Impact of adapted team-based learning methods on student self-assessment of professionalism, teamwork, and skills in a self-care course

Elmore, Lindsey K.; Skelley, Jessica W.; Woolley, Thomas W.

doi:10.1016/j.cptl.2014.04.002

Cited by 16 publications

(10 citation statements)

References 18 publications

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“…Student evaluations revealed that TBL was positively received-a result similar to other reports of TBL adoption. [11][12][13][14][15][16][17] Ferreri and O'Connor specifically evaluated how TBL emphasized the importance of teamwork, enhanced students' confidence with patient assessment, and evaluated how this approach increased relevance to practice. 18 Diaz and colleagues developed a survey to characterize the use of TBL in US pharmacy schools.…”

Section: Introductionmentioning

confidence: 99%

Students’ Attitudes, Academic Performance and Preferences for Content Delivery in a Very Large Self-Care Course Redesign

Camiel

Mistry

Schnee

et al. 2016

American Journal of Pharmaceutical Education

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Objective. To evaluate students' performance/attitudes toward a flipped team-based learning (TBL) format in a "very large" self-care course based on student content delivery preference. Design. Third-year students enrolled in the course were surveyed regarding elements of redesign and homework completion. Additionally, their performance and incoming grade point average were evaluated. Assessment. A survey was completed by 286 of 305 students. Nineteen percent of respondents preferred traditional content delivery, whereas 30% preferred flipped TBL, 48% preferred a mixed format, and 3% had no preference. The grades achieved in the course were: A (49%), B (48%), C (3%) and D (0%). The majority completed "all" or "most" of the homework, appreciated attributes of course redesign, felt home preparation and in-class activities engaged them, and reported improved communication/evaluation skills. Content delivery preference significantly affected attitudes. Conclusion. Students positively received a flipped team-based learning classroom format, especially those who preferred flipped TBL or mixed content delivery. A minority with preference for traditional teaching style did not enjoy the new format; however, their academic performance did not differ significantly from those who did.

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Section: Introductionmentioning

confidence: 99%

Students’ Attitudes, Academic Performance and Preferences for Content Delivery in a Very Large Self-Care Course Redesign

Camiel

Mistry

Schnee

et al. 2016

American Journal of Pharmaceutical Education

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“…The AE process is designed with the ultimate goal of empowering students to apply their knowledge toward the analysis and evaluation of potential courses of action in the context of realistic clinical problems. Multiple examples exist in the literature highlighting not only the ability of TBL to achieve these outcomes, but its further value in promoting professionalism, improved communication skills, and teamwork (15–17) (Figure 2).…”

Section: Structure and Student Assessment In Tbl Classesmentioning

confidence: 99%

Team-Based Learning for Immunology Courses in Allied Health Programs

2019

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Immunology is now a major component of studies in human biology, with many diseases having immune system involvement. Because so many areas of study include aspects of immunological knowledge, how to teach and incorporate immunology must be evaluated and assessed at all levels of education including K-12, undergraduate, graduate, medical, and professional programs. Traditional teaching methods such as lecture have significant shortcomings which make them less appealing to students today who are more digitally inclined and demand more active and engaging learning environments. Herein, we describe and propose the use of the active learning model of Team-Based Learning (TBL) to incorporate immunology into medical and professional programs. TBL is defined as an evidence based collaborative learning strategy taught in a three-step cycle: pre-class preparation, in-class readiness assurance testing (RAT), and application-focused exercises. In TBL, students are assigned to 6–7 member teams. Students complete the in-class RAT individually followed by taking the RAT as a team (T-RAT). Following the RAT and T-RAT, the instructor can then provide immediate feedback on concepts that proved especially difficult. The remainder of class time is then spent with teams working case studies and applications relative to the instructional topic or disease. Teams decide the best outcome or answer for a given application and report their answers simultaneously in class, followed by a discussion facilitated by the instructor. Research indicates that students involved in active learning classes, such as those using TBL have significantly increased levels of student engagement and high performance on examinations. This review will highlight how to implement TBL into a professional program (medical, dental, nursing, or pharmacy), how to assess student performance and provide real world examples of case studies and applications.

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“…Elmore et al implementaron una estrategia de aprendizaje basado en trabajo por equipo con estu diantes de la McWhorter School of Pharmacy de la Stanford University, en Alabama, y observaron que la implementación de esta estrategia favorece el de sarrollo de habilidades comunicativas, trabajo en equipo, profesionalismo y aplicación de conocimien tos, así como el compromiso de los estudiantes en un aprendizaje más activo [11].…”

Section: Introductionunclassified

Desarrollo y crecimiento personal. Construcción y validación de un instrumento para evaluar esta competencia en alumnos de medicina

Cortés

Petra

Acosta

et al. 2017

FEM

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Introducción. El desarrollo y el crecimiento personal de los estudiantes de medicina se consideran una parte fundamental del desarrollo profesional del futuro médico; sin embargo, los estudios realizados abarcan sólo algunos de los aspectos que lo componen y en general son difíciles de aplicar e interpretar. Objetivo. Lograr un instrumento que permita evaluar esta competencia en los estudiantes de medicina durante toda la carrera de una manera útil y práctica para su realimentación. Sujetos y métodos. Se construyeron y validaron 11 escalas integradas en un instrumento de tipo Likert para evaluar los principales aspectos que influyen en el crecimiento y el desarrollo personal. Se aplicaron a 1.024 estudiantes de primer año de medicina de una universidad pública de México. Se realizó el alfa de Cronbach y el análisis factorial con rotación Varimax de cada una de las escalas. Resultados. El 92,6% de las encuestas fue válido, la población fue de 600 mujeres (63,3%) y 348 hombres (36,7%), con una mediana de edad de 19 años. Los valores del alfa de Cronbach oscilaron entre 0,573 y 0,794, y las varianzas, entre el 39,94% y el 65,53%. Conclusiones. El instrumento de autoaplicación muestra un nivel de fiabilidad adecuado. La consistencia interna y la validez de constructo muestran su fortaleza y utilidad para evaluar el desarrollo y el crecimiento personal de los alumnos, y podrán aplicarse durante toda su formación. Contar con un instrumento válido y accesible para evaluar actitudes y desarrollo personal será de gran utilidad tanto para los alumnos como para la propia facultad. Palabras clave. Competencias. Desarrollo personal. Estudiantes. Medicina.

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Impact of adapted team-based learning methods on student self-assessment of professionalism, teamwork, and skills in a self-care course

Cited by 16 publications

References 18 publications

Students’ Attitudes, Academic Performance and Preferences for Content Delivery in a Very Large Self-Care Course Redesign

Students’ Attitudes, Academic Performance and Preferences for Content Delivery in a Very Large Self-Care Course Redesign

Team-Based Learning for Immunology Courses in Allied Health Programs

Desarrollo y crecimiento personal. Construcción y validación de un instrumento para evaluar esta competencia en alumnos de medicina

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