify the benefits of using a TBL strategy in pharmacokinetics courses. Method: PubMed, Scopus, and ERIC EBSCO databases were systematically searched, and 191 non-redundant articles were retrieved. Of these, seven articles were included. Results: Implementation of a TBL in pharmacokinetic courses resulted in several positive results including higher examination grades, improvement in professionalism aspects such as altruism, accountability, and honesty. Student engagement, peer learning, and the development of transferable skills could also be observed. Despite these positive benefits, some challenges exist, such as an increase in initial workload for faculty members, preparation of appropriate assignments, and suitable strategy to facilitate students. Conclusion: Future TBL implementation should be critically designed to optimise faculties’ workload and students’ engagement to the course.

Comparison of team-based learning vs. lecture-based teaching with small group discussion in a master's degree in nursing education course

BackgroundThe high student-to-faculty ratio is an obstacle in the reform of teaching methods in master's programmes of nursing education in China. Though Kim's study showed that team-based learning (TBL) can be implemented in high student-to-faculty ratio classes, it is still a challenge for students accustomed to the traditional didactic lecture (TDL) teaching method, and the lack of an inclusive design model has restricted the effective application of TBL. ObjectiveTo compare the effect of TBL on postgraduate nursing students with lecture-based teaching with small group discussion (LBTWSGD) and to clarify key factors to promote the effective application of TBL. MethodsA quasi-experimental study design. We selected 27 unbiased participants in the applied LBTWSGD group and 48 participants in the applied TBL group and conducted questionnaire surveys at the last day of the course which lasted for 10 weeks. Students' self-directed learning ability was assessed by the Self-Directed Learning Instrument (SDLI), classroom engagement was assessed by the Self-Report of Engagement Measure (SREM), and students' evaluation of the teaching experience was assessed by the Student Evaluation of Teaching and Units (SETU). A difference analysis between the two groups was performed by the SETU. The mean and standard deviation of each tool were calculated and compared between the two groups. ResultsThe study determined that compared to LBTWSGD, TBL significantly improved students' self-directed learning (p < 0.01) and classroom engagement (p < 0.05). The scores for 6 of 9 items in the SETU were significantly higher in the TBL group than in the LBTWSGD group. ConclusionsThe TBL teaching method can effectively improve nursing students' self-learning ability and classroom engagement through effective teacher feedback, discussion, and communication. The same clear and definite reading assignments in TBL can help students obtain effective teacher feedback and form effective discussions and communication.

TBL Fridays: Using team-based learning to engage in policy debates in an introductory class

Team-based Learning (TBL) has sound conceptual and empirical backing and is seeing growing partial and full adoption in economics. However, perceived implementation costs and risk remain high for many instructors wary of fully implementing TBL. Additionally, common economics problems are often ill-suited for TBL application exercise criteria. The author of this article describes partial implementation (one day per week) of TBL in an introductory class. Application exercises are built around policy questions that align with TBL question criteria while still working effectively in the economics classroom. The partial implementation and readily available resources offer instructors a low-cost way to experiment with TBL.

The Effects of Team-Based Learning (TBL) Education on Critical Thinking, Interpersonal Relationships, Self-Leadership and Academic Major Satisfaction

This study was conducted to develop and evaluate the effects of the Team-Based Learning (TBL) education program, in the college course “Theory of Nursing Process, on critical thinking, interpersonal relationships, self-leadership and academic major satisfaction among nursing college students. The methodology used in this research is an experimental study of a group of pretest-posttest design, which was designed to check for differences before and after the intervention through the TBL education program to the treatment group. The participants in this study are second-grade nursing students at H University in J city, South Korea. From March 24, 2019, to June 15, 2019, the TBL education program was applied to “Theory of Nursing Process” classes for a total of 10 weeks, 2 hours per week. The collected data were analyzed with descriptive statistics and paired t-tests using the SPSS WIN 21.0 Program. The effects of the TBL educational program on critical thinking ability, interpersonal relationships, self-leadership and satisfaction toward the nursing major were statistically significant, as follows: critical thinking ability(t=-4.09, p = .000), interpersonal relationship(t=-3.35, p = .001), self-leadership (t=- 3.48, p = .001) and major satisfaction(t=-2.47, p = .016). The above findings confirm that the application of team-based learning in nursing education can positively affect critical thinking, interpersonal relationships and self-leadership among nursing students, and increase academic major satisfaction. After the intervention of the TBL training program, a correlation between variables was found. Critical thinking and interpersonal skills (r = 382, p = .002), critical thinking and self-leadership (r = .360, p = .003), critical thinking and major satisfaction (r = 534, p = .000 ), Interpersonal Skills and Self Leadership (r = .861, p = .000), Interpersonal Skills and Main Satisfaction (r = .627, p = .000), Self Leadership and Main Satisfaction (r = .654, p = .000) showed a significant positive correlation. he results above confirm that applying teambased learning to nursing education can have a positive impact on critical thinking, interpersonal, and self-leadership among nursing students and increase academic satisfaction. It can be seen that critical satisfaction correlates with critical thinking, interpersonal ability, and self-leadership.

Application of Team-Based Learning in a Medical Nursing English Course

Team-Based Learning (TBL) is a potentially effective method of instruction that has been applied only infrequently in nursing education in Taiwan. This study was developed to examine the effects of incorporating the TBL strategy into the course "Advanced Medical Nursing English". A quasi-experimental, single group, and pre-post test design was adopted. Nursing students who took the "Advanced Medical Nursing English" elective course used the TBL strategy for 8-weeks. Students were assigned to heterogenic groups of 12 students each based on their scores on an English pre-test. The collected data included the scores on individual and group readiness tests, a self-directed learning questionnaire, learning satisfaction, and an English posttest. Self-completed reflection papers and focused group interviews were used for qualitative appraisal. A total of 72 students were enrolled. Nearly all (93.1%) were female and 21-22 years of age. The results of a paired samples t-test applied to examine the effects of the TBL strategy on learning outcomes showed that English posttest and self-directed learning ability scores had both improved significantly (all p < .05). The results of ANOVA tests showed that students with lower pre-test scores improved more than those with higher pre-test scores. The results of a sample t-test with a test value of 4.0 applied to examine learning satisfaction found a non-significant change (p > .05), indicating no change in perceived satisfaction. The qualitative analysis identified four themes regarding perceptions of the TBL strategy, including "friendships in learning", "harmonious atmosphere and participations", "inertial shock and adjustments", and " excessive learning load". TBL was shown to be an effective learning strategy for RN-BSN students in a Medical Nursing English Course, particularly those with relatively low pre-test scores. Future studies should focus attention on reading assignments to avoid overburdening students. The results of this study may serve as a reference for medical nursing English education.

Team-based learning in nursing education: A scoping review.

To explore the use and student outcomes of Team-Based Learning in nursing education. Team-Based Learning is a highly structured, evidence-based, student-centred learning strategy that enhances student engagement and facilitates deep learning in a variety of disciplines including nursing. However, the breadth of Team-Based Learning application in nursing education and relevant outcomes are not currently well understood. A scoping review of international, peer-reviewed research studies was undertaken according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews. The following databases were searched on 7 May 2020: Cumulative Index of Nursing and Allied Health Literature, MEDLINE Complete, PsycINFO and Education Resources Information Center. Search terms related to nursing, education and Team-Based Learning. Original research studies, published in English, and reporting on student outcomes from Team-Based Learning in nursing education programmes were included. Of the 1081 potentially relevant citations, 41 studies from undergraduate (n=29), postgraduate (n=4) and hospital (n=8) settings were included. The most commonly reported student outcomes were knowledge or academic performance (n=21); student experience, satisfaction or perceptions of Team-Based Learning (n=20); student engagement with behaviours or attitudes towards Team-Based Learning (n=12); and effect of Team-Based Learning on teamwork, team performance or collective efficacy (n=6). Only three studies reported clinical outcomes. Over the last decade, there has been a growing body of knowledge related to the use of Team-Based Learning in nursing education. The major gaps identified in this scoping review were the lack of randomised controlled trials and the dearth of studies of Team-Based Learning in postgraduate and hospital contexts. This scoping review provides a comprehensive understanding of the use and student outcomes of Team-Based Learning in nursing education and highlights the breadth of application of Team-Based Learning and variability in the outcomes reported.

Challenges and strategies in developing team-based learning in Chinese medical education

Introduction Team-based learning (TBL) is gradually being integrated into Chinese medical education. This study reports its current application status in Chinese medical schools, as well as the underlying challenges and strategies to improve TBL application. Method We screened publication databases and surveys to investigate TBL usage and concerns regarding TBL application by Chinese medical educators. Articles published by 79 Chinese medical schools include 163 articles among 20 topic areas of basic medicine and 226 articles among 16 clerkship disciplines. The opinions of 123 Chinese medical teachers were solicited from 46 medical schools in 26 provinces/municipalities. Results Approximately less than half of Chinese medical schools used TBL in basic medicine or clerkship disciplines. Among these, only 10% of schools reported TBL usage in both clerkship disciplines and basic medicine. Both quantitative and qualitative results revealed that public awareness of TBL, executive support, professional training, sharing of resources and integration of multiple disciplines are critical factors in facilitating TBL application, and in recruiting and developing TBL teachers. Conclusion TBL application in Chinese medical education is limited. Executive/financial support and establishment of a platform to provide technical support, share resources and regulate TBL practice quality will facilitate TBL application in Chinese medical education.

A Case Study on The Application of Team-Based Learning by Culinary Major University Students to Culinary Skills Subjects

A Case Study on The Application of Team-Based Learning by Culinary Major University Students to Culinary Skills Subjects

Application of Team-Based Learning Using a Quality Improvement Project.

Application of Team-Based Learning Using a Quality Improvement Project.

The Value of Longitudinal Integrated TBLs and How to Create Them

To mimic the experiences clinicians have with patients, longitudinally integrated team-based learning application exercises involving a group of patients who reappear across multiple courses in an integrated organ system-based curriculum were created to illustrate the multisystem nature of pathology. The aim of these cases was to provide student-centered learning opportunities that demonstrate how organ systems are interconnected in injury and disease and illustrate how a longitudinally integrated series of team-based learning activities can be woven throughout the preclinical curriculum.

Application of team-based learning in the teaching of occupational health and occupational medicine for foreign students

Objective To estimate the value of team-based learning (TBL) in the teaching of occupational health and occupational medicine for foreign students. Methods 42 foreign students from the major of clinical medicine in Harbin Medical University were selected to form the TBL discussion group. Before class, teachers assigned tasks, and the students were taught with the same teachers with TBL teaching method. The effect of learning was evaluated by questionnaire and classroom test. The t test was performed using SPSS 19.0 statistical software for comparison of the results of individual test and group test. Results The result of the questionnaire showed that students agreed that TBL teaching can improve students' interest, self-study ability and broaden their learning ideas. The classroom test results showed that after the TBL discussion, the test scores of occupational oncology and pneumoconiosis were significantly higher than those of individual test. The difference was statistically significant (P<0.05). Conclusion The TBL method can significantly improve the students' comprehension of knowledge and enhance their learning effect. Key words: Team-based learning; Overseas student; Occupational health and occupational medicine

Team-based learning pedagogy enhances the quality of Chinese pharmacy education: a systematic review and meta-analysis

BackgroundRecent years have witnessed the wide application of team-based learning(TBL) pedagogy in Chinese pharmacy education. However, the relevant systematic review evaluating the effects of such new pedagogical approach has not been established. The present study was designed to examine systematically the effect of using TBL approach in pharmacy education in China.MethodsSix databases were searched from the inception to January 2019. The studies reporting the performance of pharmacy students in Chinese university or college receiving TBL pedagogy compared to those receiving traditional lecture-based learning (LBL) were enrolled to be analyzed. Scores of the objective theoretical test were considered as the primary outcome, and the results from questionnaires about the number of students who approved the effects of TBL pedagogy on improving their learning enthusiasm, self-study ability, thinking ability, and communication skills were considered as the secondary outcome. A meta-analysis was conducted following the guidelines of the Cochrane Reviewer’s Handbook and the Preferred Reporting Items for Systematic Reviews and Meta Analyses statement.ResultsA total of 1271 students in 12 studies published from 2013 to 2018 were enrolled in present analysis. Compared with traditional LBL pedagogy, TBL pedagogy exhibited more effectiveness in developing the objective tests scores of pharmacy students from both universities (SMD = 1.69, 95% CI [1.10, 2.28], p < 0.00001) and colleges (SMD = 4.37, 95% CI [1.33, 7.40], p < 0.00001), and such pedagogy applied well in experiments-oriented courses (SMD = 2.14, 95% CI [0.86, 3.43], p < 0.00001) and theory-oriented courses (SMD = 2.77, 95% CI [1.41, 4.14], p < 0.00001). In addition, it developed students’ learning enthusiasm, students’ self-study ability, thinking ability, and enhanced students’ communication skills.ConclusionsTBL pedagogy has developed rapidly and applied widely in Chinese pharmacy education during the last decade. The results indicated that such novel pedagogy is compatible with the present situation of Chinese pharmacy education. And it could be considered as an effective method to enhance both the theoretical test scores and various abilities of Chinese pharmacy students.

A Small-Group Stratified-Learner Modification of Team-Based Learning (SGSL-TBL) for Resident Education.

Providing learner-specific didactic instruction to a small group of residents can be a challenge in postdoctoral education programs. To date, no data has been published reporting Team-Based Learning (TBL) outcomes when modified for a small group of resident learners, nor on stratifying information presented to learners based on postgraduate year (PGY). Stratification of the advance assignment appears effective as each individual resident outperformed their peers on information assigned to their training level. The group performed significantly better on questions pertaining to their assigned reading than on questions from reading assigned to other residents (p = 0.02), due to the significant difference in PGY1 performance (p = 0.01). Overall performance is similar to traditional TBL, shown by a significantly better group Team Readiness Assurance Test (TRAT) score over Individual Readiness Assurance Test (IRAT) scores (p = 0.01). The Accreditation Council for Graduate Medical Education (ACGME) and Commission on Dental Accreditation (CODA) require evaluation of residents relative to their training level and to their peers. This Small-Group Stratified-Learner TBL (SGSL-TBL) may offer useful resident evaluation tools, providing quantitative data not previously available to small-group resident-training programs through application of TBL.

Team-Based Learning in the Clinical Setting: Perspectives of Doctor of Nursing Practice Students.

Team-based learning is a teaching modality that meets at the intersection of active learning, teamwork, and assimilation of complex course concepts to prepare students for lifelong learning. Yet little is known about how principles of team-based learning could be employed outside of the classroom. To provide direction as to how principles of team-based learning could be applied to the "real-world" clinical setting. The synthesis is the result of a class discussion among practicing DNP (Doctor of Nursing Practice) students (n = 16) at an urban university. Students perceived that the application of team-based learning in the clinical setting could reduce isolationism and improve interprofessional communication, job satisfaction, respect, quality of care, cost effectiveness, coordination of care, efficiency, and patient safety. Projects that might benefit from this approach include those that involve difficult or complex cases in which the correct answer is challenging or debatable. Nevertheless, logistical, financial, and complicated power dynamics were perceived as potential barriers CONCLUSIONS: Team-based learning can be effectively applied to the clinical setting, although perceived barriers must be addressed. When applied to an appropriate clinical problem or clinical setting, team-based learning may have the potential to advance lifelong learning by following a structured, yet provider-centric approach.

Application of Team-Based Learning at a Health Science Course: A Case Study

Application of Team-Based Learning at a Health Science Course: A Case Study