Team-based Learning Student Assessment Instrument Research Articles

Evaluating team-based learning in a foundation training pathway for trainee pharmacists.

A new programme incorporating online study days delivered using team-based learning (TBL) for hospital-based trainee pharmacists (TPs) in the North of England was created. To our knowledge, TBL has not previously been used in educational programmes for TPs designed to supplement their workplace learning. The project aimed to investigate the experiences of TPs learning using online TBL by exploring their perceptions on their engagement, learning, and satisfaction with TBL. Data were collected using online anonymous surveys at the end of four online TBL study days. A bespoke survey consisted of 5-point or 4-point Likert scale and two free text questions. TBL Student Assessment Instrument (SAI), a validated survey, was used to assess TPs' acceptance of TBL. Survey data was summarized descriptively, and free text comments analysed using thematic analysis. TPs developed accountability to their team, remained engaged with TBL delivery online and stated a preference for and satisfaction with this method. TPs valued opportunities to apply their knowledge in challenging scenarios and learn from discussions with their peers, the larger group, and facilitators. TBL was also perceived to be an engaging approach to learning and helped to maintain their interest with the teaching material. However, TPs struggled to engage with pre-work outside of the class due to competing work priorities. This study shows that online TBL was well accepted by TPs and can be successfully used to deliver education to large cohorts of learners. The model developed shows potential for scalability to larger numbers of learners.

Team-based learning in the internal medicine clerkship didactics.

Active-learning approaches, such as team-based learning, are infrequently used in internal medicine clerkship didactics even though there is increasing evidence to suggest medical students prefer it over traditional lecture-based learning. In this study, five team-based learning sessions were incorporated into three blocks of a 12-week internal medicine clerkship. The goal of this quasi-experimental study was to compare learner engagement, satisfaction and preference between team-based learning and lecture-based learning in the internal medicine clerkship didactics. Outcomes were compared using the Classroom Engagement Survey, a satisfaction questionnaire and the Team-Based Learning Student Assessment Instrument (TBL-SAI). There was a statistically significant difference in the classroom engagement scores between team- and lecture-based learning (P < 0.0001) with a median of 39.0 and 33.0 in the team-based learning and lecture-based learning groups. For learning preference, the median TBL-SAI score was substantially above neutral. Across all team-based learning sessions, 100% of students were satisfied or strongly satisfied with the learning style as a valuable experience and as a way to learn course material, and only one student was not satisfied or strongly satisfied with team-based learning to improve problem solving skills. The classroom engagement and learning style preference findings were consistent with previously published data in other clerkship settings. Student satisfaction was more consistent with team-based learning than with the lecture-based learning, which may be because of the consistent format whereas lecture-based learning style was faculty dependent. Students preferred team-based learning and had improved engagement and satisfaction when compared to lecture-based learning. This study provides evidence in favour of team-based learning as a strategy to incorporate active learning in clerkship didactics.

The effects of online Team-Based Learning on undergraduate nursing students' performance, attitudes and accountability during COVID-19 pandemic.

The COVID-19 pandemic forced many institutions to move Team-Based Learning to an online format. The primary aim of this study is to examine the performance of undergraduate nursing students on tRAT and iRAT during online TBL. The secondary aims are to evaluate the students' attitudes and their accountability, preferences and satisfaction with online TBL. The study employed a one-group pretest-posttest quasi-experimental design. The primary outcome was evaluated by comparing the students' average scores in the tRAT versus the iRAT in each online TBL session. The secondary outcomes were evaluated through the questionnaire designed by Parmelee et al. (2009) and the Team-Based Learning Student Assessment Instrument (TBL-SAI) (Mennenga, 2012). A statistically significant improvement was identified between tRAT and iRAT performances in all online TBL sessions (p<0.001). Students' satisfaction with team experience showed a statistically significant increase (p=0.003). Participants considered the peer evaluation to be fair (p<0.001), although it didn't encourage them to study more (p=0.028). Finally, students felt they were able to make the right decisions (p<0.001). The mean scores for accountability (m=30±3.7) and preferences for TBL (m=51.8±6.3) were higher than their neutral values (n=24; n=48). Students' satisfaction was neutral (m=27.8±5, n=27). In online TBL, teamwork has improved individual performances and has been appreciated by the participants. The online TBL had a positive effect on the accountability of students who preferred it to frontal lectures.

Impact and Perception of Virtual Team-based Learning in Comparison to Online Lectures in Pharmacology- A Randomised Crossover Interventional Study

Introduction: Competency-based Medical Education (CBME) emphasizes small group teaching; henceforth, more innovative educational strategies are needed to stimulate student learning. Team-based Learning (TBL) is structured small-group teaching featuring student preparation out of class to acquire critical concepts. In the current study, TBL was carried out on a virtual platform using commonly available web applications. Aim: To evaluate the impact and perception of virtual TBL compared to online lectures in Pharmacology. Materials and Methods: The randomised crossover study was conducted from September 2021 to January 2022, in the Pharmacology department of Tirunelveli Medical College, Tirunelveli, Tamil Nadu, India. The students were assigned into two groups in the ratio of 1:1 by simple random sampling. Students in group A attended TBL sessions, whereas group B attended lectures on the same topic via Google classroom for the first session. A crossover of groups was done for the second session. At the end of both sessions, a questionnaire with Multiple Choice Questions (MCQs) to assess knowledge recall and Short Answer Questions (SAQs) to assess critical analysis was sent to both groups in Google forms, and responses were collected and evaluated. A validated 33 item TBL Student Assessment Instrument (TBL-SAI) was used to determine the student perceptions. An unpaired t-test was used to compare the scores of both groups to assess performance. MannWhitney U test was used to compare the student accountability, preference, and satisfaction scales of TBL-SAI. Results: Out of 130 students, 125 were taken up for analysis as five failed to attend the sessions or complete the questionnaire. TBL group scored significantly better than the lecture group in MCQs {(15.8±2.2 vs 12±2.6) and (12.7±3.5 vs 6.4±2.2)} and SAQs {(5.4±2.1 vs 2.3±1.4) and (6.1±2.0 vs 3.3±1.9)} in sessions 1 and 2, respectively. TBL-SAI subscale and total scores were higher than neutral scores in both groups, indicating a positive attitude toward virtual TBL. Conclusion: Implementation of virtual TBL in synchronous setting in Pharmacology course established proof of high student accountability and satisfaction. Students preferred online TBL to online lectures. Virtual TBL sessions were more effective than online lectures.

Exploring the role of simulation to foster interprofessional teamwork among medical and nursing students: A mixed-method pilot investigation in Hong Kong

ABSTRACT Effective teamwork is a critical component of maintaining patient safety. However, there is lack of clarity on the best teaching approach to interprofessional teamwork training in medical and nursing curricula. This study aimed to compare the effects of blended classroom plus clinical simulation versus clinical simulation alone on teamwork attitudes, perceptions and performance in medical and nursing students in Hong Kong. This was a pilot study with a mixed-method research design, with both quantitative and qualitative evaluations. Students who studied medicine or nursing courses at a university in Hong Kong were invited to this study. They were assigned into two groups: clinical simulation alone versus blended classroom plus clinical simulation. The primary outcome was attitudinal change related to teamwork behaviours, which was measured using the Human Factors Attitude Survey. The secondary outcomes were perceptions of team-based learning and teamwork performance, which were accessed by the Team-Based Learning Student Assessment Instrument and Ottawa Global Rating Scale, respectively. Four focus group interviews were conducted after the training sessions. Conventional content analysis using inductive coding was performed with the qualitative data. Forty-six students participated in this study. There was a significant increase in the participants’ positive attitudes on teamwork for both groups (intervention: MD = 5.36 and control: MD = 3.6, p <.05); however, there was no significant difference on increasing positive attitudes between the groups (estimate = 1.76, 95% CI [−8.59, 5.06], p = .61). Qualitative analysis identified four themes: (1) reconsidering professional roles in managing patients; (2) embodying the experience to share responsibility and complement each other’s skills; (3) realizing the importance of trust and communication; and (4) engaging to achieve the mission within a limited time. This pilot study found that a blended classroom did not further improve teamwork attitudes, perceptions and performance in medical and nursing students compared with clinical simulation alone. Qualitative findings showed that students had reconsidered their professional roles in managing patients and realized the importance of teamwork in caring patients.

Team-Based Learning in Medical Ethics Education: Evaluation and Preferences of Students in Oman

Objectives: The purpose of this study was to explore the impact of integrating team-based learning sessions in undergraduate medical ethics education. Though used effectively in other pre-clinical courses, team-based learning is not frequently used in medical ethics education. Student’s accountability for learning, preference for team-based learning, and satisfaction were studied. Methods: Three team-based learning sessions covering focal topics in medical ethics was introduced in the pre-clinical Health Care Ethics course for students at the College of Medicine and Health Sciences, National University of Science and Technology. On the completion of three modules, the team-based learning student assessment instrument (TBL-SAI) by Heidi Mennenga was used to evaluate student perceptions. To this aim, 118 students who had registered for the Health Care Ethics course completed the survey. Results: The findings indicated that students reported a positive experience of team-based learning in medical ethics education. Students also indicated high accountability for their learning, a high preference for team-based learning to lectures in the medical ethics course, and high satisfaction. Conclusions: Team-based learning is thus preferred by students to cover topics and courses in medical ethics. Integrating team-based modules in medical ethics education will enhance self-directed learning, improve teamwork, and help students effectively recall and apply information. It is therefore recommended to integrate team-based learning sessions in medical ethics education.

Team-based learning student assessment instrument (TBL-SAI) for assessing students acceptance of TBL in a Saudi medical school. Psychometric analysis and differences by academic year.

Objectives:To assess psychometric properties of team-based learning student assessment instrument (TBL-SAI) and TBL acceptance by student academic year.Methods:A cross-sectional study was conducted at College of Medicine, University of Bisha, Bisha, Saudi Arabia, between February and May 2018. Students (n=109) from second- to fourth-year were scored on TBL-SAI scale (33-items). Principal axis factoring with varimax rotation was conducted on the scale to identify the emerged factors. Cronbach’s alpha, item-total correlation were used to check the reliability and validity of the instrument.Results:Cronbach’s alpha for the total scale was 0.798. The means scores of TBL-SAI scale and each subscale was favorable. On factoring analysis, 27-items of revised TBL-SAI scale were retained and 7 factors emerged. Factor 1 stands for TBL satisfaction; factors 2, 4, 5, 6 stand for TBL versus lecture preference, factors 3 and 7 stand for TBL accountability. The scale was positively correlated with each TBL favor subscale, ranged between 0.328 and 0.756. Year-4 students scored higher (p<0.001) on TBL-SAI compared to year-2 or year-3 students.Conclusions:The revised TBL-SAI is valid and reliable tool to measure the favor of TBL. Longitudinal studies across all academic levels are recommended to provide a clearer picture of the students’ acceptance rate of TBL.

Perception of team-based learning using the team-based learning student assessment instrument: an exploratory analysis within pharmacy and biomedical students in the United Kingdom.

PurposeThis study aimed to evaluate students’ perception of team-based learning (TBL) amongst a cohort exposed to this methodology for the first time at a university in the United Kingdom.MethodsBetween November and December 2018, 26 first-year Master of Pharmacy and 90 second-year Biomedical Science students of the School of Life Sciences, University of Sussex, United Kingdom were invited to participate and requested to complete a questionnaire that contained quantitative and qualitative questions. The quantitative component was based on the Team-Based Learning Student Assessment Instrument (TBL-SAI). It additionally contained questions about key student characteristics.ResultsThe response rate was 60% (70 of 116); of the participants, 74% (n=52) were females and 26% (n=18) males. The percentage of agreement in the TBL-SAI suggested a favourable response to TBL. The overall mean score for the TBL-SAI was 115.6 (standard deviation, 5.6; maximum score, 140), which was above the threshold of 102, thus suggesting a preference for TBL. Statistically significant differences were not found according to demographic characteristics. Students who predicted a final grade of ≥70% strongly agreed that TBL helped improve their grades. Some students highlighted issues with working in teams, and only 56% of students agreed that they could learn better in a team setting.ConclusionThis study shows that students exposed to TBL for the first time favoured several aspects of TBL. However, more focused strategies including team-building activities and expert facilitation skills could potentially tackle resistance to working in teams.

Team-Based Learning and the Team-Based Learning Student Assessment Instrument (TBL-SAI): A Longitudinal Study of Master of Occupational Therapy Students' Changing Perceptions.

Despite evidence showing that team-based learning (TBL) is accepted by students, a gap in evidence exists regarding how students' experiences with TBL may change over time. In this study, we explored changes in accountability, satisfaction, and preference for TBL or traditional lecture among occupational therapy students using TBL across 1 yr of occupational therapy education. Forty-one pairs of data from first- and third-term occupational therapy students were analyzed to determine changes in students' experience with TBL over time. Data analysis of first- and third-term students showed significant changes in accountability with TBL (p = .027), satisfaction with TBL (p = .021), and preference for TBL over traditional lecture (p = .019). Considerable differences were found in individual cohorts regarding satisfaction, accountability, and the overall TBL experience; however, no notable differences were found between cohorts.

Physiotherapy Students’ Perceptions of Team-Based Learning Using the Team-Based Learning Student Assessment

According to the National Curricular Guidelines for the undergraduate-level course in physical therapy, the curriculum must promote the training of a generalist, humanist, critical, and reflective professional to develop skills focused on decision-making, communication, leadership, etc. Several methodologies are used in the teaching-learning process; of these, active methodologies are often cited, wherein, contrary to the traditional model of teaching, the roles of the teacher and student are reversed. This study aimed to evaluate students&amp;rsquo; perception of learning in teams (Team-based learning) as a teaching-learning strategy in the physical therapy undergraduate program of the University of the State of Par&amp;aacute;, using the Team-based Learning Student Assessment Instrument (TBL-SAI). A cross-sectional, descriptive study with 21 physical therapy undergraduate students of the UEPA Campus XII was conducted. The TBL-SAI was administered after they participated in an optional course of the respiratory system, wherein the TBL teaching was adopted. The 33 items of the TBL-SAI comprise responses ranging from 1 (I strongly disagree) to 5 (I strongly agree), divided into three subscales: perception of students&amp;rsquo; accountability, preference for traditional approach or TBL, and students&amp;rsquo; satisfaction. Average score on the subscales higher than the neutral scores indicated that the students perceived the TBL to be an effective learning tool. The participants reported an overall positive experience using TBL with respect to accountability toward their studies, preference for TBL, and their satisfaction with the method. Future studies should evaluate the impact of TBL on the academic performance and learning ability of undergraduate students of physical therapy.

Team-based learning student assessment instrument in Brazilian dental education: a validation study

Team-based learning student assessment instrument in Brazilian dental education: a validation study

Applying interprofessional Team-Based Learning in patient safety: a pilot evaluation study

BackgroundInterprofessional education (IPE) interventions are not always successful in achieving learning outcomes. Team-Based Learning (TBL) would appear to be a suitable pedagogical method for IPE, as it focuses on team performance; however, little is known about interprofessional TBL as an instructional framework for patient safety. In this pilot-study, we aimed to (1) describe participants’ reactions to TBL, (2) observe their achievement with respect to interprofessional education learning objectives, and (3) document their attitudinal shifts with regard to patient safety behaviours.MethodsWe developed and implemented a three-day course for pre-qualifying, non-medical healthcare students to give instruction on non-technical skills related to ‘learning from errors’. The course consisted of three sequential modules: ‘Recognizing Errors’, ‘Analysing Errors’, and ‘Reporting Errors’. The evaluation took place within a quasi-experimental pre-test-post-test study design. Participants completed self-assessments through valid and reliable instruments such as the Mennenga’s TBL Student Assessment Instrument and the University of the West of England’s Interprofessional Questionnaire. The mean scores of the individual readiness assurance tests were compared with the scores of the group readiness assurance test in order to explore if students learned from each other during group discussions. Data was analysed using descriptive (i.e. mean, standard deviation), parametric (i.e. paired t-test), and non-parametric (i.e. Wilcoxon signed-rank test) methods.ResultsThirty-nine students from five different bachelor’s programs attended the course. The participants positively rated TBL as an instructional approach. All teams outperformed the mean score of their individual members during the readiness assurance process. We observed significant improvements in ‘communication and teamwork’ and ‘interprofessional learning’ but not in ‘interprofessional interaction’ and ‘interprofessional relationships.’ Findings on safety attitudes and behaviours were mixed.ConclusionTBL was well received by the students. Our first findings indicate that interprofessional TBL seems to be a promising pedagogical method to achieve patient safety learning objectives. It is crucial to develop relevant clinical cases that involve all professions. Further research with larger sample sizes (e.g. including medical students) and more rigorous study designs (e.g. pre-test post-test with a control group) is needed to confirm our preliminary findings.

The implementation of team-based learning in MBBS pharmacology teaching: A student's perception

Background: The objective of this study was to assess the student's perceptions/observation of team-based learning (TBL) in a 2nd year MBBS Pharmacology teaching using the TBL Student Assessment Instrument (TBL-SAI). Methodology: The TBL strategy was administered to 100, 2nd year MBBS Pharmacology students with the help of TBL-SAI surveys. The survey includes 33 items, each rated from one (strongly disagree) to five (strongly agree) and measures three subscales: students' perception/observation of accountability, liking for lecture or TBL, and student satisfaction. Results: Total TBL-SAI score for each component fell above the neutral point score. About 77.9% of the students have felt accountable to participate in the learning. Majority (89.5%) showed a preference for TBL comparable to lecture instruction. In addition, 85.6% of the students were satisfied with the course. Conclusion: The TBL design has been effectively implemented in learning of analgesics and antiulcer drugs in pharmacology with the key objectives of encouraging and perceiving student accountability, satisfaction, TBL versus lecture and student engagement. TBL enhances the student teacher interact and is helpful to students who learn in group activities and is a feasible active-learning academic strategy for large student-faculty ratio. This could be effortlessly tailored for other topics, courses, and programs.

The effects of team-based learning on learning outcomes in a course of rheumatology.

We evaluated the effects of implementing Team-Based Learning (TBL) on student engagement, accountability, satisfaction, and preference for lecture or team-based learning. Moreover, we assessed the effect of TBL on knowledge retention and application over time through short answer questions based on clinical scenarios addressing history taking and diagnosis skills in medical students. The study was conducted in a quasi-experimental design. The study population were all of the third-year medical students (n = 84) participating in a course of rheumatology in Shariati Hospital, which is a teaching hospital affiliated to Tehran University of Medical Sciences. We compared TBL with the conventional lecture-based method. The assessments were performed after implementation of TBL by the Classroom Engagement Survey (CES) and Team-Based Learning Student Assessment Instrument (TBL-SAI). The assessment for application of knowledge was conducted in 3 time-points through short answer questions on rheumatic diseases. The comparison of results was made by Student's t-test and repeated-measures analysis of variance (RM-ANOVA) using SPSS software, version 16. The CES scores indicated a high level of engagement in TBL (Mean±SD=26.7±3.70, p=0.0001) but not in the lecture-based sessions (Mean±SD=23.80±4.35, p=0.09). The total mean score (SD) for TBL-SAI was 159.68 (14.14) for TBL sessions indicating a favorable outcome (p=0.0001). The student scores obtained from the short answer questions showed that over time the students' scores had declined significantly less for the TBL sessions in comparison to the lecture-based sessions, F (2, 166) = 4.624, p=0.011. The results indicated higher student engagement, satisfaction and long term learning by TBL.

A mixed methods evaluation of team-based learning for applied pathophysiology in undergraduate nursing education

BackgroundIt is important for nurses to have a thorough understanding of the biosciences such as pathophysiology that underpin nursing care. These courses include content that can be difficult to learn. Team-based learning is emerging as a strategy for enhancing learning in nurse education due to the promotion of individual learning as well as learning in teams. ObjectivesIn this study we sought to evaluate the use of team-based learning in the teaching of applied pathophysiology to undergraduate student nurses. DesignA mixed methods observational study. MethodsIn a year two, undergraduate nursing applied pathophysiology module circulatory shock was taught using Team-based Learning while all remaining topics were taught using traditional lectures. After the Team-based Learning intervention the students were invited to complete the Team-based Learning Student Assessment Instrument, which measures accountability, preference and satisfaction with Team-based Learning. Students were also invited to focus group discussions to gain a more thorough understanding of their experience with Team-based Learning. Exam scores for answers to questions based on Team-based Learning-taught material were compared with those from lecture-taught material. ResultsOf the 197 students enrolled on the module, 167 (85% response rate) returned the instrument, the results from which indicated a favourable experience with Team-based Learning. Most students reported higher accountability (93%) and satisfaction (92%) with Team-based Learning. Lectures that promoted active learning were viewed as an important feature of the university experience which may explain the 76% exhibiting a preference for Team-based Learning. Most students wanted to make a meaningful contribution so as not to let down their team and they saw a clear relevance between the Team-based Learning activities and their own experiences of teamwork in clinical practice. Exam scores on the question related to Team-based Learning-taught material were comparable to those related to lecture-taught material. ConclusionsMost students had a preference for, and reported higher accountability and satisfaction with Team-based Learning. Through contextualisation and teamwork, Team-based Learning appears to be a strategy that confers strong pedagogical benefits for teaching applied pathophysiology (bioscience) to student nurses.

Understanding the early effects of team-based learning on student accountability and engagement using a three session TBL pilot

Background and purposeThis study examined the early effects of a team based learning (TBL) pilot, including differences in student engagement with TBL compared to lectures, and student accountability, preferences, and satisfaction with TBL. Educational activity and settingThree TBL sessions were delivered in the nephrology section of pharmacotherapy and then students completed the team-based learning student assessment instrument (TBL-SAI), which assesses TBL relative to lecture on three subscales (i.e., student accountability, preferences, and satisfaction). Students also completed a modified engagement instrument for a lecture and again for a TBL session. FindingsAll students (160) participated in the survey (100% response rate). When comparing TBL and lecture engagement, five of eight statements were statistically significantly different. In TBL, students reported the strongest agreement with statements related to contributions (i.e., contributing fair share [mean 3.97], contributing meaningfully [mean 3.96]). Using the TBL-SAI, the mean score for accountability (30.64) was higher than neutral (24) indicating a higher level of accountability with TBL. Student satisfaction with TBL was neutral (mean 26.62, neutral = 27). Discussion and conclusionsIn a three-session pilot, TBL had positive effects on engagement and accountability. Early positive effects could aid programs in building and maintaining momentum with the TBL approach while working towards outcomes that may take longer to achieve, such as changes in professionalism or teamwork. Duration of exposure and perseverance through the transition to TBL may be important in developing preferences and satisfaction. This study provides insights to programs and instructors about student perceptions and attitudes as TBL is introduced.

The applicability of a validated team-based learning student assessment instrument to assess United Kingdom pharmacy students' attitude toward team-based learning.

PurposeIt aimed at testing the validity and reliability of a validated team-based learning student assessment instrument (TBL-SAI) to assess United Kingdom pharmacy students’ attitude toward TBL.MethodsTBL-SAI, consisting of 33 items, was administered to undergraduate pharmacy students from two schools of pharmacy each at University of Wolverhampton and University of Bradford were conducted on the data, along with comparison between the two schools.ResultsStudents’ response rate was 80.0% (138/173) in completion of the instrument. Overall, the instrument demonstrated validity and reliability when used with pharmacy students. Sub-analysis between schools of pharmacy did, however, show that four items from Wolverhampton data, had factor loadings of less than 0.40. No item in the Bradford data had factor loadings less than 0.40. Cronbach’s alpha score was reliable at 0.897 for the total instrument: Wolverhampton, 0.793 and Bradford, 0.902. Students showed preference to TBL, with Bradford’s scores being statistically higher (P<0.005).ConclusionThis validated instrument has demonstrated reliability and validity when used with pharmacy students. Furthermore students at both schools preferred TBL compared to traditional teaching.

Team-based learning: Application in undergraduate baccalaureate nursing education

Objective: The aim of the study was to determine the efficacy of Team-based Learning (TBL) in an undergraduate nursing course with regard to the outcomes of academic performance (Health Education Systems Incorporated [HESI ® ] Management exam) and self-reported measures of critical thinking, leadership and management skills, overall course ratings, accountability to learning, preference for lecture or TBL, and learner satisfaction with TBL. Methods: In a quantitative, quasi-experimental post-test study, 221 undergraduate senior nursing students participated in the TBL course or a traditional instructor-led control course. In both courses, academic performance was measured by the HESI ® Management scores; critical thinking, leadership and management skills, and overall course experience were measured using an online survey. In the TBL course, accountability to learning, preference for lecture or TBL, and learner satisfaction was measured with the Team-Based Learning Student Assessment Instrument. Results: When compared to lecture, TBL learners scored significantly higher on the HESI ® Management exam and reported significantly higher critical thinking, leadership and management skills and better overall course experience ratings ( p ≤ .01). TBL learners reported moderate to high levels of accountability, higher preference for TBL than lecture, and satisfaction with TBL. Total scores indicated moderate to high levels of favorable experiences with TBL. Conclusions: Results indicate TBL is an acceptable and efficacious instructional strategy in undergraduate nursing students. To control for extraneous factors and limit confounding, future research should evaluate the impact of TBL via a randomized control trial.

Physical therapy students’ perceptions of team-based learning in gross anatomy using the Team-Based Learning Student Assessment Instrument

Purpose: The objective of this study was to assess physical therapy student perceptions of team-based learning (TBL) in a graduate level gross anatomy course using the TBL Student Assessment Instrument (TBL-SAI).Methods:The TBL-SAI was administered to 85 doctor of physical therapy (DPT) students, comprising three cohorts (classes of 2013, 2014, and 2015), who successfully completed a gross anatomy course where TBL was implemented. The TBL-SAI surveys 33 items, each rated from one (strongly disagree) to five (strongly agree) and measures three subscales: students’ perceptions of accountability, preference for lecture or TBL, and student satisfaction.Results:The means for each subscale and the total TBL-SAI score for each cohort fell above the neutral score. The 2015 group (mean, 37.97; 95% confidence interval [CI], 35.67 to 40.26) reported significantly higher satisfaction than that of the 2013 group (mean, 32.71; 95% CI, 30.31 to 35.05) and the 2014 group (mean, 33.11; 95% CI, 30.69 to 35.53). The 2015 group (mean, 125.3; 95% CI, 120.6 to 130.3) also had a significantly higher total score than that of the 2013 group (mean, 115.6; 95% CI, 110.5 to 120.5).Conclusion:The physical therapy students reported an overall positive experience in using TBL to learn gross anatomy in terms of accountability, preference for learning mode, and satisfaction. This positive experience with TBL was accompanied by their successful academic performance. Given the traits and learning preferences in this generation of graduate students, TBL could be a teaching method that is received positively elsewhere and results in successful academic performance and learning.

Development and Psychometric Testing of the Team-Based Learning Student Assessment Instrument

Team-based learning, an innovative teaching strategy, may be useful in meeting the demands of nursing education. However, educators may be hesitant to adopt this teaching strategy because of the lack of available research. The author discusses a study to determine whether a newly developed instrument, the Team-Based Learning Student Assessment Instrument, accurately measures the 3 subscales of accountability, preference for lecture or team-based learning, and student satisfaction. Results suggest the instrument is valid and reliable and may be a valuable tool in assessing the effectiveness of team-based learning.