Team-based Learning Approach Research Articles

Use Application Quiz in Model Tgt Learning (Team Games Tournament) to Improve Elementary School Multiplication Counting Skills

This research aims to describe the use of the quizizz application in the TGT (Team Games Tournament) learning model to improve elementary school multiplication numeracy skills in class III of SDN Sindangsari, Sukabumi Regency with a total of 28 students. The research method used was classroom action research (PTK) Kemmis and Mc Taggart model research design which was carried out in two cycles. Each cycle consists of planning, implementation, action and observation, and reflection. Data collection techniques use tests in theform of pretests and posttests, and non-tests in the form of observations, interviews, field notes and documentation. The data analysis technique used is descriptive qualitative. From the pre-cycle learning completion cycle, only 29% or 8 students completed because they still used a formal learning model consisting of lectures, exercises and questions and answers. After implementing the Quizizz application in the TGT learning model in cycle I, it has been proven that there has been an improvement, although it is not yet visible significantly, completion was only 64% or 18 students who completed. Then, from the evaluation results of the previous cycle, the research continued with cycle II by adding improvements, the completion of learning results in increasing multiplication ability increased by 89% or 25 students. Therefore, the research was stopped classically because it had reached or exceeded the 85% achievement indicator. By combining the TGT Model with the use of the Quizzizz application in mathematics learning, teachers can create a learning environment that is stimulative, collaborative and interesting for students. This can help improve students' math skills through a team-based learning approach and utilizing digital technology as an effective learning tool.

Implementation of team based learning for MBBS students – An innovative teaching learning method in medical education

Team-Based Learning (TBL) is an educational approach that enhances student engagement through individual assessments and collaborative group work. It is an effective and structured form of small group learning adaptable to large classroom settings. TBL ensures student accountability through various stages, including pre-class preparation, readiness assurance tests, problem-solving exercises, and immediate feedback. This study aims to implement and assess the efficacy of the TBL strategy among MBBS students in a large group teaching environment. The pilot study adopted a TBL approach, involving steps such as pre-class preparation with PDF materials and a WhatsApp video guide issued a week prior, individual and team readiness assurance tests (iRAT and tRAT) conducted via Google Forms and hard copy MCQs, clarification sessions on MCQs and relevant medical topics, and collaborative learning through case scenarios related to Type 2 diabetes. Discussions and conclusions were facilitated by the faculty, followed by immediate and scheduled feedback using Google Forms. Statistical analysis was performed using an unpaired t-test to compare iRAT and tRAT scores. The study gathered 133 responses from the first batch and 140 from the second batch of first year MBBS students. The analysis revealed significant improvements in scores from iRAT to tRAT, indicating the effectiveness of TBL in enhancing student learning outcomes. Feedback from the students showed high levels of engagement and interest in the learning process, with over 98% in both batches finding the TBL approach interesting and interactive. The findings suggest that TBL is a valuable and effective educational strategy that improves learning outcomes and fosters collaborative learning among students.

Training interprofessional teams in geriatric emergency medicine: A modified team-based learning approach

BackgroundOlder adults deserve special healthcare provision in every branch of medicine. Turkey currently does not have geriatric emergency medicine (GEM) subspecialty training. Thus, interprofessional training for healthcare professionals involved in GEM services is required. Team-based learning (TBL) seems suitable to implement such training. We aimed to develop and implement a training program for healthcare professionals engaged with GEM services, and evaluate the program considering teacher and learner satisfaction and knowledge retention. MethodsThis was a design-based study in which a one-day GEM training program was developed based on the literature and expert opinions. The program was applied to 54 physicians, 98 nurses, 70 health officers, and 102 paramedics using a modified version of TBL. Teams included at least one representative from each profession. TBL was modified by adding a 1-h lecture and eliminating peer evaluation. Feedback forms, individual and group tests of TBL, and a retention test conducted six months later were used for program evaluation. ResultsThe mean group test score was higher than that of individual tests in all professions. Physicians’ individual test scores were higher than those of other professions, but this difference disappeared in the group test. The retention test mean score was higher than the individual test mean score but lower than that of the group test. Teacher and learner satisfaction was high. ConclusionWe implemented a training program using a modified TBL approach to teach GEM to relevant healthcare professionals; it yielded promising results regarding knowledge gain and retention, as well as teacher and learner satisfaction. The instruction design and method used in this study can be applied to multidisciplinary team training.

Team‐based learning in the biblical studies classroom: Utilizing the 4S application task to promote deep learning

AbstractThis article provides a brief overview of the instructional strategy known as team‐based learning (TBL). It then focuses specifically on the use of one of its integral components in a biblical studies classroom—namely, the “4S application task.” The 4S application task, which is one of the fundamental pieces of the learning experience in TBL, consists of the problems that small group teams of students need to solve or the decisions the teams need to reach in each class session. The title 4S refers to the fact that the problems must be characterized by the following: significant problem, same problem, specific choice, and simultaneous report. The main aim of this article is to share this engaging and generative pedagogical activity, but to do so effectively by providing some context as to how it is situated within the overarching flow and goals of a TBL approach.

A Team-based Learning Approach During Pediatric Clerkship to Promote Clinical Reasoning.

Clinical reasoning skills are essential to medical practice. The problem lies in assuming junior medical students with limited experience develop clinical reasoning and decision-making skills passively and solely through clinical exposure. To prepare learners for independent practice and care for future patients, explicit teaching and assessment of clinical reasoning in low-stakes, collaborative learning environments are needed. The key-feature question (KFQs) format is an assessment approach that focuses on the reasoning and decision-making aspects of medical problems rather than knowledge recall. This report describes the development, implementation, and evaluation of a team-based learning (TBL) approach using KFQs to foster clinical reasoning in the third-year pediatric clerkship at our institution. Over the first 2 years of implementation (2017-18, 2018-19), 278 students participated in TBL sessions. Mean individual student scores significantly improved in the group setting for both academic years (P<.001). Individual scores were moderately positively correlated with their total summative Objective Structured Clinical Examination score (r[275]=0.51; P<.001). The correlation between individual score and their multiple-choice question examination was weaker at 0.29 (P<.001) but remained positive. A TBL session using KFQs to both teach and assess clinical reasoning in clerkship students may help educators identify students with gaps in knowledge and/or reasoning. The next steps include developing and implementing individualized coaching opportunities, and expanding this approach within the undergraduate medical curriculum. Outcome measures to assess clinical reasoning in authentic patient encounters require further research and development.

팀기반학습으로 운영된 유아동작 모의수업 경험에 대한 의미연결망 분석

Objectives This study examined the meaning and impact of team-based learning (TBL) on early childhood movement education by analyzing the reflective materials on teaching practices written by prospective early childhood teachers participating in TBL.&#x0D; Methods The participants of this study were 45 students enrolled in a 4-year early childhood education program in G City. The movement education class they took involved the design and demonstration of simulated lessons, which were conducted using the Team-Based Learning (TBL) approach. After completing a semester of classes, the learners wrote self-reflection materials on TBL and simulated lessons in the context of movement education. The qualitative data from these materials were analyzed using KrKwic and UCINET to extract keywords and perform centrality and semantic network analysis.&#x0D; Results Firstly, the common theme keywords that emerged from the TBL activities and simulated teaching demonstration experiences were ‘lesson plan’, ‘activity’, ‘movement’, ‘class’, ‘children’, ‘simulated teaching’, ‘feedback’, and ‘interest’. Secondly, the keywords associated with TBL activities included ‘time’, ‘team members’, ‘groups’, ‘opinions’, ‘active participation’, ‘challenges’, ‘parts’, ‘materials’, ‘expression’, ‘practice’, ‘modification’, and ‘utilization’. The semantic network analysis of TBL activities revealed a meaningful structure related to simulated teaching and the experiences of TBL activities. Thirdly, the keywords identified in relation to simulated teaching experiences were ‘teacher’, ‘thoughts’, ‘progress’, ‘experience’, ‘field’, ‘assistance’, ‘application’, ‘methods’, ‘process’, ‘rules’, ‘improvement’, and ‘demonstration’. The keyword ‘teacher’ showed high values in terms of linkages, degree centrality, closeness centrality, and betweenness centrality. The proximity centrality of ‘progress’, ‘experience’, and ‘application’ was high, while the betweenness centrality was low. The semantic network structure reflected the effectiveness of learning and application through the preparation and implementation phases of simulated teaching.&#x0D; Conclusions The semantic network analysis of early childhood movement education simulated teaching experiences conducted through TBL revealed that prospective early childhood educators perceive TBL activities and simulated teaching experiences as highly significant. These findings underscore the importance of learner-engaged instructional approaches in enhancing the teaching competencies of prospective early childhood educators.

Medical Students’ Perception and Satisfaction Towards Team-Based Learning

Background: Team-based learning (TBL) is an active learning strategy that provides learners with opportunities to apply conceptual information through a series of activities that include individual work, group work and instant feedback. It is defined as an evidence-based cooperative learning educational strategy designed around modules that are taught in three stages; learners preparation; individual and group readiness assessment test; and finally, team application. Aim: The study aimed to assess the perception and satisfaction of medical students towards TBL at Alfajr Collage for Science and Technology. Methodology: The study was a cross-sectional study, conducted at Alfajr College for Science and Technology in the year 2022. The targeted group was students from the fourth and fifth levels; the data was collected through a self-administered online interview using a pretested structured questionnaire. The data were entered, cleaned, and analyzed using SPSS version 25. The chi-square test was used for categorical variables. Results: Of 131 interviewed medical students, females were the majority constituting 61%. More than half (53%) of the students found that their performance on the examination is affected positively by their participation in TBL; and the fifth- year students stated that they benefited much from TBL specifically in the surgery course. Nearly 90% of students were satisfied with the TBL approach and they felt that they would recommend the TBL program to other universities in Sudan. There was a significant correlation between the female gender and the perception of the usefulness of TBL (p value = 0.009). Conclusion: Medical students at Alfajr College had positive perception towards TBL and the majority of students were satisfied with the TBL approach. The number of TBL activities during the course was crucial to reinforce the students' benefit from this type of activity. This was reflected in the students' opinion of the benefits of TBL in the surgery course, which happened to have the largest number of activities compared to other courses.

Learner Autonomy in Team-based Learning: A Case Study of Mechanical Engineering Education

Abstract :Team-based learning (TBL) has been increasingly applied in engineering and science education over the past decade. This study explores a particular TBL approach used in a mechanical engineering module for second-year undergraduates in Taiwan. The results of a survey on these students’ learner autonomy (LA), perceptions of TBL, engagement with TBL, self-reported contributions and concerns about TBL activities were analyzed along with their academic performance. The results suggested that LA played a crucial role in TBL, especially contribution to group work, and that classroom implementations should therefore make it a priority to boost LA. In addition, positive reciprocity was found to be operating during group work. Group differences were found in issues the students expressed concern about. Students who cared about fairness had higher LA and were more likely to contribute to team tasks whilst some students could have been less engaged in group activities due to poororganizational structure. Several challenges were also observed in this study. They included passive learners, classroom-management problems, free-riding, and limited resources. Based on our findings, we recommend that engineering instructors encourage student-teacher communication by using bonus-point incentives, student experts, peer evaluation and group competitions. Keywords : Learner autonomy, mechanical engineering education, Taiwan, Team-based learning.

Efficacy of modified team-based learning in a flipped classroom for an acute-care nursing course: A mixed-methods study.

To test a modified team-based learning approach on undergraduate learning outcomes in an acute-care nursing course in Japan. Mixed-methods. Students worked on three simulated cases, engaged in pre-class preparation, completed a quiz and engaged in group work. We collected data on team approach, critical-thinking disposition and time spent in self-learning at four time-points: before the intervention and after each simulated case. Data were analysed using a linear mixed model, a Kruskal-Wallis test and a content analysis. We recruited nursing students attending a mandatory course in acute-care nursing at University A. Data were collected at four time-points between April and July 2018. Data from 73 of 93 respondents were analysed. Team approach, critical thinking and self-learning all increased significantly across the time-points. Four categories emerged from students' comments: 'achievement of teamwork', 'sense of learning efficacy', 'satisfaction with course approach' and 'issues related to course approach'. The modified team-based learning approach led to improvements in team approach and critical-thinking disposition across the course. Incorporating team-based learning into the curriculum not only contributes to team building but is also effective as a teaching method to improve student learning. The intervention led to improvements in team approach and critical-thinking disposition across the course. The educational intervention also led to more time for self-learning. Future studies should include participants from various universities and evaluate the outcomes over a longer period.

The Effectiveness of Team-based Case-based Learning Approach on the Learning Outcome: A Single Course Level in a University Setting

The Effectiveness of Team-based Case-based Learning Approach on the Learning Outcome: A Single Course Level in a University Setting

Team-Based Learning Approach for the Delivery of Over-the-counter Module in the Faculty of Pharmacy in Jordan

Team-Based Learning Approach for the Delivery of Over-the-counter Module in the Faculty of Pharmacy in Jordan

“Groupwork or teamwork?”: Creating the same page for improving team-based learning experience

The increasing popularity of the team-based learning (TBL) approach signifies how much the student-centered learning environment contributes to the effectiveness of teaching. Given the need to establish an agreement for groups to communicate their visions for collaborative efforts within the teamwork, this activity provides a basic communicative template for group members to exchange their thoughts and ideas on what distinguishes teamwork from groupwork and what constitutes good teamwork. This activity essentially offers a playground for student groups to engage with the notion of teamwork, identify potential challenges in their team communication, and actively seek solutions to improve their TBL experience. Courses: This activity applies to foundational courses in communication (courses requiring students to work in a team setting for an extended time). Objectives: This activity engages students in a conversational space within a group-based setting, sharing their understanding of what constitutes good teamwork. Thus, the activity is intended to: (1) encourage team members to communicate their goals and expectations, (2) increase the understanding of contribution and appreciation of teamwork, (3) improve the overall TBL experience for team members, and (4) help students understand the differences between group-based learning and TBL experiences.

Active learning by means of team-based versus traditional learning methods in undergraduate dental students

Abstract Introduction: Team-based learning (TBL) is gaining popularity because it allows students to achieve desired intellectual tasks through teamwork, discussion, and professionalism, in contrast to traditional (Trad) learning, which fails to keep the students' continued attention throughout the teaching session, resulting in low grades and retention rates. Aims: Comparing the outcomes between TBL and Trad learning sessions. Materials and Methods: A cross-sectional pilot study was carried out. Seventy-two undergraduate dental students were grouped as TBL and Trad. Each group consisted of 36 students and was made up of good, average, and below-average achievers based on their most recent exam results. The control group (Trad) received lecture-based teaching on a topic, while the case group (TBL) received discussion-based teaching on the same topic using the TBL approach. Allocated time slot for each method was equal. Following the completion of the teaching, a test was taken in the same session, consisting of 20 well-constructed multiple-choice questions (MCQs). The outcomes of the MCQ tests were subjected to item analysis. Chi-squared test was used to compare test parameters between the control and case groups using SPSS (v. 23). Results and Discussion: Overall, the TBL groups yielded significantly higher (58.33%) learning outcomes than the Trad groups (44.4%) (P = 0.01). In general, the TBL approach showed highly significant performance results (P = 0.000) compared to Trad approach. The Cronbach's alpha for TBL and trad learning was 0.967 and 0.949, respectively, indicating an excellent reliability of our findings. Conclusion: TBL approach has a potential to improve learning outcome by increasing knowledge and encouraging self-directed learning.

The Perceived Effectiveness of the Blended Team-based Learning (BTBL) Model on Promoting Intercultural Awareness in Hospitality Education

ABSTRACT Due to the growing application of information and communication technology (ICT) in education, teachers are encouraged to choose on-line or hybrid teaching approaches to redesign and teach courses in order to promote learning outcomes. Our exploratory research demonstrates how the hospitality courses blended with the team-based learning approach and digital resources can facilitate learners’ learning enjoyment and increase their intercultural awareness (IA) in a Taiwan hospitality and tourism university. Our evidence confirms that knowledge sharing is a significant mediator connecting perceived enjoyment, team effectiveness and perceived individual learning in our blended team-based learning model; also, the learners’ IA is notably promoted. This can be attributed to the strong willingness to cooperate with peers from various learning experiences. Our study suggests that teachers, as activity directors, facilitators, monitors and evaluators in team-based learning situations provide learners opportunities and platforms to empower them to interact, cooperate and construct and share their knowledge.

130 - Lung SABR outcomes in patients treated in a DGH using a team-based learning approach

130 - Lung SABR outcomes in patients treated in a DGH using a team-based learning approach

An Evaluation of Team-Based Learning Approach in Business Education

An Evaluation of Team-Based Learning Approach in Business Education

Team-based learning and English grammar: Building community and lowering affect

This paper explores the initial use of Team-Based Learning (TBL) and Ungrading approaches in a synchronous on-line basic English grammar course for non-linguistics majors. The study employs TBL and Ungrading approaches to create a supportive learning community, address students’ fear of grammar, and provide more effective formative and summative assessments. Qualitative analysis of students’ reflective writing suggests that implementation of both TBL and Ungrading has a positive effect on students’ learning experiences.

313 A Team-Based Learning Approach to Reimbursement and Billing Education for Emergency Medicine Residents

In this paper, we detail the advancement of our billing, coding and reimbursement education within the Health Policy and Advocacy Curriculum, as well as measure the effectiveness of our approach to improving resident knowledge and comfort of documenting and coding emergency medicine encounters. We developed a billing and coding curriculum to assess whether an educational intervention would improve billing and coding knowledge and comfort. The session was formatted as a traditional TBL small group session during a full-day workshop for emergency medicine residents and advanced practice practioners at an urban academic medical center. A pre-post design was used to evaluate understanding of commonly used billing codes in emergency medicine and comfort submitting billing codes. Data for continuous variables were analyzed using the student t-test function of Microsoft Excel. Learners comfort with understanding the 6 different evaluation and management commonly used in emergency medicine significantly increased from 35.3 out of 100 to 74.2 out of 100 (p<0.0001). The learning objective of distinguishing between new (eg, alternative payment systems, bundled payment) and older (eg, fee-for-service) payment systems increased from a knowledge level of 23.2 out of 100 prior to the TBL and 53.2 out of 100 afterwards, a significant 30-point increase. (p<0.001). Learners also had a 46.5-point significant increase in their self-rated comfort placing billing charges for patients self-rated their comfort placing billing charges (p<0.0001). The significance was preserved when learners from BCM were isolated from the all participants. This study demonstrates that TBL can successfully be used as part of emergency medicine residency curriculum to teach billing and coding. Our reimbursement TBL exercise demonstrated significant gains in self-rated knowledge for the three learning objectives pertaining to emergency medicine reimbursement affiliated with our broader health policy curriculum. We recommend more widespread use of active learning methodologies to teach “nontraditional” components of curriculum, such as billing and coding

Use of Team-Based Learning Pedagogy to Prepare for a Pharmacy School Accreditation Self-Study.

Ensuring adequate engagement and preparation of all stakeholders in an accreditation self-study can be challenging for many reasons, including lack of motivation and inadequate understanding of expectations and procedures. The goal of this exploratory study was to determine whether using team-based learning (TBL) pedagogy to deliver an accreditation preparation workshop could effectively prepare and engage participants. A Likert-scale questionnaire was administered to workshop attendees (n = 52) to determine whether they found TBL-based training helpful and whether it promoted engagement. Twenty-four attendees completed the survey (46%). More than 80% of participants strongly agreed or agreed with 12 statements relating to perceptions of self and participant engagement within team activities and the usefulness of team activities. More than 65% of participants strongly agreed or agreed with statements relating to the helpfulness of the TBL approach in preparing for the self-study (five questions). Subgroup analysis showed no significant difference in responses based on whether on not participants had previously been involved in an accreditation self study. Our data indicate that a TBL approach can be an effective way to engage and prepare stakeholders for an accreditation self-study, and that TBL pedagogy has utility outside of the classroom setting.

Using Team-Based Learning in Teaching English to EFL Undergraduate Students

Team Based Learning (TBL) is a method that has been introduced to provide students with both conceptual and procedural knowledge to foster critical and creative thinking skills while students work in high functioning teams. The study throws some light on the TBL approach in general and the researcher's pilot- experiment on using the TBL in teaching English to EFL (English as a Foreign Language) undergraduate students. The main aim of this pilot experiment is to assess the TBL's effects on student engagement, accountability, and satisfaction and to identify the problems faced in applying it and then, in the light of the findings, to propose suggestions about how to use the approach effectively. Forty (40) second-year undergraduate students of the Department of English/ Faculty of Humanities and Social Sciences of Koya University were involved in this experiment and its evaluation. These students were taught through student learning teams for two successive academic years (2017-2018 &amp; 2018-2019) in the subject of English Reading Comprehension. Both quantitative and qualitative data were collected from the students about their TBL experience using questionnaires. The results of the evaluation revealed that the vast majority of the students preferred TBL to the traditional individual learning and that the TBL has more positive effects on the students' engagement in class activities and assignments. The findings also indicate that despite the positive effects and the students' satisfaction with the approach, there are problems and obstacles on the way of its application in the classroom, but that with the proper use of the approach most of these problems can be overcome. What is important about this evaluation is that it is student-centered as it shows the real opinions of the students who lived the experience.