Practical Team-Based Learning from Planning to Implementation

Whitley, Heather P.; Bell, Edward C.; Eng, Marty L.; Fuentes, David; Helms, Kristen L.; Maki, Erik D.; Vyas, Deepti

doi:10.5688/ajpe7910149

Cited by 48 publications

(50 citation statements)

References 19 publications

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“…It seems relevant to highlight that in this first meeting, since TBL teaching was new for both professor and students, they decided that if the expectations were not met or the method was considered confusing, both sides could ask for a revision of the teaching-learning process at any time. The model adopted was based on the experience reported by Livingston and co-workers [17] and planned according to Whitley [18].…”

Section: Phases Of the Experimentsmentioning

confidence: 99%

Team-based learning in Physical therapy undergraduate course: experiment report

Amorim

Poltronieri

Ribeiro³

et al. 2019

Fisioter. mov.

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Introduction: Active learning methods have shown positive results, mainly in terms of content learning and the development of communication skills, critical thinking, and collaborative practice. However, they are still unknown by most professors teaching in Physical therapy courses. Objective: To present the report of an experiment based on the application of the Team-Based Learning (TBL) method, in the Physical therapy undergraduate course. Method: This is a report of an experiment comparing traditional teaching and TBL with 61 students in the Physical therapy course. A comparison was performed between means, medians, approval ratio and satisfaction of the students who experienced the active methodology. Results: The results showed that the final average of the summative evaluations of the TBL group (71.9 ± 10.5 points) was statistically different (p = 0.003) from that of the traditional teaching group (63.7 ± 9.92 points). The proportion of approved students was not statistically different between the groups, 92.0% and 88.6%, respectively (p = 0.478). Conclusion: The overall satisfaction was that the method, although tiresome, according to the students, favored a greater understanding of the content and motivation to study. The study presents innovative results regarding the application of the team-based teaching method to the Physical therapy course.

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Section: Phases Of the Experimentsmentioning

confidence: 99%

Team-based learning in Physical therapy undergraduate course: experiment report

Amorim

Poltronieri

Ribeiro³

et al. 2019

Fisioter. mov.

View full text Add to dashboard Cite

show abstract

“…When groups disagree about best answers, the facilitator instructs the group with the correct answer to teach the other groups; i.e., near-peer teaching. 5 After determining participants' understanding of the material, the facilitator addresses any issues needing clarification. In the application phase learners can practice using cases illustrating the topic presented (e.g., Kreb's cycle as it relates to the patient with diabetic ketoacidosis) and/or standardized learners.…”

Section: Team Based Learningmentioning

confidence: 99%

“…Cognitive psychology has shown that facts and concepts are best recalled when they are taught, practiced, and assessed in the context in which they will be used. 2 Pluta et al describes a shift into a "new era" of learning that employs a diversity of approaches to support collaborative learning. 3 Concomitantly, new teaching styles have evolved to stimulate such learning.…”

mentioning

confidence: 99%

Review of Three Educational Models that Enhance Student Learning: Alternatives to Lecturing

Sarwary¹,

Greenberg²

2019

AMSRJ

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“…최근 미국의 의학협회(the Institute of Medicine)와 약학교육협회(ACPE) 및 세계보건기구 (WHO)와 같은 여러 의료분야 단체에서는 다양한 배경을 가진 전문가의 협업을 강화하고 있다 (Whitley et al, 2015). 이에 발맞춰 의료분야 대학교육에서 문제중심학습이나 팀 기반 학습과 같이 소집단의 상호작용을 중심으로 진행되는 학습자 중심 교육 방법을 통해 의료인에게 필요 한 역량을 증진하려는 노력이 활발하게 적용되고 있다 (Rezaee, Moadeb, & Shokrpour, 2016 (Shin, & Park, 2012).…”

Section: ⅰ 서론unclassified

The Effects of Learner Centered Instruction in Nursing : A Meta-Analysis

이정은¹,

양승희²

2018

aje

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The purpose of this study is to analyze the effect of learner centered instruction in the nursing field by using meta-analysis of 84 studies with problem based learning, action learning, flipped learning, and team based learning. As a result, the total effect size of learner centered class in nursing was 0.624. This means that learner centered instruction has a medium effect size. According to the instructional model, the effect size was higher in order of team based learning, action learning, flipped learning, and problem based learning. Among the total 15 dependent variables, the greatest effect size was in clinical performance. The medium effect size was in the dependent variables such as nursing knowledge, creativity, self directed learning, communication ability, interpersonal ability, problem solving ability, critical thinking. When the dependent variables were grouped into three domains, the effect size of the major competency was the largest, followed by the individual competency and the learning attitude. In addition, we examined the effect sizes of the moderate variables in learner centered instruction. This study shows that learner centered instruction is more effective than traditional teacher centered instruction. Based on the results of this study, we propose applying a new method of learner centered education.

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Practical Team-Based Learning from Planning to Implementation

Cited by 48 publications

References 19 publications

Team-based learning in Physical therapy undergraduate course: experiment report

Team-based learning in Physical therapy undergraduate course: experiment report

Review of Three Educational Models that Enhance Student Learning: Alternatives to Lecturing

The Effects of Learner Centered Instruction in Nursing : A Meta-Analysis

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