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

Abstract

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.

Gross anatomy education for South African undergraduate physiotherapy students

“…Youdas et al () reported that dissection enhanced professional behaviors in first year doctor of physical therapy (DPT) students. Inter‐professional education models that include team collaboration have resulted in improved academic performance (Huitt et al, ; de Oliveira et al, ; Nicholson et al, ); enhanced clinical problem solving (Sytsma et al, ); better understanding of the roles of other healthcare providers and increased interest in and ability for teamwork between professional groups (Livingston et al, ; Shields et al, ). Asynchronous online discussion forums demonstrated improved student learning outcomes (Green et al, ) and blended learning methods proved beneficial when students retained face‐to‐face practical sessions (Green and Whitburn, ).…”

Traditional Lectures and Team-Based Learning in an Occupational Therapy Program: A Survey of Student Perceptions

“…This instructional strategy has been shown to be feasible and effective in health professions and medical education (Abdelkhalek, Hussein, Gibbs, & Hamdy, 2010;Dunaway, 2005;Livingston, Lundy, & Harrington, 2014;Nieder, Parmelee, Stolfi, & Hudes, 2005;Thompson, Schneider, Haidet, Perkowski, & Richards, 2007). TBL has three main components.…”

Relationships Between Student Grit and Team-Based Learning Preferences in a Master’s Level Occupational Therapy Program

“…Using the TBL-SAI as the measurement tool, several studies demonstrate the impact of TBL on student accountability. In a study of three cohorts of doctor of physical therapy students (n=85) receiving TBL, accountability scores on the TBL-SAI ranged from 19% to 22% higher than neutral scores, indicating that students felt more accountable for learning in TBL classrooms compared to traditional lecture classrooms (Livingston, Lundy, & Harrington, 2014). In a 2015 study, Mott and Peuker reported that in four undergraduate mechanical engineering courses (n=173), TBL-SAI accountability subscale scores across the four cohorts averaged 30.5 points.…”

“…The TBL-SAI was also used in a study conducted at the University of North Florida's physical therapy program's gross anatomy class (Livingston, Lundy, & Harrington, 2014). Students showed positive outcomes in accountability (19%-22% above neutral), preference for lecture or TBL (13%-24% above neutral) and student satisfaction (4%-9% above neutral).…”