Effectiveness Of Team-based Learning Research Articles

Effectiveness of Team-Based Learning in Obstetric Nursing Simulation Practical Education during the Postpartum Period

Effectiveness of Team-Based Learning in Obstetric Nursing Simulation Practical Education during the Postpartum Period

The Effectiveness of Team-Based Learning in the Teaching Rounds for Standardized Training of Anesthesiology Residents

The Effectiveness of Team-Based Learning in the Teaching Rounds for Standardized Training of Anesthesiology Residents

Impact of Team-Based Learning Versus Lecture-Based Learning on Chinese Radiology Education: A Scoping Review and Meta-Analysis

This meta-analysis aimed to evaluate the effectiveness of team-based learning in radiology education. Data sources and selection criteria Databases were searched from inception up to August 2019 and included Pubmed, Medline, Embase, China National Knowledge Infrastructure (CNKI), Chinese Wanfang Database, and Chinese VIP. Randomized trials comparing teaching approaches for medical imaging of which provide the outcomes of theoretical scores and/or practical scores were included. Data were extracted independently by two authors and double-checked for accuracy. Outcomes included knowledge scores and practical scores. We pooled data using random-effects meta-analysis. Twelve trials involving 1,371 participants were included. Team-based learning teaching method had positive impacts on theoretical scores compared with the lecture-based learning or traditional teaching method (SMD = 1.07, 95% CI [0.50, 1.63]) and it positively improved skill scores (SMD = 0.68, 95% CI [0.19, 1.17]). Team-based learning could not only improve theoretical and skill scores in medical imaging courses but also encourage students to learn by themselves. Participants believed team-based learning raised their learning interest, team cooperation ability, and interpersonal communication skills. The heterogeneity of the included studies must be noticed and large well-designed and well-conducted trials are urgently needed.

Teaching critical appraisal to large classes of undergraduate medical students\xa0using\xa0team-based learning versus group discussions: a randomized controlled trial

BackgroundEvidence on the effectiveness of team-based learning in teaching critical appraisal to large classes of preclinical medical students is scarce. This study investigated whether team-based learning is effective in teaching critical appraisal to large classes of preclinical medical students.MethodsBetween April 2018 and May 2019, 107 first-year medical students were randomly allocated to receive instruction in critical appraisal using team-based learning or traditional group discussions as teaching methods. The primary outcome was students’ performance on the Berlin Questionnaire administered at the end of second year.ResultsStudents’ mean (SD) age was 22.0 (0.7) years. Baseline characteristics of the two groups were similar (all p values > 0.05). The mean (SD) Berlin scores of both groups were 80.4 (11.6) and 80.1 (12.1) for team-based learning and group discussions, respectively. Multivariate stepwise linear regression analysis revealed that the student’s academic achievement in medical school was the sole predictor of performance on the Berlin Questionnaire (ß = 1.079, p < 0.001), adjusting for gender, Medical College Admission Test score, student’s self-reported preferred teaching method, rank upon admission to medical school, score on the Epidemiology and Biostatistics course, and teaching method (team-based learning versus group discussions).ConclusionsTeam-based learning and group discussions were equally effective instructional strategies to teach critical appraisal to large classes of undergraduate medical students. Replication of our findings is needed in other educational settings.Trial RegistrationCurrent Controlled Trials ISRCTN15430424, retrospectively registered on December 30, 2021.

Enhancing Toxicology Achievement by the VARK and the GRSLSS-mixed Models in Team-Based Learning.

Toxicology is needed to implement in the occupational health and safety (OHS) curriculum. Teaching toxicology is very challenging as its multidisciplinary science. Keeping students engaged in learning is a difficult issue when introducing solely theoretical framework. To enhance student performance, educators need to be aware of different learning styles and teach students accordingly. This study aimed to examine preferred learning styles and to further investigate the impact of learning style on team allocation and the effectiveness of team-based learning (TBL) in toxicology. A cross-sectional study of OHS students was performed. The visual, aural, reading/writing, and kinesthetic (VARK) learning style questionnaire and the Grasha–Reichmann Student Learning Styles Scale (GRSLSS), which identifies independent, dependent, collaborative, participant, competitive, and avoidant learning styles, were used with 101 study participants. After classification, participants studied three aspects of toxicology in three respective situations: (i) individual learning, (ii) TBL with students of the same VARK learning style, and (iii) TBL with students of varying VARK learning styles. Afterward, participants wrote a test on each of the aspects. The dominant VARK and GRSLSS learning styles were reading/writing (33.33%) and collaborative (50.00%), respectively. The participants achieved the highest test scores (88.31%) when they studied in a team with the various VARK styles, followed by studying in a team with the same VARK style (83.43%). Individual learning produced the lowest average score (69.79%). The results of this study suggest that creating a successful heterogeneity team based on the preferred learning styles is an effective teaching method in toxicology. It might be useful to toxicology educators and research studies from a wide range of disciplines to enhance student performance.

Effectiveness of team-based learning on postpartum hemorrhage in midwifery students in Indonesia: A quasi-experimental study

BackgroundPoor quality of care by midwives in Indonesia has become a barrier to improving maternal health. To eliminate this barrier, reforming the educational system (i.e., teaching and learning processes) is an urgent concern. Herein, we propose the use of team-based learning (TBL) as an active learning strategy to enhance knowledge of postpartum hemorrhage (PPH) and learning satisfaction of midwifery students in Indonesia. ObjectivesTo assess and compare knowledge of PPH, long-term retention of knowledge, and learning satisfaction of midwifery students attending a TBL class versus a didactic lecture on PPH topics. MethodsA quasi-experimental design was used. The participants were second-year diploma level midwifery students who have (a) no TBL experience, (b) completed the previous semester, and (c) graduated from senior high school (without nursing background). We recruited 118 participants. The midwifery students in the intervention group participated 3 times in the TBL class (90 min), whereas those in the control group participated in the didactic lecture on PPH topics. An unpaired t-test was used to evaluate differences between groups. ANOVA was used to evaluate differences within groups. ResultsA total of 115 participants (intervention = 62, control = 53) were finally evaluated. The demographic data and pre-test scores were not significantly different between the 2 groups. The mean knowledge of PPH scores were significantly higher in the TBL students than in the control students at post-test, 2 weeks post-test, 6 weeks post-test, and 12 weeks post-test (all p < .001). The nursing student satisfaction scale score was significantly higher in the intervention group than in the control group. ConclusionThe findings showed that TBL is an effective active learning strategy to improve knowledge of PPH of Indonesian midwifery students before clinical practice exposure. Further long-term evaluation (e.g., 1 semester) of the effectiveness of TBL is warranted.

Integrating learning interpersonal skills through team-based learning (TBL) in a management course

Our study explores the effectiveness of Team-Based Learning (TBL) using an online film analysis project in a management course. TBL is designed to foster student learning and develop interpersonal skills through collaboration. This study was administered in a senior- level, undergraduate management course across three semesters. The results demonstrate that TBL is an effective learning tool in developing interpersonal skills, especially with students that have less than five years of work experience. In a time when online teaching has become more prevalent, TBL offers an attractive option for promoting active content learning and interpersonal skills.

Comments on the “Effectiveness of team-based learning with high fidelity simulation in an undergraduate pediatric course for nurses”

Comments on the “Effectiveness of team-based learning with high fidelity simulation in an undergraduate pediatric course for nurses”

Effectiveness of team-based learning with high fidelity simulation in an undergraduate pediatric course for nurses

Background: Team-based learning (TBL) is a flipped class teaching technique based on principles of collaborative learning. It improves academic test performance in students. Increased satisfaction with learning tasks and enhancement in critical thinking skills is also observed with TBL in nursing education. Aim: The aim of this study was to compare the effects of “conventional TBL” (CTBL) and “TBL combined with high fidelity simulation” on student's attitude and test performance. Methods: The study was conducted in College of Nursing, Jeddah, following Institutional Review Board approval. The study had a two-group posttest only experimental design. Undergraduate nursing students enrolled in the pediatric nursing course were randomly allocated to two groups. Students in Group 1 and Group 2 were taught selected course topics with “CTBL” and “TBL combined with high fidelity simulation” respectively. They filled a questionnaire (comprising of 5-point Likert scale) measuring their attitude toward TBL after completion of the course. They also undertook a test comprising of the same items and the test scores between the two groups were compared. Results: A significant difference (P < 0.001) in test scores the two groups of students was assessed. The difference in mean score of responses between Group 1 and Group 2 was also significant. Conclusion: Test scores of students who covered learning content with TBL combined with high fidelity simulation had better test scores in cognitive test items. A more positive attitude toward TBL was noted in students completing learning tasks with high fidelity simulation in the application phase.

Common Cause: Using Interprofessional Team-Based Learning to Teach About Intimate Partner Violence, Child Maltreatment, and Toxic Stress

BACKGROUND: Medical schools have an “ad hoc” approach to family violence education, and physicians under-identify and under-report child maltreatment (CM). Studies suggest that social workers may also have limited knowledge regarding interventions for family violence. An effective educational intervention is therefore necessary. The growing use and effectiveness of Team-based learning (TBL) in both medical and social work education has been demonstrated in the literature. TBLs can assess the student’s ability to “know,” (knowledge acquisition) and to “know how,” (application) in a setting that is neither costly nor faculty-intensive. PROGRAM GOALS: …

Meta-analysis on the effectiveness of team-based learning on medical education in China

BackgroundTeam-based learning (TBL) has been adopted as a new medical pedagogical approach in China. However, there are no studies or reviews summarizing the effectiveness of TBL on medical education. This study aims to obtain an overall estimation of the effectiveness of TBL on outcomes of theoretical teaching of medical education in China.MethodsWe retrieved the studies from inception through December, 2015. Chinese National Knowledge Infrastructure, Chinese Biomedical Literature Database, Chinese Wanfang Database, Chinese Scientific Journal Database, PubMed, EMBASE and Cochrane Database were searched. The quality of included studies was assessed by the Newcastle-Ottawa scale. Standardized mean difference (SMD) was applied for the estimation of the pooled effects. Heterogeneity assumption was detected by I2 statistics, and was further explored by meta-regression analysis.ResultsA total of 13 articles including 1545 participants eventually entered into the meta-analysis. The quality scores of these studies ranged from 6 to 10. Altogether, TBL significantly increased students’ theoretical examination scores when compared with lecture-based learning (LBL) (SMD = 2.46, 95% CI: 1.53–3.40). Additionally, TBL significantly increased students’ learning attitude (SMD = 3.23, 95% CI: 2.27–4.20), and learning skill (SMD = 2.70, 95% CI: 1.33–4.07). The meta-regression results showed that randomization, education classification and gender diversity were the factors that caused heterogeneity.ConclusionsTBL in theoretical teaching of medical education seems to be more effective than LBL in improving the knowledge, attitude and skill of students in China, providing evidence for the implement of TBL in medical education in China. The medical schools should implement TBL with the consideration on the practical teaching situations such as students’ education level.

Team based learning an active teaching and learning pedagogy: A narrative literature review

Active learning is essential for adult learning and numerous active learning pedagogies have been tested for their effectiveness. One of these pedagogies is Team-Based Learning (TBL). In team-based learning,students are encouraged to participate in individual and group learning activities. The role of the instructor or teacher is to act as a facilitator or guide, instead of the “sage on the stage”. Therefore, the objective of this paper is to evaluate the evidence of the effectiveness of team-based learning among various professionals.Method: The literature search was done using electronic databases to search for primary research studies on the overall effectiveness of team-based learning. The databases of PubMed, CINHAL, and ProQuest were searched for applicable research studies. Results: There were 153 articles found on this topic. After reviewing the title and abstract, nine articles were reviewed which are full text, peer-reviewed and available free online. All of these studies reported that students were involved in both individual and group learning. Common tools used were individual readiness assessment tools, group readiness assessment, team-based learning (TBL) sessions by the faculty and student’s feedback. All of these nine articles reported that TBL is one of the best methods of teaching for both small and large groups.

The effectiveness of team-based learning on academic outcomes: A meta-analysis.

The effectiveness of team-based learning on academic outcomes: A meta-analysis.

Supplemental Material for The Effectiveness of Team-Based Learning on Academic Outcomes: A Meta-Analysis

Supplemental Material for The Effectiveness of Team-Based Learning on Academic Outcomes: A Meta-Analysis

Digestive System: A Team-Based Learning Module for Histology

Abstract Introduction Team-based learning (TBL) is an instructional strategy that promotes greater student engagement in the classroom. In TBL, scheduled class time is not used for lecturing. Rathe...

新教育技法「チーム基盤型学習（TBL）」の有用性

新教育技法「チーム基盤型学習（TBL）」の有用性

Evaluating the Effectiveness of Team-Based Learning in Undergraduate Criminal Justice Courses

Team-based learning (TBL), as developed by Larry Michaelsen, is a pedagogical strategy designed to incorporate group processes in academic settings. The effectiveness of TBL as a teaching method has been tested in a number of disciplines with mixed results. Few empirical tests of TBL in the undergraduate criminal justice classroom exist. Articles concerning TBL in the criminal justice classroom are predominantly descriptive and expository in nature, leaving questions about potential effectiveness of this teaching method in the discipline. This study evaluates the effectiveness of TBL in comparison with a lecture-based course. Results indicate that students in the TBL course reported higher levels of student involvement, preparation, and accountability. However, there were no statistically significant differences in overall student performance in comparison with those in the lecture-based course. The article reviews the potential benefits and drawbacks of using TBL.

Evaluation for the Effectiveness of Team-Based Learning in Pathology in a Caribbean Medical School

Evaluation for the Effectiveness of Team-Based Learning in Pathology in a Caribbean Medical School

Review on the administration and effectiveness of team-based learning in medical education

Team-based learning (TBL) is an active learning approach. In recent years, medical educators have been increasingly using TBL in their classes. We reviewed the concepts of TBL and discuss examples of international cases. Two types of TBL are administered: classic TBL and adapted TBL. Combining TBL and problem-based learning (PBL) might be a useful strategy for medical schools. TBL is an attainable and efficient educational approach in preparing large classes with regard to PBL. TBL improves student performance, team communication skills, leadership skills, problem solving skills, and cognitive conceptual structures and increases student engagement and satisfaction. This study suggests recommendations for administering TBL effectively in medical education.

The effectiveness of team-based learning on learning outcomes in health professions education: BEME Guide No. 30

Background: Team-Based Learning (TBL) is a student-centred active learning method, requiring less faculty time than other active learning methods. While TBL may have pedagogical value, individual studies present inconsistent findings. The aim of this systematic review was to assess the effectiveness of TBL on improving learning outcomes in health professions education.Methods: A peer-reviewed systematic review protocol was registered with the Best Evidence in Medical Education (BEME) organization. After comprehensive literature searching, title and full-text review were completed by two independent reviewers. Included studies assessed TBL and a valid comparator in health professions. Included studies were assessed for methodological quality by two independent reviewers. Studies were categorised by outcomes using the Kirkpatrick framework.Results: Of 330 screened titles, 14 were included. Seven studies reported significant increase in knowledge scores for the TBL group, four reported no difference and three showed improvement but did not comment on statistical significance. Only one study reported significant improvement in learner reaction for the TBL group while another study reported a significant difference favouring the comparator.Conclusions: Despite improvement in knowledge scores, there was mixed learner reaction. This may reflect the increased demands on learners in this student-centred teaching strategy, although further study is needed.