Team-based Learning Method Research Articles

Adapting Team‐Based Learning Concepts Into an Effective Anatomy Revision Session

INTRODUCTIONTowards exams, students want to get the most out of revising, but some study methods may be ineffective and boring. Using quizzes for retrieval practice is a valuable technique, and peer learning can help with understanding topics in a new way. We adapted aspects of the team‐based learning method into an engaging revision session; e.g. students undertaking a test individually then as a team, thereby incorporating retrieval practice and peer learning. Including many questions in a short timeframe was designed to reveal knowledge gaps and keep the session enjoyable.AIMThis study sought to explore students’ experience of teamwork during a broad‐ranging, fastpaced anatomy revision session.METHODSThe revision session formed the final anatomy “laboratory” session before end‐of‐year exams for the 2019 cohort of Stage 1 postgraduate students (n=274) in the Sydney Medical Program (University of Sydney). Students were allocated to one of three classes, and were asked to form teams of 6 – 7 students. Multiple choice questions (MCQs) were presented in three rounds of 10 questions, with 30 seconds per question. Students attempted each round of 10 MCQs first by themselves, then immediately completed the same MCQs as a team. Correct answers were then explained to all students. Four extended matching questions (EMQs) providing anatomically‐themed clinical scenarios were also presented for team discussion only. All teams revealed their answers simultaneously, before solutions were explained. Paper‐based surveys were distributed at the end of the session, asking students to rate the usefulness of the MCQs and teamwork on a five‐point Likert‐type scale; freeform comments were also requested. Data were analysed with descriptive statistics. Ethics approval was obtained via the University of Sydney Human Research Ethics Committee.RESULTSFrom the 191 students who attended (70% of cohort), 518 individual sets of MCQ responses could be compared with team responses across all rounds. Most (83.2%) responses were higher in their team scores than individual scores. Only 3.7% of responses were lower in team rather than individual scores (13.1% achieved the same score). The mean rate of improvement from individual to team score was 157.7%. Surveys were returned by 157 students (82.2%). Of these, 72.6% “strongly agreed” (a further 21.0% “agreed”) that the MCQs helped identify knowledge gaps. Regarding working as a team following individual work, almost all strongly agreed (79.0%) or agreed (15.9%) that it had been beneficial to their learning process. Written feedback reflected these feelings, with students also complimenting the range of questions, though a few felt they were too difficult, especially for the short time allowed. More EMQs were requested.DISCUSSION AND CONCLUSIONStudents responded positively to this team‐based revision. Although fast‐paced, most students coped with the short timeframes, and appreciated being exposed to multiple high‐quality questions (and, importantly, answers). Through collaboration in their small teams, students benefitted from peer learning, and at the same time enjoyed the teamwork and camaraderie in the otherwise tense build‐up to exams.

Peer Assessment in the Context of Team-Based Learning in Undergraduate Education: How Far Can We Go?

In medical education, the team-based learning method (TBL) is a teaching strategy used to intensify interactive learning in small groups, in which the student is given the role of evaluating his/her peers - peer assessment (PA). To investigate the interference of the students' interpersonal relationships in awarding their peers grades (''halo effect''). A qualitative and quantitative retrospective study. The study participants were 78 first-year medical students, divided into 17 teams for the TBL. The final grade of the PA for each member was calculated by the average of the grades received from their peers. Results: The comparison between the average of the evaluations in the TBL method (MTBLs) and the PA showed that 17.64% of the teams showed a significant difference between the grades, thus having the “halo effect”. In the qualitative analysis, the “halo effect” was evidenced in only one of these teams. Although many studies corroborate the idea that using PA in the formative assessment is appropriate, advancing in the use of PA in the summative assessment is necessary, integrating it into the institution's evaluation system. Data presented here can help in continuing its use and in increasing its reliability.

An Exploration of Student Collaboration Networks in a Team-Based Capstone Course

Learning is inherently a social act occurring through individualized interpretation and negotiations with diverse others. The ability to work with others within the learning environment and beyond is an essential skill. Student-centered teaching methods that emphasize active learning in a team setting have garnered much support across higher education. Recently, AGEDS 450 at Iowa State University was redesigned to further emphasize teamwork. Team-Based Learning (TBL) was incorporated within the capstone framework to promote higher levels of student collaboration, particularly for farm management decisions. TBL promotes higher order thinking and the application of course content in a real-world situation. For AGEDS 450, an actual farm serves as the applied learning laboratory where students make all decisions concerning its management and operation. This descriptive study sought to explore the collaboration networks of students enrolled in the fall 2015 (n = 61) and spring 2016 (n = 60) AGEDS 450. Social network analysis was utilized to construct and analyze student collaboration networks. Data were collected at the beginning and end of a 16-week semester in order to track development and/or growth of the collaboration network. The collaboration networks developed into cohesive structures encompassing all students within the course. With the increased interest in fostering teamwork in preparing students for careers, these results provide justification for the continued utilization of TBL. Further analysis of the TBL method is warranted with particular attention to longterm outcomes and skill attainment. It is recommended that TBL be implemented in other courses within colleges of agriculture to further examine its utility.

Aprendizagem Baseada em Equipes no ensino odontológico: o que pensam os estudantes?

A aprendizagem baseada em equipes (ABE) é um método dinâmico que proporciona um ambiente motivador e cooperativo, com valorização da produção coletiva. O objetivo do presente estudo foi analisar a percepção de estudantes do curso de odontologia de uma universidade brasileira sobre o método ABE. Tratou-se de estudo transversal com amostra de conveniência (n=83), no qual cada aluno respondeu questionário autoaplicável - Instrumento de Avaliação de ABE pelo Estudante. Os dados foram analisados a partir de uma estatística descritiva. Verificou-se uma consistência interna moderada, aceitável (Alfa de Cronbach = 0,736). As médias das respostas obtidas indicaram que os estudantes demonstraram preferência e satisfação quanto ao uso do método ABE, sendo este capaz de despertar maior sentimento de responsabilidade. A aplicação do método ABE em disciplinas do curso de Odontologia foi percebido de forma positiva pela quase totalidade dos estudantes.

IMPROVING STUDENTS’ MOTIVATION IN CASE OF TEAM-BASED LEARNING METHOD

Relevance. The learning motivation of student is the main goal of the teacher. Perspective is introducing of active forms of teaching.
 Objective of the research was to specify the influence of method of team-based learning (TBL) on students’ motivation.
 Materials and methods. The assessment of the method of TBL was provided among the students of 4th and 5th educational year of pharmaceutical faculty, students of 5th educational year of medical and stomatological faculties. For the purpose to specify the relation of students to TBL method, obtained by means of their anonymous questionnaire survey.
 Results. Generally 68 (81,9 %) of all students (92,3 % students of medical faculty, 66,7 % students of stomatological faculty, 82,8 % students of pharmaceutical faculty) were defined that this method improve learning motivation, 9 students (10,8 %) disagree with this approach (7,7 % students of medical, 8,3 % of dentist and 10,3 % of pharmaceutical faculties), the other 6 students (7,2 %) undecided about the method. Moreover, 62,6 % of students defined TBL as better learning strategy, 54,2 % ‑ more effective in realization of educational goals, 74,70 % and 55,42 % of students pointed out that this method make it possible for better use of study time and discuss more of educational material respectively, 68,67 % and 85,54 % ‑ stimulate the independent study and attention, 65,1 % of respondents consider this method have to use for introducing on practical classes.
 Conclusion. The method of team-based learning have increased learning motivation due to assessment of 81,9 % students.

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

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

Application of the teaching method of team-based learning combined with case-based learning in the teaching of military positive psychology

Objective To investigate the application effect of the teaching method of team-based learning (TBL) combined with case-based learning (CBL) in the teaching of military positive psychology. Methods A total of 100 medical undergraduates of the class 2017 in Army Medical University were selected and randomly divided into TBL+CBL teaching group and traditional teaching group, with 50 undergraduates in each group. The teaching effect of the two methods was evaluated by assessment of theoretical knowledge and case analysis, questionnaire survey, and psychological evaluation. SPSS 19.0 was used to perform the t-test. Results Compared with the traditional teaching group, the TBL+CBL teaching group had significantly higher scores of theoretical knowledge (54.87±4.98 vs. 48.65±3.51) and case analysis (36.84±2.73 vs. 32.37±2.34). As for the results of psychological evaluation, compared with the traditional teaching group, the TBL+CBL teaching group had a significantly lower score of Symptom Checklist-90 (143.31±43.62 vs. 149.89±46.96) and significantly higher scores of ERC (48.76±5.37 vs. 43.58±5.79) and GWB (107.87±15.56 vs. 102.32±12.13). In addition, the satisfaction rate of the TBL and CBL teaching method reached 95.83% (46/50) in the TBL+CBL group. Conclusion The teaching method of TBL combined with CBL can achieve good teaching results in the teaching of military positive psychology and improve students' abilities of knowledge application and psychological adjustment. Therefore, it has good feasibility and applicability. Key words: Military medical student; Team-based learning; Case-based learning; Positive psychology

Crenças de autoeficácia em aprender física e trabalhar colaborativamente: um estudo de caso com o método team-based learning em uma disciplina de física básica

As crenças dos indivíduos acerca das próprias capacidades em realizar determinadas ações/tarefas (crenças de autoeficácia) influenciam no desempenho, na persistência e na quantidade de esforço dedicado a elas. É comum em disciplinas de Física Introdutória, foco do presente trabalho, que os alunos apresentem baixa autoeficácia em relação à aprendizagem de física e ao trabalho colaborativo. Neste estudo, buscamos investigar alterações na autoeficácia em aprender física e em trabalhar colaborativamente de alunos que cursaram uma disciplina de Física Introdutória ministrada com o método ativo Team-Based Learning (TBL). Foi realizado um estudo de caso exploratório, em uma disciplina de um curso de graduação em Física de uma universidade pública brasileira ao longo de um semestre letivo. Os resultados apontaram para mudanças positivas nas crenças de autoeficácia avaliadas devido às experiências individuais e de observações dos colegas vivenciadas com o TBL, o que pode sugerir caminhos para reformulações de disciplinas de Física Introdutória.

Team based learning in medical education

Team based learning is an active, student-centered method applied in a group of 5-7 students with the management of a single trainer who is a specialist. There are three stages in the team based learning method: preparation, display of readiness and implementation. Team based learning is an active learning strategy in medical education. In this study, the structure and basic principles of team based learning, the steps of the method and assessment and evaluation are discussed.

Comparison of the effect of standardized patient-based training with team-based learning on the knowledge of midwifery students in providing services to victims of rape.

BACKGROUND:Rape is a widespread and important issue in the field of public health, and its victims require comprehensive and gender-sensitive health services. Healthcare providers, especially midwives, play an important role in the diagnosis and treatment of rape, and improving their knowledge has been an essential factor in enhancing the quality of service provided.OBJECTIVE:The objective of the study is to compare the impact of standardized patient-based training and team-based learning on midwifery students’ knowledge for providing services to rape victims.MATERIALS AND METHODS:In this randomized quasiexperimental study, 75 midwifery students of Mashhad School of Nursing and Midwifery were selected using available sampling method and were assigned to two groups of standardized patient-based training (n = 38) and team-based learning (n = 37). After performing pretest, standardized patient-based training group and team-based learning group were trained separately for 6 h. One week after intervention, posttest was performed. Data were collected and analyzed using the Academic Specifications Questionnaire and the Knowledge Assessment Questionnaire. Significance level was considered at P < 0.05.RESULTS:The two groups were homogeneous in terms of demographic characteristics. There was no statistically significant difference between the two groups in the posttest in terms of knowledge score (P = 0.079). However, there was a statistically significant difference in the level of knowledge between the two groups (P = 0.037).CONCLUSIONS:Given the effectiveness of both standardized patient-based training method and team-based learning method on enhancing midwifery students’ knowledge for providing services to rape victims, these methods can be used in students’ education.

Team-based learning in Physical therapy undergraduate course: experiment report

Abstract Introduction: Active learning methods have shown positive results, mainly in terms of content learning and the development of communication skills, critical thinking, and collaborative practice. However, they are still unknown by most professors teaching in Physical therapy courses. Objective: To present the report of an experiment based on the application of the Team-Based Learning (TBL) method, in the Physical therapy undergraduate course. Method: This is a report of an experiment comparing traditional teaching and TBL with 61 students in the Physical therapy course. A comparison was performed between means, medians, approval ratio and satisfaction of the students who experienced the active methodology. Results: The results showed that the final average of the summative evaluations of the TBL group (71.9 ± 10.5 points) was statistically different (p = 0.003) from that of the traditional teaching group (63.7 ± 9.92 points). The proportion of approved students was not statistically different between the groups, 92.0% and 88.6%, respectively (p = 0.478). Conclusion: The overall satisfaction was that the method, although tiresome, according to the students, favored a greater understanding of the content and motivation to study. The study presents innovative results regarding the application of the team-based teaching method to the Physical therapy course.

The effect of teaching on team-based learning and group discussion on learning and academic motivation of operating room students in the technology of gastrointestinal surgery lesson

Context: Using of varied teaching methods may be effective in motivating to learn better. Aims: The present study aimed to compare the effect of teaching based on team-based learning (TBL) and group discussion methods on academic motivation and learning of operating room students in the technology of gastrointestinal surgery lesson in Qom University of Medical Sciences. Settings and Design: This semi-experimental study was conducted among two groups of continuous and discontinuous undergraduate course students of operating room in Qom University of Medical Sciences in 2016–2017. The sampling method was the census. A combination of the TBL method and lecture was conducted randomly among group of continuous undergraduate course students (21 persons) and group discussion among discontinuous undergraduate course students (14 persons). Material and Methods: Hartler's motivation questionnaire completed by the students at the first and last semesters. The test was also carried out immediately after the end of the term and four months after that. Statistical Analysis Used: Data were analyzed using frequency, percent, and independent and paired t-test in SPSS 13 software. Results: Comparison of educational motivation score in both groups before and after the intervention was not significant (P > 0.05). Academic motivation, after the intervention, was significant in both groups (P > 0.05). Comparison of scores did not differ between the two groups immediately after training and 4 months later (P > 0.05). Conclusions: Considering the lack of significant difference between TBL and group discussion in learning and increasing the level of academic motivation of students due to the use of these two methods, it is suggested that TBL and the group discussion replace with the common teaching methods, including lectures.

Use of team-based learning pedagogy for predoctoral teaching and learning.

The purpose of the study was to describe the development and implementation of a Team-based Learning (TBL) educational model in a predoctoral education course to assess its effectiveness in promoting student learning as measured by knowledge acquisition and student satisfaction. An interprofessional education course used the TBL structure for the second-year dental students, in which students had an opportunity to first work on the questions individually and then in groups. Each instruction session began with a readiness assurance test (RAT), which students were asked to complete in two formats: each student answered on their own, then each team worked on the same questions to arrive at a consensus decision followed by a team-based application exercise. A significant difference existed in which team scores were higher than individual scores and on average, the teams scored higher than when students worked alone. Student feedback showed a strong preference of TBL over the traditional lecture format. Students found that the sessions helped them to understand the clinical cases from the perspective of other health care fields in this pedagogical approach. The TBL methods facilitated an interactive learning environment to promote student-centred learning in a predoctoral education course and the teams performed better in correct evaluation compared with the individual students.

Evaluation of student perception of the Team-based Learning method (APA-TBL): Instrument construction and validation

Team-based learning (TBL) is an educational strategy based on learning teams. Despite the advantages identified in the TBL literature, student perceptions must be better investigated using valid, reliable instruments. This study constructed and validated an instrument to evaluate student perceptions of the TBL method. Content and appearance assessment, construct validation and reliability analysis were performed. A total of 246 undergraduate nursing and medical students from a private institution in São Paulo, Brazil, participated in the study. After content validation, the instrument had 24 items distributed in five dimensions. Based on exploratory factor analysis, the instrument was appropriate, and the items were regrouped in four dimensions, with Cronbach's alpha values over 0.70. The Student Perception Evaluation of the TBL method (Avaliação da Percepção do Aluno-Team-Based Learning - APA-TBL) is an instrument with strong validity indicators. After validation, the revised instrument reflected that the student's perspective of method evaluation is not focused on TBL's formal execution but on the involved agents, their interaction and their influence on one another.

Starch phosphorylase genes in Solanum species: identification, variability, and expression

Team-based learning (TBL) is an educational strategy based on learning teams. Despite the advantages identified in the TBL literature, student perceptions must be better investigated using valid, reliable instruments. This study constructed and validated an instrument to evaluate student perceptions of the TBL method. Content and appearance assessment, construct validation and reliability analysis were performed. A total of 246 undergraduate nursing and medical students from a private institution in São Paulo, Brazil, participated in the study. After content validation, the instrument had 24 items distributed in five dimensions. Based on exploratory factor analysis, the instrument was appropriate, and the items were regrouped in four dimensions, with Cronbach's alpha values over 0.70. The Student Perception Evaluation of the TBL method (Avaliação da Percepção do Aluno-Team-Based Learning - APA-TBL) is an instrument with strong validity indicators. After validation, the revised instrument reflected that the student's perspective of method evaluation is not focused on TBL's formal execution but on the involved agents, their interaction and their influence on one another.

Evaluation of the Effect of Application of Team-based Learning Method on Learning and Satisfaction of Public Health Students in the Health Education and Communication Course

Evaluation of the Effect of Application of Team-based Learning Method on Learning and Satisfaction of Public Health Students in the Health Education and Communication Course

Team-based learning: assessing the impact on anatomy teaching in People&amp;rsquo;s Republic of China

ObjectivesIn this study, the effects of team-based learning (TBL) method on the anatomy course for students in People’s Republic of China were assessed.MethodsThe students were randomly divided into the traditional lecture-based teaching group (traditional learning [TL] group, 99 students) and TBL teaching group (98 students). The TBL method required the students to prepare the assigned content in advance and discuss some specific topics in small groups. The test scores and questionnaire were applied to evaluate the effects of the two methods.ResultsThe students in TBL group had higher examination scores (81.70±8.53 vs 74.41±8.27, F[1,195] =124.6, p<0.01). The ratios of students with excellent (13.27% vs 9.09%, χ2[1] =4.00, p=0.041) and good scores (25.51% vs 16.16%, χ2[1] =4.85, p=0.027) were markedly increased in the TBL than the TL group, and the ratio of students who had just managed to pass was decreased (17.34% vs 32.33% in TL group, χ2[1] =5.91, p=0.015). The students in TBL group significantly achieved some improvement in mutual communication ability (χ2[1] =7.54, p=0.006), expression ability (χ2[1] =4.930, p=0.026), generalization capacity (χ2[1] =4.08, p=0.043), cooperative ability cultivation (χ2[1] =5.04, p=0.024), knowledge extension (χ2[1] =4.50, p=0.034), and enthusiasm mobilization (χ2[1] =4.27, p=0.039).ConclusionTBL could improve not only the test scores of the students, but also their study enthusiasm, initiative learning ability, communication ability, and team awareness.

Team Based Learning

Background:Team based learning is a strategy that combines features of student-centeredness and problem solving attributes. It also enhance students’ engagement which achieve desired outcomes such as retention; academic achievement and improved critical thinking. Aim: The present study aimed to investigate the effect of implementing team based learning on students' engagement in nursing administration course. Subjects and Methods: A quasi experimental design was used. The study sample included 251 students who were studied nursing administration course during the first term of academic year 2015/2016,they were divided into two groups: experimental group (n=128) and control group (n=123). Data was collected by using four tools: Team based learning knowledge questionnaire, Readiness Assurance Test for Team based learning, Students' engagement questionnaire, Preference between team based learning and traditional learning questionnaire. Results: There was highly statistically significant difference between experimental and control groups regarding academic challenges, active and collaborative learning, students - staff interactions and total students' engagement domains .there was no statistically significant difference between experimental and control groups regarding enriching educational experiences and supportive learning environment domains.The majority students of experimental group preferred team based learning more than traditional learning. Conclusion: Implementing team-based learning method in nursing administration course enhances students' engagement, especially academic challenges, active and collaborative, student-staff interactions domains. The majority of the students were preferred team-based learning method more than the traditional method. Recommendations:Team-based learning method should be implemented in nursing administration course and other nursing courses in the faculty. Feedback questionnaire should be administered to collect views of students and meeting with students to let them express about their opinions after studying assigned courses.

No Gender Difference in Foreign Medical Students’ Hematology Clerkship

Hematology is a difficult aspect of medicine for students to learn. Students need hematology clerkship training to develop their clinical skills. The influence of gender on different teaching methods and performance in foreign medical students is still unknown, especially in hematology clerkship. To address this issue, we tested performance differences between foreign male and female students in clinical practice. Twenty-two foreign medical students attended a two-week hematology clerkship in Fujian Medical University Union Hospital. The lecture-based learning (LBL) method and mixed team-based learning (MTBL) method were used in hematology clerkship. Eight foreign students were assigned to LBL group, and fourteen foreign medical students were assigned to MTBL group. Our previous work found that MTBL methods benefit both foreign medical students and Chinese postgraduates. In this study, practice scores and case-writing scores were analyzed between boys and girls. The results showed that the mean of scores in practice test scores and case writing scores was not significantly different between genders (P&gt;0.05), as well as subgroup analysis in LBL and MTBL groups (P&gt;0.05). This study indicated that practice test scores and case-writing scores in hematology clerkship were the same between boys and girls, which were not related to teaching methods. This study also indicated that both genders can benefit from the new MTBL teaching methods.

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.