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

Abstract

Most 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.

A Novel Grading Strategy for Team‐Based Learning Exercises in a Hands‐on Course in Molecular Biology for Senior Undergraduate Underrepresented Students in Medicine Resulted in Stronger Student Performance

“…At our institution, the current assignment of points in TBL (33% iRAT and 67% gRAT) essentially provides students with the opportunity to get a passing TBL grade (≥ 70%) with minimal prior preparation assuming that others in the group prepare well, and the group achieves a high gRAT score. To address this issue, other schools have incorporated a peer‐evaluation in addition to the iRAT and gRAT scores . This peer‐evaluation provides students with feedback on team behaviors and allows acknowledgement of differential contributions of individual team members to the gRAT score .…”

“…To address this issue, other schools have incorporated a peer‐evaluation in addition to the iRAT and gRAT scores . This peer‐evaluation provides students with feedback on team behaviors and allows acknowledgement of differential contributions of individual team members to the gRAT score . No student peer review process occurs at our institution, and therefore, student evaluation of teammate performance is not included in student grading.…”

Evaluation of the effectiveness of student learning and teacher instruction on team-based learning during quality control of diagnostic imaging

“…The research results indicate that students improved their understanding of content in TBL classes and that lower-achieving students benefited the most from this particular teaching approach [18][19][20][21]. Students reported positive feedback and performed better in groups than as individuals in TBL classes [22].…”

<p>Assessment of Search Strategies in Literature-Review-Based Candidate Theses Within a Nursing Program</p>

“…The entire work of changing instruction sessions and supporting the students' reflective approach can be viewed as using a sociocultural stance, in that learning is considered as emanating from interactive activities. 2…”

“…It is relevant to document the search strategies of candidate theses in nursing programs to increase evidencebased practice (EBP). There are many definitions of the different steps contained in EBP, and Ciliska, 4 has formulated the following EBP-related steps: Asking a clinical question (1), searching the literature for relevant research (2), critically appraising what has been found (3), implementing the change in practice (4) and evaluating the change in practice (5). The entire EBP process includes information literacy, such as searching, gathering, evaluating, and using information.…”