Team-based Learning Environment Research Articles

Livogena: The Ikteros Curse-A Jaundice Narrative Card and Board Game for Medical Students.

Jaundice is a common condition that requires integrating knowledge of biochemistry, physiology, pathology, and general medicine. However, medical students face difficulty in learning with passive teaching methods. To enhance their learning, an educational story game that promotes active learning and assessment with immediate feedback was implemented. This jaundice game was named Livogena: The Ikteros Curse-denoting the liver as the principal organ and jaundice (icterus) as a problem. One hundred fifty first-year medical students were divided into small groups to play using a game board and cards. The players moved ahead on the game board by providing the correct answer and completing the activities. The first team to reach the end was the winner. Perceptions and feedback questionnaires were distributed to students at the end of the game. Individual views about the game were recorded for qualitative analysis. Also, to analyze the effectiveness of this intervention, pre- and posttests on jaundice were conducted. Livogena: The Ikteros Curse resulted in a highly significant improvement in students' knowledge and application skills in jaundice, from 5.5 (SD = 2.4) in the pretest to 11.2 (SD = 7.6) in the posttest for 20 marks (p < .001). Students perceived and rated the game exceptionally positively. This educational game significantly increased learners' understanding of the concepts of jaundice. Highly positive perceptions from students further affirm this to be a creative innovation to enhance their learning and application of knowledge in an active and team-based learning environment.

Students’ evaluation of professional experience placement quality in a pre-registration nursing programme: A cross-sectional survey

AimTo evaluate the quality of student nurses' experiences and overall satisfaction with professional experience placements at a regional Australian University. BackgroundProfessional experience placements are a crucial component of pre-registration nursing programs. However, the absence of standardised approaches to assess placement quality has created uncertainty on what constitutes a high-quality placement from a student’s perspective. DesignCross-sectional survey. MethodsA descriptive cross-sectional survey was administered online to 800 second and third year undergraduate nursing students at an Australian university. The survey contains demographic questions (e.g., year of study, placement specialty, duration, setting and geographic location), a validated Placement Evaluation Tool and free-text comments. The Placement Evaluation Tool is a 20-item questionnaire that measures two key factors: clinical environment (factor 1), learning support (factor 2) and overall satisfaction of students’ learning experiences during a professional experience placement. A descriptive analysis was conducted to evaluate the student’s overall experience and satisfaction. Multivariate linear regression was used to assess the relationship between the quality of the student experience and demographics and presented as beta coefficient (β) and confidence interval (CI). Free-text comments were thematically analysed. ResultsA total of 1104 survey responses were received (as students may rate more than one placement), with an estimated 71% response rate. Most responses (60.3%) were third-year students. Most students experienced high-quality placements, reflected in the overall positive placement experience (PET item 1–19 score: mean 85.9 out of 95) and high student satisfaction (PET item 20: mean 8.53 out of 10). Multiple linear regression analyses revealed that the third year of study and public facilities were independent predictors of positive student experiences (β: 2.61, 95% CI: 0.75, 4.47 and β: 3.72, CI: 0.90, 6.55, respectively). Further analysis of PET items related to factor 1 and factor 2 revealed that high positive experiences in public facilities may be due to the higher learning support (β: 2.54, CI: 0.80, 4.27). Three main themes were perceived to be important to students' professional experience: (i) staff and facilitator attitudes, (ii) learning opportunities and (iii) a team-based learning environment. ConclusionsMost students reported high-quality placement experience and high satisfaction; however, a lack of learning support may contribute to less positive student experiences. This finding emphasises the importance of collaboration between clinical facilities and educational institutions to enhance the student’s placement experience.

Developing a digital learning environment team-based project to support online learning in Indonesia

&lt;span lang="EN-US"&gt;The purpose of this study is to describe the process of developing learning tools to support a team-based digital learning environment (DLE) project in library management courses. The &lt;/span&gt;&lt;span lang="EN-US"&gt;analyze, design, develop, implement, and evaluate (ADDIE) development model is used in this study to investigate this type of research and development (R&amp;amp;D). The study included 162 students from four universities in Indonesia. Data is gathered through media and material validation questionnaires, learning management system (LMS) user satisfaction questionnaires, and lesson learning outcomes tests. Instruments include media and material validation sheets, LMS user satisfaction instruments, and lesson learning outcomes test instrument sheets. The media validation test and material results show that all media can be used with minor adjustments. Students have responded positively to the DLE application for online learning at universities. Learning tools are critical for raising motivation and accomplishing course learning outcomes. In the future, the evolution of learning media may be accompanied by the evolution of learning designs. As a result, the learning process and learning outcomes can be optimized. This study makes recommendations for revamping learning materials, media, and design to increase student motivation to learn.&lt;/span&gt;

Workplace Diversity and its effects on team dynamics and productivity

This essay examines workplace diversity, focusing on the recently discussed growing challenges. In light of the demographic differences among employees in terms of age, gender, race, ethnicity, and culture that typically influence productivity and business performance, such a diverse or heterogeneous work environment is largely a result of trade liberalisation and globalisation, which enable productive factor inputs to travel freely between countries. The inclusion of workforce diversity comes with some benefits, such as the formation of a collaborative and team-based learning environment, better productivity, and higher profits. It is important to be aware that there are certain new problems with workforce diversity, such as a multicultural work environment, a vast talent pool that may be leveraged for innovation and creation, inter-functional coordination, complexity, and workplace discrimination. Globalisation, migration, the ageing population, outsourcing, women's employment, etc. all contribute to these problems. An organisation should have a framework for managing workplace diversity; this will allow for the best resource allocation to build a multicultural workforce that is engaged and productive. Keywords: Workplace Diversity, Discrimination, Globalization, Multicultural, Inter-functional, Team Participation

Pharmacy students’ perceptions and attitudes toward face-to-face vs. virtual team-based learning (TBL) in the didactic curriculum: A mixed-methods study

ABSTRACT Introduction Virtual TBL is an online adaptation of the team-based learning (TBL) instructional strategy, emphasizing collaborative learning and problem-solving. The emergency shift to virtual TBL during the COVID-19 pandemic presented unique challenges. This study aims to 1) compare overall pharmacy students’ perceptions and attitudes toward face-to-face (FTF) TBL vs. virtual TBL in the didactic curriculum and stratify their perceptions and attitudes by various students’ characteristics; 2) evaluate students’ perceptions of the strengths and weaknesses of virtual TBL. Methods This mixed-methods, pre-post, cross-sectional study utilized an anonymous survey to collect the data. Pharmacy students completed a survey to compare their perceptions and attitudes toward learning, class experience, learning outcomes achieved, and satisfaction with FTF TBL vs. virtual TBL using a 5-point Likert-type scale. Additionally, the survey included two open-ended questions to gather students’ perceptions of the strengths and weaknesses of virtual TBL. Quantitative survey data were analyzed using the Wilcoxon matched-pairs signed rank exact test, while qualitative survey data were analyzed using thematic analysis. Results A total of 117 students (response rate of 59.4%) completed the study survey. Pharmacy students perceived FTF TBL to be superior to virtual TBL in their attitudes toward learning, class experience, learning outcomes achieved, and overall satisfaction across various students’ characteristics. While the students identified some unique strengths of using virtual TBL, they also highlighted several weaknesses of using this learning modality compared to FTF TBL. Conclusions Pharmacy students perceived FTF TBL to be superior to virtual TBL across various students’ characteristics. These findings can be helpful to pharmacy programs considering the implementation of virtual TBL in their didactic curricula. Future research should explore whether a purposefully designed virtual TBL environment, as opposed to the pandemic-driven emergency TBL planning, can influence students’ perceptions and attitudes toward virtual TBL.

Students’ motivation and ownership in a cross-campus and online setting

This study focuses on student motivation and ownership of learning in a team-based learning environment that is situated in a cross-campus and online context. Data were collected through semi-structured interviews from 12 students who participated in a joint international Master’s degree in Music, Communication and Technology programme between two large Nordic universities. The aim of the study was to identify factors that were most likely to impact student motivation and ownership in this cross-campus and online setting. Three main themes emerged from the analysis of data relating to student motivation and ownership. These three themes were autonomy, peer learning, and communication and social bonding. The study has the potential to contribute to the continued development of future learning environments, which will be physical as well as virtual, or a mix of those. The findings indicated that there is a need to focus on student tasks that should be flexible and open for student choice, and where peer learning is one of the main learning strategies used to engage students. Additionally, the findings also highlight the importance of having a focus on communication and social bonding in the planning and organisation of cross-campus and online courses in order for universities to succeed and to transform to meet the needs of a very diverse group of current and future students.

Variation in individual engagement in team-based learning and final exam performance

I analyze the relationship between individual contributions within a team in a team-based learning environment and performance on the final exam in three different economics courses over thirteen years. All students are assigned to teams but vary in their degree of engagement or effort in the learning activities in the classroom. Controlling for both general and course-specific academic ability, I document individual learning gains, as reflected in final exam scores, associated with higher levels of engagement in team activities, as reflected in peer evaluations. A one standard deviation increase in an individual’s average peer evaluation above the mean correlates with a 2 to 3 percentage point higher final exam score, a result that generally holds for all class levels, grade point averages, and by gender.

Experiential Learning in the Energy Based Classroom

Engineering technology students revel in enhanced learning experiences that include the use of hands-on methods to teach the real-world usage of the tech-nical material. These learning experiences increase applied knowledge and retention in these students and others in related STEM fields. Using research-based learning theory in a project-based and team-based learning environment, the course developers transformed the learning experience from sterile lecture type courses to interactive experiences that enhance and build on the course concepts. Surveys were used to further delve into student perception of the learning experience providing faculty with an assurance that students have ful-ly developed a level of competency in the desired topic used in the interven-tion. The goal of this research is to further delve into the use of personalized learning to engage and encourage student growth.&#x0D; Course developers incorporated known practices of team and project-based learning theory when making changes to the course foundation. The application of project-based learning theory is based on literature reviews, and the results seen within similar technology and engineering based STEM disciplines. Course surveys were used to collect information from the students to further understand how changes to the course delivery impacted them and affected the learning environment.&#x0D; Initial results suggest improved student engagement, and engagement with course materials as a result of the transformation of class delivery. Evidence shows that the classroom experience is enhanced by this type of activity. Sup-porting findings by researchers in other areas show that experiential or active learning improves students’ understanding and engagement with concepts taught through project-based learning methods.

Integrating Basic Tissue Histology into a Medical Gross Anatomy Course using a Flipped Classroom Team‐Based Design in a Remote Learning Environment

Introduction and Objective During the COVID-19 pandemic, we were tasked with integrating basic tissue histology into a dissection-based medical gross anatomy course. In response, we created and implemented a series of flipped classroom exercises consisting of pre-recorded lectures supplemented with novel and live but remote virtual team-based exercises related to cytology and the histology of the basic tissues. These problem-solving exercises demonstrated the practical application of histology and clinical relevance of the basic tissues to medicine while simultaneously preparing our students for their study of microscopic anatomy and organ pathology in subsequent systems-based modules. Here, we outline a method for teaching histology in a team-based virtual learning environment that may serve as a useful model for histological teaching at other institutions. Materials and Methods Overall, six histology topics were integrated into a medical gross anatomy course and were timed to complement the regional anatomy: Back & Limbs [Cytology (Light & Electron Microscopy) and Peripheral Blood], Thorax & Abdomen (Muscle Tissue, Peripheral Nervous Tissue), and Head & Neck (Epithelium, Fibroelastic Connective Tissues). The students (n = 185) were expected to watch a pre-recorded histology lecture and complete an in-house tutorial (iMole) on one of the six histology topics in advance of a mandatory synchronous active learning session. A quiz was given each session; the six quizzes contributed 10% to the overall final grade in gross anatomy. Histology questions were also incorporated into the three theory and practical examinations. The students were engaged remotely in problem solving sessions by using an on-line active learning platform (TopHat.com) broadcasted through video conferencing (Zoom Video Communications). The problems were modeled after USMLE step 1 questions. The students submitted two responses for each question: (1) an independent response when the question was initially presented; and (2) a group response after discussion with a learning team of approximately six students (Breakout Room). The histology questions included multiple choice and “Tap-On-Target”-type questions using screen shots of histological slides. Results With the exception of cytology and hematology, the basic tissues were easily integrated to complement the gross anatomy presented the course. The students freely discussed solutions to problems in small groups and readily shared their answers with the class. The inclusion of scores from the quizzes in final grading of the gross anatomy course accentuated the importance of histology, kept students on task and encouraged integration between disciplines and cooperative learning. Positioning the quiz at the end of the active learning sessions gave students an opportunity to solidify and clarify concepts with the histology faculty. Conclusion The flipped classroom approach to histology in a remote learning environment promoted participation, contextualized the value of histology and its clinical relevance to the practice of medicine. Future plans include to formally survey and evaluate medical student perceptions of the flipped classroom histology exercises.

Online Dispute Resolution Simulation

Online dispute resolution (ODR) simulation workshops are designed to provide students with a virtual learning environment that empowers our students to gain legal and digital skills for their readiness in future employment. Students are invited to act as complainants, opponents and arbitrators/mediators to resolve a real-life case in a team-based, student-centred and research-informed teaching and learning environment. The ODR simulation workshops have been conducted by the author among both undergraduate and postgraduate law students since 2007 at Brunel University and other places. This ongoing project was initially funded by the Nominet Trust in 2010. Throughout these years, ODR simulation workshops have been well-received by students from different cultures, particularly where English is not their first language. Students were asked to conduct online arbitration or mediation hearings and submit arbitral awards and mediation settlements, as well as delivering technical observation notes and group presentations after the process. This article promotes the use of ODR simulation to effectively enhance students’ learning experience, legal skills (i.e. critical thinking, legal reasoning, problem-solving skills) and digital skills. It puts ODR simulation into the context of the shift in teaching approaches in the digital age and explains how modern legal education can be shaped to prepare for digital lawyering.&#x0D; Keywords: online dispute resolution; online arbitration; digital literacy; digital empowerment; artificial intelligence; digital lawyering; flexible learning; team-based learning; student-centred learning, research-informed teaching.

The Effectiveness of Collaborative Augmented Reality in Gross Anatomy Teaching: A Quantitative and Qualitative Pilot Study.

In the context of gross anatomy education, novel augmented reality (AR) systems have the potential to serve as complementary pedagogical tools and facilitate interactive, student-centered learning. However, there is a lack of AR systems that enable multiple students to engage in collaborative, team-based learning environments. This article presents the results of a pilot study in which first-year medical students (n=16) had the opportunity to work with such a collaborative AR system during a full-day gross anatomy seminar. Student performance in an anatomy knowledge test, conducted after an extensive group learning session, increased significantly compared to a pre-test in both the experimental group working with the collaborative AR system (P<0.01) and in the control group working with traditional anatomy atlases and three-dimensional (3D) models (P<0.01). However, no significant differences were found between the test results of both groups. While the experienced mental effort during the collaborative learning session was considered rather high (5.13±2.45 on a seven-point Likert scale), both qualitative and quantitative feedback during a survey as well as the results of a System Usability Scale (SUS) questionnaire (80.00±13.90) outlined the potential of the collaborative AR system for increasing students' 3D understanding of topographic anatomy and its advantages over comparable AR systems for single-user experiences. Overall, these outcomes show that collaborative AR systems such as the one evaluated within this work stimulate interactive, student-centered learning in teams and have the potential to become an integral part of a modern, multi-modal anatomy curriculum.

Learning environments for interprofessional education: A micro-ethnography of sociomaterial assemblages in team-based learning

BackgroundTeamwork and collaboration are central to interprofessional education but fostering these attributes in large undergraduate cohorts is challenging. ObjectivesThis study aimed to examine the complexities of IPE group learning processes by examining how the material and intersubjective intertwine when newly formed interprofessional groups (Chinese medicine, medicine, nursing, pharmacy, and social work) synchronously engaged with face-to-face and online learning in a blended, team-based learning environment. MethodsIt was a micro-ethnography study using a sociomaterial theoretical lens. We selected two undergraduate interprofessional healthcare student groups within a large scale programme for contrastive video analysis of synchronous spatial and physical configurations, associated talk, and online activity. ResultsVideo analysis of evolving physical configurations indicated that Group B was spatially more evenly grouped, and physically orientated to an identifiable leader, despite their blinded peer evaluations indicating distributed leadership. Group A faced a critical event at a public forum leading to spatial disruption breaking into subgroups and isolates; however, this group identified one member as a defined leader in the peer evaluations. ConclusionsBased on online scores, we found that peer identification of leaders may influence learning processes but not learning outcomes in the first IPE team meeting. The design of the physical and virtual learning environments contributed to the developing, sociomaterial processes of group cohesion in interprofessional team-based learning.

Modification of the self-regulated strategy inventory-self report for blended and team-based learning

IntroductionOne of the primary missions of pharmacy education is to produce graduates with the foundations to develop into expert practitioners through continuous learning and reflection upon traditional and clinical experiences. This reflection process and the use of effective strategies to meet specific learning goals can be considered a form of self-regulated learning (SRL). The following study validates an inventory to assess SRL strategies in blended and team-based learning (TBL) environments. MethodsA SRL strategy inventory was developed based upon the Self-Regulated Strategies Inventory-Self-Report (SRSI-SR) and new items designed for blended and TBL environments. Sixteen new items focused on leveraging the team to learn content, the use and misuse of video lectures and slides, and interaction with social media and the learning management system. Two hundred and thirty doctor of pharmacy students in the third professional year participated in the study. Twenty-eight items from the SRSI-SR and 16 new items were examined through a principal components analysis (PCA). ResultsThe PCA indicated three distinct components; managing learning environment, maladaptive learning strategies, and seeking and learning information. The total inventory accounted for 46.36% of the score. Maladaptive learning strategies scores were moderately predictive of poor academic achievement in didactic coursework. ConclusionsThe following study demonstrates the importance of reexamination and adaptation of educational inventories such as the SRSI-SR. This study provides specific insight into what maladaptive strategies may be limiting underperforming students from achieving greater success and mastery in the didactic curriculum.

Association of group composition diversity and performance outcomes in a pre-clerkship team-based learning program

Introduction: Team-based learning (TBL) is an important curricular component of medical education. TBL sessions are evaluated based on individual readiness assurance test (IRAT) and group readiness assurance test (GRAT) scores. Previous research in non-medical professional settings has shown that group composition diversity is positively correlated with group outcomes.Methods: We conducted a retrospective analysis examining the relationship between TBL outcomes and group composition diversity in a class of first year medical students. Group composition diversity was quantified for age, gender, race, ethnicity, and socioeconomic status and correlated with TBL outcomes. A survey about perception of diversity was administered to the study cohort.Results: Racial heterogeneity was found to have a positive correlation with GRAT scores (p < 0.05). Group heterogeneity was not found to be associated with individual outcomes. Additionally, groups with higher racial and ethnic diversity reported a higher level of perceived diversity and were more likely to attribute positive group outcomes to diversity of their group.Discussion: These study findings suggest that greater racial diversity in a group is associated with higher group evaluation outcomes in the medical education TBL environment. These findings may have implications for TBL group design and medical school admissions.

Using Team-Based Learning to Train Student Pharmacists to Perform Tuberculin Skin Testing

Objective. To evaluate the effectiveness of a team-based learning (TBL) model in training students to properly administer and interpret a tuberculin skin test (TST) in a laboratory course. Method. Team-based learning was used to deliver TST training to all second-year student pharmacists (n=120) in a patient care laboratory course. A 10-item TST Learning Opinion Survey was developed and administered to assess student pharmacists' self-perceived achievement of the class learning objectives, opinions about TBL learning experience, and interest in making TST a part of future practice. Results. All 120 student pharmacists achieved competency standards during skills evaluation. One hundred thirteen out of 120 students completed the survey instrument. The majority of respondents either agreed or strongly agreed that TBL helped them meet the TST training learning objectives of: demonstrating administration proficiency; demonstrating interpretation competency; proper reporting and patient counseling with a positive test result; and identifying when a second TST was necessary. Additionally, a majority of respondents agreed or strongly agreed that the TBL model improved their knowledge of pre-laboratory material, aided their confidence in practicing TST placement, and improved their communication skills through peer work in a TBL environment. Conclusion. Through this innovative model, student pharmacists met the TST learning objectives and developed knowledge and confidence. This activity can be replicated at other colleges, expanding the development of student pharmacists who are confident in their ability to provide TST services.

Teaching Genomic Pathology: Translating Team-Based Learning to a Virtual Environment Using Computer-Based Simulation.

Developing skills related to use of computer-based tools is critical for practicing genomic pathology. However, given the relative novelty of genomics education, residency programs may lack faculty members with adequate expertise and/or time to implement training. A virtual team-based learning (TBL) environment would make genomic pathology education available to more trainees. To translate an extensively implemented in-person TBL genomic pathology workshop into a virtual environment and to evaluate both knowledge and skill acquisition. Using a novel interactive simulation approach, online modules were developed translating aspects of the TBL experience into the virtual environment with a goal of acquisition of necessary computer-related skills. The modules were evaluated at 10 postgraduate pathology training programs using a pre-post test design with participants deidentified. A postmodule anonymous survey obtained participant feedback on module quality and efficacy. There were 147 trainees who received an email request to voluntarily participate in the study. Of these, 43 trainees completed the pretest and 15 (35%) subsequently completed the posttest. Mean overall scores were 45% on the pretest compared with 70% on the posttest ( P < .001; effect size = 1.4). Posttest improvement of results was similar for questions testing acquisition of knowledge versus skills. Regarding the 19 participants who took the survey, 18 (95%) would recommend the modules to others and believed they met the stated objectives. A simulation-based approach allows motivated pathology trainees to acquire computer-related skills for practicing genomic pathology. Future work can explore efficacy in a nonvoluntary setting and adaptation to different specialties, learners, and computer tools.

Clicker Supported Team-Based Learning Environment: A Qualitative Study

In recent years Clicker technology has been widely used at universities to provide interactive learning environments. It is used with suitable pedagogic approaches to obtain the expected learning outcome. The aim of the study is to specify student views about the environment developed as a result of the integration of Team-based learning strategy and clicker technology in education. The participants are 30 first-year engineering students taking Physics I at Near East University. A case study design was used in this research. After overviewing the literature, the researcher prepared a semi-structured interview form to collect the data. İnterviews at the voluntary base was given after a five-week application process. The data were analyzed through content analysis method. The findings indicated that student perception of clicker supported Team-Based learning was positive. The students admitted that this environment enhanced their learning and they even made suggestions. This study can help educationalists integrate clicker technology in Team-Based learning strategy.

Online business simulations: authentic teamwork, learning outcomes, and satisfaction

Educators have struggled to incorporate authentic team-based learning (TBL) into the business curriculum despite increasing evidence that collaborative learning can enhance learning outcomes. We investigate the use of online business simulations as a platform for fostering authentic TBL for undergraduate and postgraduate business students studying at seven institutions in Australia and Hong Kong. Quantitative analysis of 365 surveys is supported by focus groups with 14 students. Structural equation modeling (SEM) is used to model the relationships between teamwork, learning outcomes, and satisfaction. Qualitative results support the statistical modeling and are presented to add further insights and conceptual richness. The findings support our proposition that online business simulations provide an authentic TBL environment, which contributes to learner satisfaction by supporting the development of management-related learning outcomes through socially constructed meaning. This conceptual contribution highlights further avenues for research and leads to some practical implications for educators using simulation-based pedagogies.

Simulating the multi‐disciplinary care team approach: Enhancing student understanding of anatomy through an ultrasound‐anchored interprofessional session

Quality of healthcare delivery is dependent on collaboration between professional disciplines. Integrating opportunities for interprofessional learning in health science education programs prepares future clinicians to function as effective members of a multi-disciplinary care team. This study aimed to create a modified team-based learning (TBL) environment utilizing ultrasound technology during an interprofessional learning activity to enhance musculoskeletal anatomy knowledge of first year medical (MD) and physical therapy (PT) students. An ultrasound demonstration of structures of the upper limb was incorporated into the gross anatomy courses for first-year MD (n = 53) and PT (n = 28) students. Immediately before the learning experience, all students took an individual readiness assurance test (iRAT) based on clinical concepts regarding the assigned study material. Students observed while a physical medicine and rehabilitation physician demonstrated the use of ultrasound as a diagnostic and procedural tool for the shoulder and elbow. Following the demonstration, students worked within interprofessional teams (n = 14 teams, 5-6 students per team) to review the related anatomy on dissected specimens. At the end of the session, students worked within interprofessional teams to complete a collaborative clinical case-based multiple choice post-test. Team scores were compared to the mean individual score within each team with the Wilcoxon signed-rank test. Students scored higher on the collaborative post-test (95.2 ±10.2%) than on the iRAT (66.1 ± 13.9% for MD students and 76.2 ±14.2% for PT students, P < 0.0001). Results suggest that this interprofessional team activity facilitated an improved understanding and clinical application of anatomy. Anat Sci Educ 11: 94-99. © 2017 American Association of Anatomists.

Enhancing critical thinking using team-based learning

ABSTRACTThis study examines students’ perceptions of the development of academic and critical thinking skills in college, with a specific focus on team-based learning (TBL), an active learning strategy designed to increase student interaction and engagement. Six hundred and fifty students in five different courses were surveyed at the beginning of the semester about the extent to which they felt the typical college course enhances various academic and critical thinking skills. These responses were compared to their responses after a semester of TBL regarding the extent to which the TBL environment enhanced these same skills. Students expressed significantly greater improvement in critical thinking skills in a TBL environment in comparison to typical courses for most of the skills assessed and greater improvement in all of these skills in comparison to lecture-based courses. These results held for every demographic subgroup examined, including males, females, freshman, sophomores, juniors and seniors, as well as all levels of academic achievement as measured by grade point average.