Team-based Learning Methodology Research Articles

Assessment of the Effectiveness of Team-based Learning Activities on Learning Outcomes in the Undergraduate Immunology Classroom.

Immunology is inherently interdisciplinary. Understanding how the immune system functions requires knowledge from several scientific disciplines, including molecular biology, cellular biology, genetics, and biochemistry. Furthermore, immunology is conceptually complex, requiring the identification of a plethora of immune components and mastery of a large volume of new vocabulary. These attributes can pose challenges to student learning in the undergraduate immunology classroom. Team-based learning (TBL) is a pedagogical method used to increase student engagement in learning, improve student collaboration, and develop communication skills. In a variety of educational settings, TBL activities have been shown to foster a deeper understanding of complex topics, increase student confidence in course content, and improve learning outcomes. In this study, we examined differences in the impact of traditional lecture versus TBL activities on student learning outcomes for four different topics presented in an undergraduate adaptive immunity course composed largely of academically high-performing students. We matched content across two student cohorts, delivered via team-based learning methodology (T cell development and Ab-mediated functions) and traditional lecture (B cell development and T cell effector functions). Student learning was assessed using content questions across a range of Bloom's taxonomy levels, which demonstrated that the TBL activities did not improve examination performance over lecture-based learning in this course. However, students found this learning tool to be valuable, indicating that the TBL activities assisted with preparation for examinations and provided a necessary opportunity to address misconceptions.

Effectiveness of Team-based Learning Methodology in Improving Learning Outcomes Among 2nd-year Undergraduate Medical Students in Pathology

Abstract Introduction: Team-based learning (TBL) is a student-centric teaching–learning (TL) method and fosters active learning. TBL has an advantage over other small group TL methods for balancing teaching time and resources. Aim: The study aimed to determine the effectiveness of TBL methodology in improving learning outcomes among 2nd-year undergraduate medical students in pathology. Settings and Design: This was a quantitative interventional study involving 100 2nd-year MBBS students in pathology at AIMS, BG Nagara. Methodology: Two groups of 50 students were exposed to three TBL and case-based learning (CBL) sessions on similar topics. For the TBL session, individual readiness assurance test scores and team readiness assurance test scores were obtained. Statistical Analysis Used: For both the TBL and CBL sessions, retention test scores were obtained after 2 weeks and the effectiveness of two methods of learning was determined by comparing the retention test scores by independent Student’s t-test. Feedback on students’ perception of TBL was obtained using a five-point Likert scale. Results: The mean test score of the TBL session was significantly higher than that of CBL sessions (19.80 vs. 15.86, P < 0.0001). Similarly, it was also observed that the retention scores were higher among average performers after the TBL session (19.71 vs. 12.50, P < 0.0002). Conclusion: TBL is more effective than CBL in fostering learning and it selectively benefits average performers more than higher performers, evidenced in this study by better retention of knowledge.

Assessment of the effectiveness of team-based learning activities on learning outcomes in the undergraduate immunology classroom

Abstract Immunology is inherently interdisciplinary. Understanding how the immune system functions requires knowledge from several scientific disciplines including molecular biology, cellular biology, genetics, and biochemistry. Furthermore, immunology is conceptually complex, requiring the identification of a plethora of immune components and mastery of a large volume of new vocabulary. These attributes can pose challenges to student learning in the undergraduate immunology classroom. Team-based learning (TBL) is a pedagogical method used to increase student engagement in learning, improve student collaboration, and develop communication skills. In a variety of educational settings, TBL activities have been shown to foster a deeper understanding of complex topics, increase student confidence in course content, and improve learning outcomes. In this study, we examined differences in the impact of traditional lecture versus TBL activities on student learning outcomes for four different topics presented in an undergraduate adaptive immunity course. We matched content, across two student cohorts, delivered via team-based learning methodology (T cell development and antibody-mediated function) and traditional lecture (B cell development and T cell effector functions). Student learning was assessed using content questions across a range of Bloom’s taxonomy levels, which demonstrated that the TBL activities increased learning. Additionally, students indicated that the TBL activities assisted with preparation for exams and provided a necessary opportunity to address misconceptions. Taken together, TBL intervention increased student performance on basic content, and students found this learning tool to be valuable. departmental support only

The Team-Based Learning (TBL) methodology articulated with the TBL Active platform in Accounting learning in the technical course in Administration

The current article constitutes in an excerpt from the Mater’s Degree research entitled as “The use of the Team-Based Learning (TBL) Methodology allied to technology: Perceptions over the learning of basic accounting in the Technical Course in Administration”. The question that guided the development of this Master's research was: can the Team-Based Learning (TBL) active methodology allied to digital technology provide collective learning of basic accounting concepts in the Technical Course in Administration? Based on this inquiry, the main purpose of the study presented in this article was to evaluate the contributions of the use of the TBL methodology, combined with the free platform TBL Active, which was created to assist in the application of this active methodology, in learning the basic concepts of Accounting in the technical course in Administration. The approach adopted was the quali-quantitative one since this study combined qualitative and quantitative methods in an intervention research. The development of this research took place in a public school, in the technical course in Administration, placed in the countryside of São Paulo/Brazil. Therefore, the participants were set as a class of 34 students. The observation and application of surveys were used as data collection tools. The main results showed the occurrence of collective learning of Accounting. Other than that, when comparing the individual answers to the collective answers, it showed significative successes. The active participation and the significative learning of the given content were achieved by means of the Team-Based Learning Methodology.

Team-Based Learning in professional writing courses for accounting graduates: positive impacts on student engagement, accountability and satisfaction

ABSTRACT The accounting curriculum has been criticised for failing to develop accounting students’ professional and generic skills for the future needs of employers. This paper describes a constructivist active learning approach, namely Team-Based Learning (TBL), to embed professional skills in a postgraduate professional writing course for accountants. The study explores TBL as an effective team pedagogy that enhances student engagement, accountability and satisfaction. Using a mixed-method approach to analyse student scores on individual and team Readiness Assurance Tests, responses to the TBL Student Assessment Instrument, mid-semester survey and end-of-semester team peer assessment, the study found the TBL method developed teamwork, communication, negotiation and problem-solving skills, and individual and team accountability. Since these skills are critical for successful accounting careers, the findings provide empirical grounding for adopting TBL methodology in accounting communication courses and could form the basis for implementing the methodology in other business and management disciplines.

Team-Based Learning methodology applied to the construction of a child delivery plan model.

to report an experience using the Team-Based Learning methodology for the development of a standard model for Birth Plans by health professionals. experience report on the use of Team-Based Learning to develop care technology, with the participation of 120 professionals from two municipalities located in the Midwest Region. the use of Team-Based Learning in this experience enabled the construction of a Child Delivery Plan model based on the theoretical approach to the theme, a critical reflection exercise, an in-depth discussion, decision-making, after what a consensus was reached. The methodology enabled the (co) construction of knowledge in small groups, teamwork, accountability, and satisfaction among the participants. the use of the TeamBased Learning methodology proved to be effective as a discussion strategy, building consensus and syntheses for the elaboration of a care technology aimed at the pregnancy-parturition period.

Team-Based Learning: A Promising Strategy for Use in Online Distance Education

Beginning in the 2000s, active methodologies began to emerge in some medical schools, evolving from the traditional teaching methodology to the use of methodologies, such as team-based learning (TBL), in which the student acts as the protagonist of his learning. In 2020, with the outbreak of a pandemic that required measures of social distance, a new reality emerged in the educational field, which was the adaptation of strategies traditionally carried out in person for the online format. The purpose of this article was to structure and execute a TBL design, based on the principles of online distance education and the use of technologies. The article presents a brief review of the TBL methodology and the design of the strategy in the online format, with a roadmap to adapt the execution on known platforms and available for online use. The article also presents reports of the utilization of TBL online through the Moddle platform in the first semester of the fourth year of a medical school course. In a second semester of the first year of a Psychology course and in a pharmacology graduate course for a nursing class, the Team-based learning was conducted by Microsoft’s platform. It is worth mentioning that for Moddle, the questionnaires to guarantee preparation and response in groups were carried out on the platform itself, while for TEAMS, the questionnaires were carried out through another platform, Socrative, which proved to be agile and compatible. We conclude that the TBL methodology is perfectly feasible in the distance modality, presenting significant learning, but some difficulties are observed, such as the need for a safe and efficient internet network, as well as the dependence on the student’s and teacher’s digital knowledge.

Interdisciplinary Team-Based Learning: An Integrated Opportunity Recognition and Evaluation Model for Teaching Business, Engineering and Design Students

This paper describes a pedagogical framework and a set of team-based learning (TBL) activities which can be applied to an interdisciplinary course comprised of a mix of engineering, design, and business students. The goal of the team-based learning (TBL) activities is to help students to appreciate both the benefits and the challenges of working in interdisciplinary teams. To enhance their interdisciplinary collaboration skills, students engage in a series of knowledge sharing and knowledge integration activities, based on the Jigsaw technique, a team-based learning methodology. These activities enable the students to recognize and reconcile their disciplinary differences and biases, which arise because of the cognitive diversity of the team. Students are assigned to interdisciplinary teams to identify and prototype an entrepreneurial opportunity. By the end of these activities, students are able to incorporate the perspectives of all three disciplines to develop an integrated team mental model (TMM) of the opportunity recognition and opportunity evaluation process.

Team-Based Learning: a randomized clinical trial in undergraduate nursing.

To compare the knowledge on surgical safety through the team-based learning methodology and lecture classes for undergraduate Nursing students, and evaluate the learning satisfaction with team-based learning. Randomized, controlled, parallel, two-arm, unblinded clinical trial developed in the Faculty of Medicine of a public university in Botucatu, Brazil. The groups included 14 students for team-based learning and 11 students for lecture classes. Students' apprehension of knowledge in the team-based learning group was significantly higher compared to the control group (p<0.002) by considering the pre-test results. After 30 days, there was no significant difference between groups. The experience with the methodology was considered positive among students. Team-based learning is an important pedagogic tool available and has proven effective in education and learning with students playing the role of protagonists.

Online and In-class Team-Based Learning in Undergraduate Immunology: a Comparative Analysis.

The goal of this study was to compare student learning outcomes and preferences using a modified team-based learning (TBL) approach in classroom-based versus online formats in an upper level undergraduate immunology course. Fifty-five students were randomly assigned to small groups and participated in four immunology case study modules either face-to-face in a classroom or synchronously online. In both comparative groups, students completed pre-test Individual Readiness Assurance Test (IRAT) at the beginning of each module in-class or online, discussed cases in-class or online with group members, and completed in-class or online post-test Group Readiness Assurance Test (GRAT) after case study group discussions. Assessment of individual student learning was performed using multiple choice exam questions that addressed concepts from each module. At the end of the course, students completed an optional survey to evaluate course satisfaction and preferences. In all four modules, students performed equally well on the IRATs, regardless of whether they performed TBL in class or online; and students performed better on the GRATs than the IRATs after using the TBL methodology, regardless of whether they performed TBL in class or online. In the application of course concepts, except for modules 2 and 3, there was no difference between a student's performance on the IRAT and the exams, regardless of whether they performed TBL in class or online. There was a significant difference in student perception but not performance when comparing in-class versus online TBL. For almost all measured outcomes, students preferred in-class TBL to online TBL.

Adapting team-based learning for application in telecommunications engineering using software-defined radio

One of the great challenges of engineering education is bringing theory closer to practical applications. The team-based learning methodology, which uses the flipped classroom concept, is actively ...

Blending Communities and Team-Based Learning in a Programming Course

In recent years, engineering education teachers have needed to incorporate technology-supported collaboration to enhance learning. Implementing these activities requires course redesign, which must be meticulous for their full potential to be reached. This can require a lot of work for first time users, which can be a barrier to implementation. Educational design patterns alleviate this burden by facilitating new course design with practices demonstrated to promote student engagement. This paper reports on the redesign of an introductory programming course and its experimental evaluation. The redesign was based on the community of inquiry learning framework (CoL), using design patterns from online Web communities and team-based learning (TBL). The evaluation included 562 students, 117 of them randomly assigned to two different experimental groups. One group used a CoL approach, and the other a blended TBL and CoL methodology. The remaining students were assigned to control groups. Results showed that students in the experimental groups outperformed those in the control group by the end of the semester, while the experimental CoL and TBL methodology helped students achieve a higher level of understanding in a shorter period of time due to increased participation rates. These data provide empirical evidence of the learning gains offered by online learning communities, and the way in which educational design patterns can facilitate course redesign.

Effectiveness of team-based learning methodology in teaching transfusion medicine to medical undergraduates in third semester: A comparative study

BACKGROUND:Team-based learning (TBL) combines small and large group learning by incorporating multiple small groups in a large group setting. It is a teacher-directed method that encourages student–student interaction. This study compares student learning and teaching satisfaction between conventional lecture and TBL in the subject of pathology.AIMS:The present study is aimed to assess the effectiveness of TBL method of teaching over the conventional lecture.SETTINGS AND DESIGN:The present study was conducted in the Department of Pathology, GMERS Medical College and General Hospital, Gotri, Vadodara, Gujarat. The study population comprised 126 students of second-year MBBS, in their third semester of the academic year 2015–2016.METHODOLOGY:“Hemodynamic disorders” were taught by conventional method and “transfusion medicine” by TBL method. Effectiveness of both the methods was assessed. A posttest multiple choice question was conducted at the end of “hemodynamic disorders.” Assessment of TBL was based on individual score, team score, and each member's contribution to the success of the team. The individual score and overall score were compared with the posttest score on “hemodynamic disorders.” A feedback was taken from the students regarding their experience with TBL.STATISTICAL ANALYSIS USED:Tukey's multiple comparisons test and ANOVA summary were used to find the significance of scores between didactic and TBL methods. Student feedback was taken using “Student Satisfaction Scale” based on Likert scoring method.RESULTS AND CONCLUSIONS:The mean of student scores by didactic, Individual Readiness Assurance Test (score “A”), and overall (score “D”) was 49.8% (standard deviation [SD]-14.8), 65.6% (SD-10.9), and 65.6% (SD-13.8), respectively. The study showed positive educational outcome in terms of knowledge acquisition, participation and engagement, and team performance with TBL.

Digestive System: A Team-Based Learning Module for Histology

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

Evaluation of Team‐Based Learning and Traditional Instruction in Teaching Removable Partial Denture Concepts

The aim of this study was to evaluate the effectiveness of team-based learning (TBL) methodology on dental students' retention of knowledge regarding removable partial denture (RPD) treatment. The process of learning RPD treatment requires that students first acquire foundational knowledge and then use critical thinking skills to apply that knowledge to a variety of clinical situations. The traditional approach to teaching, characterized by a reliance on lectures, is not the most effective method for learning clinical applications. To address the limitations of that approach, the teaching methodology of the RPD preclinical course at the University of Florida was changed to TBL, which has been shown to motivate student learning and improve clinical performance. A written examination was constructed to compare the impact of TBL with that of traditional teaching regarding students' retention of knowledge and their ability to evaluate, diagnose, and treatment plan a partially edentulous patient with an RPD prosthesis. Students taught using traditional and TBL methods took the same examination. The response rate (those who completed the examination) for the class of 2013 (traditional method) was 94% (79 students of 84); for the class of 2014 (TBL method), it was 95% (78 students of 82). The results showed that students who learned RPD with TBL scored higher on the examination than those who learned RPD with traditional methods. Compared to the students taught with the traditional method, the TBL students' proportion of passing grades was statistically significantly higher (p=0.002), and 23.7% more TBL students passed the examination. The mean score for the TBL class (0.758) compared to the conventional class (0.700) was statistically significant with a large effect size, also demonstrating the practical significance of the findings. The results of the study suggest that TBL methodology is a promising approach to teaching RPD with successful outcomes.

Blood and Lymphoid Tissue: A Team-Based Learning Module for Histology

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

The Case Study of Team-based Learning Methodology with Teachers of four Domains in the Senior High School

Chang Jung Christian University and National Hsin-Feng Senior High School cooperated in hosting a series of teacher training camps, teaching module design discussions relating to Team-Based Learning (TBL) and green geothermal energy in 2012. The teaching program began in September 2013, focusing TBL on “green energy”. Coupled with field visits, guest lecturers, and participation in competition, the teaching program aims to strengthen the learning effectiveness of students, and emphasize digital technology and hands-on module experience. Four cross-disciplinary senior high school teachers were invited to apply TBL methodology in innovative teaching and learning of geothermal energy. The teachers raises questions to trigger group discussion and in-class discussion on the principle and practice of energy use in daily life, as well as the establishment of energy-saving facilities. After self-learning, students then shared their learning experience with other students. Finally, the feedbacks and suggestions by the students and teachers on the TBL methodology are provided for a reference for TBL in the future.

Team‐based learning methods in teaching topographical anatomy by dissection

While the effectiveness of teaching human topographical anatomy by groups of medical students carrying out embalmed cadaver dissections has been recognized for centuries, the mechanisms by which this teaching is so effective have not been well described. In the recently reintroduced 7-week elective anatomy by whole body dissection course for senior medical students at Sydney Medical School, team-based learning (TBL) principles were used in the course design and implementation. In the 2011 course, 42 senior medical students participated. The effectiveness of TBL pedagogy was assessed by knowledge acquisition and retention and by administration of a questionnaire to evaluate the impact of the principles of this pedagogy. The course produced a marked increase in topographical anatomical knowledge. The median pre-course assessment score was 9/20 (interquartile range 5) and the median post-course assessment score was 19.5/20 (interquartile range 1.75). The difference was statistically significant (P < 0.001). There was near universal agreement by students that five key principles of TBL (small groups, instructor selected allocation to groups, regular assessments, inter- and intra-group competitiveness, and prescribed out-of-class preparation), contributed to this knowledge acquisition. The application of TBL methodology to teaching human anatomy by dissection enables a large group of students to have small group experiences without a large number of teachers. It results in effective acquisition of topographical anatomical knowledge and appears to provide better acquisition of such knowledge than the previous methods of anatomy teaching to which these students had been exposed.

University of Nevada School of Medicine

University of Nevada School of Medicine