Effect Of Team-based Learning Research Articles

Abdominal injuries: Online team-based training of senior medical students is preferred over online class-based training.

To explore the application and effect of team-based learning (TBL) based on network platform in teaching surgical abdominal emergency. A total of 80 fourth-year medical students from our university's 5-year clinical medicine program were enrolled. They were randomly assigned to two groups: the control group (n=40) used the online large class teaching method and the experimental group (n=40) used the online TBL. The teaching effect of web-based TBL was evaluated by collecting the subjective evaluation of the experimental group and the objective test results of both groups through a questionnaire. Online TBL was well-received by most students. More than 80% of them found the teaching method interesting, and more than 90% of them gave a high rating to the improvement of their learning ability with online TBL. The experimental group scored significantly higher than the control group in the objective tests (p<0.05). The network-based TBL is preferred by most students. TBL curricula are more conducive to medical student learning and engagement and have better learning outcomes.

일부 치위생학과 학생의 팀 기반 학습 횟수에 따른 임상치위생학 핵심 역량 인식변화에 관한 연구

Objectives: The purpose of this study is to measure the difference in the effect of team-based learning according to the number of sessions on the topic attended by dental hygiene students.&#x0D; Methods: Since the mutual influence on the number of sessions attended before and after team-based learning could not be excluded, the Friedman two-way ANOVA—a nonparametric analysis corresponding to repeated measures ANOVA—was performed. Furthermore, the Bonferroni correction was applied for post hoc testing, with the statistical significance level being p &lt; 0.05.&#x0D; Results: A statistically significant difference was identified in terms of the perception of clinical dental hygiene core competency after the 2nd session (p &lt; 0.001) of the team-based learning module. In addition, the students preferred a maximum of three sessions of team-based learning.&#x0D; Conclusions: Drawing on the results of this study, it is recommended that the teaching design for a team-based learning module should consist of at least two sessions

Effect of team-based learning on dental education in China: systematic review and meta-analysis

Background Team-based learning (TBL) is a student-centered and teacher-directed teaching strategy. In contrast to the traditional lecture-based learning (LBL), TBL is committed to promoting self-directed learning and teamwork among students. A systematic review and meta-analysis of the literatures was performed to compare the teaching effects between TBL and LBL in dental students. Methods: Literature review was conducted from electronic databases including PubMed, Ovid, Web of science, Embase, China National Knowledge Infrastructure (CNKI), VIP and Wanfang Database up to January 12, 2020. Results: A total of 12 articles with 831 students were included in this meta-analysis. The results showed that students in the TBL group performed better than those in the LBL group in terms of theoretical grades (SMD: 1.29, p=0.002, 95%CI: 0.46-2.13), case analysis (SMD: 2.50, p<0.05, 95%CI 1.44-3.55) and grades of practice ability (SMD: 1.90, p=0.002, 95%CI: 0.68-3.12). However, the results of each parameter followed a significantly high heterogeneity (I2=96%, 92%, 93%, respectively). The quality of included studies was mostly good. Conclusion: TBL might be more effective to increase the absorption of theoretical knowledge and improve the ability of case analysis and practice. More well-designed and rigorous studies are required to validate this conclusion.

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.

The Effect of Team-Based Learning on the Performance of Medical Students in the Medical Physics Course

Background: Team-based learning (TBL) is an active and participatory learning process, which is used to train students on health topics. Objectives: The present study aimed to assess the effect of TBL in teaching a medical physics course on the poor performance of the students. Methods: This quasi-experimental study was conducted on 28 medical students at Qom University of Medical Sciences, Iran who were unable to pass the medical physics course in the past semesters. At the beginning the 10-session course, eight questions with four options were provided to the students, and the students had to answer the questions individually within a specified time. After collecting the questionnaire responses, participants were divided into six groups and completed the same test as a team. Afterwards, each question was displayed on a smart board and discussed. Results: After the procedures of the study, all the participants successfully completed the medical physics course. At the end of the course, 90% of the students reported that the TBL method was more appropriate than lecture, and 80% of the students believed that the TBL method encouraged them to participate in the learning process. In the final exam, the scores of the students in the medical physics course increased by 3.95 ± 2.09 units with the TBL method compared to the prior course, and the difference was considered significant (P &lt; 0.01). Conclusions: According to the results, the implementation of TBL in the medical physics course improved the learning motivation, satisfaction, and mean scores of the students with poor performance.

The Effect of Team-Based Learning on Health Care and Nursing Policy Subjects in Nursing Department and Specialized Deepening Course

The Effect of Team-Based Learning on Health Care and Nursing Policy Subjects in Nursing Department and Specialized Deepening Course

Effect of Team-based Learning on Second Year Students' Academic Performance.

To determine if there was any significant difference in scores of students who acquired knowledge through team-based learning (TBL) versus those who learned through small group discussion (SGD). Quasi-experimental cross-over study. Shifa College of Medicine, Islamabad, from March to December 2015. All students of second year MBBS were assigned to either TBL or SGD, based on non-probability sampling, for 8 themes in a five-week module. The groups were flipped after 4 themes. TBL format recommended by the AMEE guide No: 65 was followed. The impact of both learning methods was assessed by comparing end-of-module written examination scores of the two groups through independent sample t-test. SPSS version 23 was used for data analysis. A p-value of <0.05 was considered statistically significant. End-of-module written examination scores showed there was no significant difference in student academic performance when they studied with TBL or SGD in themes 1-4 (TBL 61.90 ±13.01 versus SGD 59.65 ±11.56, p=0.41). However, for themes 5-8 there was a significant difference in scores (TBL 65.36 ±11.62 versus SGD 59.92 ±10.65, p=0.03) A trend towards higher scores was observed in content learned with TBL in all eight themes. TBL is equally effective as an instructional method as SGD. However, it could not be established that it results in significant improvement in learning.

팀기반 학습이 간호대학생의 대인관계, 셀프리더십, 수업참여에 미치는 영향

본 연구는 간호대학생에게 팀기반 학습법을 적용한 후 대인관계, 셀프리더십, 수업참여 정도의 효과를 측정하고 변수간의 상관관계를 확인하기 위한 단일군 전후 설계의 유사 실험 연구이다. 간호대학생 42명을 대상으로 2016년 10월 13일부터 12월 8일까지 6주동안 팀기반 학습을 적용하고 전, 후 설문을 받았으며, 수집된 자료는 SPSS/WIN 19.0을 이용하여 paired t-test, Pearson Correlation Coefficient로 분석하였다. 팀기반 학습법 적용 후 대인관계, 셀프리더십, 수업참여 정도는 학습법 적용 전에 비해 모두 유의하게 향상 되었다. 대인관계는 셀프리더십과 양의 상관관계를 나타냈고, 대인관계는 수업참여 정도와 양의 상관관계를 나타냈으나 수업참여 정도와 셀프리더십은 상관관계를 보이지 않았다. 연구 결과 여성건강간호학 이론 수업에서 팀기반 학습법이 효과적이었음을 확인할 수 있었으며 연구 설계의 한계점을 보완하기 위한 대조군 사전 사후 설계와 장기간 학습법 적용 후 효과를 측정한 후속 연구를 제안한다.

The Effect of Team-Based Learning on Adult Nursing Education of Nursing Students

The Effect of Team-Based Learning on Adult Nursing Education of Nursing Students

The effect of team-based learning, student generated questions, and lecture-based learning in physiology course

The effect of team-based learning, student generated questions, and lecture-based learning in physiology course

Effect of Team-Based Learning on Study Habits of Nursing Students

Effect of Team-Based Learning on Study Habits of Nursing Students

The Effect of Team-based Learning (TBL) on Leadership, Empowerment, and Followership of Nursing Students

The Effect of Team-based Learning (TBL) on Leadership, Empowerment, and Followership of Nursing Students

The effect of team-based learning on public health students' educational outcomes.

BACKGROUND:The educational environment has been confirmed as crucial factor for active learning. Team-based learning (TBL) is an interactive teaching method which improves students' perceptions and performance.OBJECTIVES:The comparison of the team-based learning method through lecture-based approach on health education curriculum in public health studentsMETHODS:A quasi-experimental study was conducted among 23 public health students of bachelor degree and 14 public health students of associate degree to teach communication and Health Education in Qom University of Medical Sciences from January 2015 to Jun 2016. Students of bachelor degree selected TBL and students of associate degree preferred the traditional lecture-based method. In the current study, educational outcomes were defined as educational environment and academic performance. At the last session of the semester, the educational environment and academic performance of both groups were evaluated. Data were analyzed by SPSS version 20.0 using Chi-square and Mann–Whitney test.RESULTS:The mean and standard deviation of individual test score between the two groups showed significant difference based on Mann–Whitney results (P = 0.036). The mean of final examination score in TBL group was significantly higher than the traditional lecture group (P < 0.021, Mann–Whitney). Our findings showed that in TBL group, 78.3% of students' perceptions were in very favorable condition while it was only 28.6% for students of the traditional method.CONCLUSIONS:TBL method improves students' perceptions about each area of educational atmosphere and also provides opportunities to innovate which lead to active teamwork among learners, and it can effectively enhance students' academic performance.

Effect of Team-based Learning using Reflection Journal on Pregnancy Nursing Course for Nursing Students.

To examine the applicability of a team-based learning using reflection journal in Women's Health Nursing for nursing students. This study had a nonequivalent control group non-synchronized design. Participants were 140 third-year undergraduate nursing students who agreed to participate in this study. The experimental group (n=70) received twice team-based learning using reflection journal about pregnancy nursing course while the control group (n=70) received only team-based learning. Data were analyzed with descriptive statistics, χ2 test, Fisher's exact test, and independent t-test using SPSS 23.0 program. Compared to the control group, the experimental group reported significant positive changes in critical thinking (t=2.03, p=.044). Problem-solving, self-leadership, or academic self-efficacy of nursing college students was not significantly different between the two groups. Team-based learning using reflection journal is an effective teaching strategy to enhance critical thinking of nursing students.

The Effects of University Entrepreneurship Education on Innovation Behavior: Focusing on Moderating Effect of Team-Based Learning

The Effects of University Entrepreneurship Education on Innovation Behavior: Focusing on Moderating Effect of Team-Based Learning

Effect of team-based learning in interprofessional education at a health university

Effect of team-based learning in interprofessional education at a health university

The Effect of Team-Based Learning on Conventional Pathology Education to Improve Students’ Mastery of Pathology

In recent decades, traditional pathology education methodologies have been noticeably affected by new teaching approaches, including problem-based learning (PBL) and team-based learning (TBL). However, lack of outcome-based studies has hindered the extensive application of the TBL approach in the teaching of pathology in Chinese medical schools. In this study, a pilot TBL format on four topics in pathology was implemented in one session with medical students at Jinan University Medical School and the previous sessions of medical students were able to function as controls. The final exam scores of TBL participants were significantly higher than the scores for non-participants, indicating that the students demonstrated better academic performance at the end of the TBL class. In addition, the follow-up questionnaires revealed that the majority of the TBL participants spent more time studying and were actively and enthusiastically involved in TBL activities. The new teaching format also inspired teachers’ desire to lead discussions and administer quizzes instead of repeating rote didactics. Overall, this pilot study reveals that a combination of the TBL approach and traditional pathology theory can improve pathology education.

The Effect of Team-Based Learning on Early Childhood Movement Education

The Effect of Team-Based Learning on Early Childhood Movement Education

Effect of team-based learning on basic medical courses in undergraduate medical education: a Meta-analysis

Objective To systematically review the effect of team-based learning (TBL) versus the traditional lecture-based learning (LBL) teaching model on basic medical courses in undergraduate medical education. Methods The CNKI, VIP and Wanfang medical databases were electronically searched to retrieve randomized controlled trial studies on TBL applied in undergraduate basic medical courses up to June 2014. In these studies TBL teaching model was used in experiment group with LBL teaching model as control group and course grades were adopted to evaluate the effect of learning. Literature screening, data extraction, and quality assessment were performed in strict accordance with the inclusion and exclusion criteria, and then data were analyzed using RevMan 5.3 software. Results This Meta-analysis examined 12 studies, all of them with low quality at C level. Meta analysis shows that the score of the course of TBL teaching is better than the traditional LBL teaching, and the difference is statistically significant [weighed mean difference (WMD): 9.33, 95%CI(5.67, 13.00), P=0.000]. Conclusion Compared with the LBL teaching, the application of TBL teaching in medical undergraduate basic medical courses has the promotion effect, but need more rigorously randomized controlled trials to verify. Key words: Basic medical course; Team-based learning; Teaching effective; Meta-analysis

Effects of Team-Based Learning on short-term and long-term retention of factual knowledge

Purpose: We investigated the effect of Team-Based Learning (TBL) on long-term retention of knowledge in comparison to a traditional curriculum.Methods: As TBL was incorporated into our curriculum in the 2008–2009 academic year, students were compared with those who received the traditional curriculum the year prior. Students in both the groups completed multiple-choice knowledge test at four time points spanning two years. Test performance was compared at each time point to assess changes in knowledge retention as a function of time.Results: Baseline knowledge did not differ significantly between the TBL and control groups [51% versus 46%; t(84) = 0.91, p = 0.37, d = 0.20]. Performance improved after the course for both the groups, but was significantly higher in the TBL group [79% versus 59%; t(84) = 4.96, p = 0.000004, d = 0.95]. However, when assessed prior to the pediatrics clerkship, learning gains from TBL had largely disappeared and the small difference in performance was not significant [57% versus 51%; t(84) = 1.51, p = 0.14, d = 0.32].Conclusion: Incorporating TBL into the pre-clinical pediatrics curriculum led to large gains in knowledge over the short-term, but these gains did not persist. Further research should focus on extending the impact of TBL on long-term knowledge retention.