Perceptions of team-based learning using the Team-Based Learning Student Assessment Instrument: an exploratory analysis amongst pharmacy and biomedical students in the United Kingdom

Parthasarathy, Prabha; Apampa, Bugewa; Manfrin, Andrea

doi:10.3352/jeehp.2019.16.23

Cited by 11 publications

(16 citation statements)

References 15 publications

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“…Therefore, the issue of team formation is one that needs careful consideration in improving performance. This was also reported as a factor in a study with pharmacy students using the SAI [ 32 ] which yielded similar results to this study.…”

Section: Discussionsupporting

confidence: 89%

Applying team-based learning in a transnational post registration bachelor of nursing program in Singapore

2021

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Background Team-Based Learning (TBL) is growing in popularity as a method to create active learning within larger group lectures. It is facilitated through phases of individual work, teamwork with immediate feedback and an application exercise, to develop students’ understanding and assessment of conceptual knowledge. A single facilitator can manage many groups within larger lectures. The study aim was to evaluate the impact of TBL on the engagement, learning and satisfaction of students enrolled in a transnational post registration Bachelor of Nursing (BN) program in Singapore. Methods A cross-sectional design was employed. The TBL approach was delivered during lecture sessions within a post registration BN program delivered in a Higher Education Institution in Singapore. A sample of BN students was drawn from 305 students undertaking the program. An online anonymous university-delivered student evaluation of course (SEC) survey and an online anonymous survey using the Student Assessment Instrument, were used to collect quantitative and qualitative data. Survey participation was voluntary with informed consent protocols followed. Student performance in the course was also reviewed. Results Eighty-two students (27%) completed the SEC scoring a median of 4/5 for satisfaction, and 68 (22%) completed the online survey. As 93 was the neutral score for the survey, there was a moderately positive evaluation with an overall score of 108.5/155 for TBL in accountability for learning, TBL preference and satisfaction with TBL compared to traditional lecture approaches. Conclusions Implementation of TBL with this cohort demonstrated evidence of moderately positive engagement, learning and satisfaction when compared to traditional didactic lectures.

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Section: Discussionsupporting

confidence: 89%

Applying team-based learning in a transnational post registration bachelor of nursing program in Singapore

2021

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“…We asked all students to complete an anonymous reflective summary on paper at the intervention conclusion (Appendix S1) containing 16 items dedicated to components of the affective domains, with four items for each: compassion, civic responsibility, personal well‐being and team development. The survey items addressed compassion and well‐being, 8,9 civic responsibility 10 and team‐based cooperativeness 11 and were taken or modified from validated instruments. The responses were provided on a 5‐point Likert scale (highest possible subscore was 20), and we developed a summative score by adding the four subscores (highest possible summative score was 80).…”

Section: Discussionmentioning

confidence: 99%

Service learning and the medical student affective domain

Bartz

Pelletier

Alexander

et al. 2022

The Clinical Teacher

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Background The Association of American Medical College (AAMC) requires all students to demonstrate four core attributes: knowledge, skills, altruism and dutifulness. A formal service‐learning curriculum may serve to explicitly foster altruism and dutifulness in the affective domain of Bloom's taxonomy as well as proactively improve student well‐being. Approach All Harvard Medical School students enrolled in the Principal Clinical Experience (PCE) programme in the 2018–2019 academic year at Brigham and Women's Hospital were excused from clerkship responsibilities and given the opportunity to participate in a half‐day team‐based community‐service intervention at a not‐for‐profit organisation in Boston, MA. Following the service‐learning initiative, we examined student compassion, civic responsibility, well‐being and team cooperativeness using validated survey questions, supplemented by free‐text feedback. Evaluation Forty‐five of the 55 PCE students (82%) attended the outing. Overall, 68% of students found the outing to be valuable and 23% somewhat valuable. On a scale of 0–20, students reported very high self‐perception of compassion (mean = 19.9), civic responsibility (mean = 19.7) and team development and composition (mean = 19.1), after the event. Students reported lower perceptions of personal well‐being (mean = 17.5), but emotional wellness was the most frequently mentioned theme in open response. Implications Incorporation of a team‐based service‐learning activity contributes to the students' community understanding, empathy and class team building. Utilisation of a published framework in the development of this initiative likely contributed to its success. Given our findings, we plan further expansion of this service learning longitudinally through the 4‐year curriculum to potentially strengthen the affective domain for students further.

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“…13 In our study, TBL-SAI suggested students' preference to TBL, but we noted some challenges like students not liking the use of a single teacher, non-coordination with the curriculum, and, lack of preparation time. 14 A large student to faculty ratio established a need for reforming the teaching-learning method and TBL was introduced. So, the challenge of a single facilitator was within the norms of TBL.…”

Section: Discussionmentioning

confidence: 99%

Physiology General Concepts Course for First Year Undergraduate Medical Students Using Team Based Learning: A Descriptive Study

Timilsina,

Bhusal,

Yadav

et al. 2020

JCMC

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Background: Several teaching-learning methods are widely used in medical schools all over the world. Optimizing and promoting active student learning has been the fundamental goal of these strategies. Team-Based Learning (TBL) is a structured form of small-group learning which is a relatively new pedagogy in medical education. We aimed to introduce TBL in place of traditional lectures to teach physiology general concepts and evaluate its perception among undergraduate medical students at Chitwan Medical College. Methods: This was a cross-sectional descriptive study conducted among all 100 (95/100 respondents) year I undergraduate medical students. We requested the students to complete a Team- Based Learning- Students Assessment Instrument (TBL-SAI) to study the preference towards TBL after completing 12 weeks of TBL. Results: The study included 67 males and 28 females. Students reported agreement in TBL-SAI statements complementing and enjoying this newly introduced method. The overall mean TBL-SAI score was 111.55±11.05 (Range 78-128) which was above the defined threshold of 102 indicating favor to TBL over traditional lecture system. Sex, entry-type, and, past educational institutes were not associated with a preference of TBL. TBL-SAI is a reliable tool to use among undergraduate medical students in Nepal. Conclusions: The study demonstrates TBL could be an effective way of teaching physiology general concepts to undergraduate medical students. TBL was overwhelmingly accepted by the students over traditional lecture-based teaching.

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Perceptions of team-based learning using the Team-Based Learning Student Assessment Instrument: an exploratory analysis amongst pharmacy and biomedical students in the United Kingdom

Cited by 11 publications

References 15 publications

Applying team-based learning in a transnational post registration bachelor of nursing program in Singapore

Applying team-based learning in a transnational post registration bachelor of nursing program in Singapore

Service learning and the medical student affective domain

Physiology General Concepts Course for First Year Undergraduate Medical Students Using Team Based Learning: A Descriptive Study

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