Stakeholder acceptance of digital team-based learning

Currey, Judith; Sprogis, Stephanie K; Burdeu, Gabrielle; Story, Ian; Considine, Julie; O'Donnell, Marcus; Gentle, Alex; Backhouse, Simon; Oldland, Elizabeth

doi:10.1016/j.nepr.2020.102833

Cited by 9 publications

(12 citation statements)

References 16 publications

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“…From 260 potentially relevant citations, 45 studies published from 2008 to 2021 were included in this scoping review (Supplemental Digital Content, Figure 2, http://links.lww.com/NE/A961): 3 randomized controlled trials, 16-18 30 observational studies, 1,3,19-46 7 mixed-methods studies, 47-53 and 5 qualitative studies 2,54-57 . Forward and backward searching did not find additional studies.…”

Section: Resultsmentioning

confidence: 99%

“…Activity sequencing was reported in 42 studies. Most studies (n = 38) reported preclass learning, iRATs and tRATs, and application exercises 1,3,16-22,24-31,33-41,43-48,50-53,55,57 . Some studies reported the addition of lectures before iRATs/tRATs and applications (n = 1) 23 or between iRATs/tRATs and applications (n = 9) 3,19,20,25,33,36,40,48,57 .…”

Section: Resultsmentioning

confidence: 99%

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Specific Elements of Team-Based Learning Used in Nursing Education

et al. 2021

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Background: Team-based learning (TBL) is an evidence-based, highly structured teaching strategy. Purpose: The purpose of this review was to explore the specific TBL structure and process design elements reported in nursing education studies. Methods: A scoping review was undertaken according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews. Databases were searched on February 15, 2021, using search terms related to nursing, education, and TBL. Results: Of 226 potentially relevant citations, 45 studies were included. The specific TBL design elements reported were team size (n = 41), team formation (n = 24), readiness assurance process (n = 45), immediate feedback (n = 42), activity sequencing (n = 42), 4S application design (n = 13), incentive structure(s) (n = 22), and peer evaluation (n = 13). Conclusions: There was variability in the reporting of TBL design elements. Preclass preparation and individual and team Readiness Assurance Tests were well reported. Application exercise design and approach to peer evaluation were gaps in the included studies.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Specific Elements of Team-Based Learning Used in Nursing Education

et al. 2021

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“…While online TBL can increase learning and help to foster teamwork, the students have perceived a tremendous increase in workload and require a significant amount of time [21]. Online TBL has also been accepted by the stakeholders and has been proven to be a feasible method of teaching learning [22].…”

Section: Discussionmentioning

confidence: 99%

The effectiveness of online team-based learning in introduction to medical ethics education for medical students at a medical college of Nepal: a pilot study

Subedi¹,

Hirachan²,

Paudel³

et al. 2022

BMC Med Educ

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Background: The effectiveness of online classes is always a concern, and it can be overcome by opting for active learning strategies like team-based learning (TBL). This study was conducted to find out the effectiveness of online TBL as an active learning strategy. We also aimed to explore the satisfaction and perception of students toward TBL. Methods: This is a mixed-method study conducted among 29 third-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students of Gandaki Medical College using purposive sampling method in the duration of January to September 2021. Three two hours online TBL sessions were used for teaching introduction to medical ethics. The individual readiness assurance test (IRAT) scores were compared to the group readiness assurance test (GRAT) scores to evaluate the effect of TBL through cooperative learning. Learner reactions and satisfaction of students towards TBL were assessed using a validated questionnaire comprising of a five-point Likert scale. An open-ended question asking the participants to describe their overall experience of the TBL sessions was also included to explore their perceptions towards TBL. The data were collected using Google form and exported to Microsoft Excel and the quantitative data were then analyzed using Statistical Package for Social Sciences (SPSS) version 16.0. To check the normal distribution of the data, Kolmogorov Smirnov and Shapiro-Wilk test were used. Non-parametric tests were used for the non-normally distributed data. P value of < 0.05 was regarded as significant. Thematic analysis was conducted for the qualitative data. Results: The median GRAT scores were significantly higher (p = 0.006 in TBL 1 and 0.001 in TBL 2) than IRAT scores. Learner reactions toward TBL sessions were positive as shown by the mean scores which were in the range of 3.59 to 4.66. Five themes were generated from the codes: “effective learning method”, “positive experience”, “gained knowledge”, “expression of gratitude” and “the way of conduction of the sessions”. Conclusion: Online TBL in medical ethics was effective as a teaching learning tool in our setting. The students were satisfied with the learning process and rated the learning strategy positively.

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“…Similarly, a study comparing inperson to virtual TBL in nursing and optometry students showed mean student engagement scores significantly increased in the virtual format. This study utilised a digital TBL software program that aligned with the traditional TBL paradigm in a virtual format (Currey et al, 2020). In contrast, Vollbrecht and colleagues found that synchronous online TBL delivered via Microsoft Teams, use of breakout rooms and a polling platform for applications were found to be less than ideal, learning was significantly more difficult, and required the use of more outside resources than used previously in student evaluations (Vollbrecht et al, 2020).…”

Section: Students and Faculty Perception Of Online Team-based Learningmentioning

confidence: 95%

“…Online learning, including TBL, has been described in the literature for various healthcare program settings; however, these studies were mostly in medical education. Studies that included online TBL were descriptive of implementation processes and programs to use, while one study assessed student and educator perspectives participating in online TBL in nursing and optometry students (River et al, 2016;Cross, Robinson & Todd, 2020;Currey et al, 2020;Dost et al, 2020;Jumat et al, 2020;Vollbrecht, Porter-Stransky & Lackey-Cornelison, 2020). There remains a need to evaluate the delivery of online TBL in the pharmacy curriculum.…”

Section: Introductionmentioning

confidence: 99%

Pharmacy students and faculty perceptions of online team-based learning due to the COVID-19 pandemic

Wooster

Yang

2021

Pharm Educ

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Aim: This survey study aimed to describe student and faculty experiences and perceptions regarding the sudden shift to delivery of online team-based learning (TBL) due to the COVID-19 pandemic. Method: Data such as perception of engagement and effectiveness of online TBL, challenges and recommendations for improving the online TBL experience were collected. Results: Eighteen (58.1%) faculty and 154 (75.9%) students completed the survey. Most students did not feel more engaged with their teammates or instructors using the online format and only one faculty member responded he/she felt more engaged with students via the online TBL format. Forty-one (26.7%) students responded they felt the online TBL improves knowledge retention, while no faculty responded they felt online TBL improved students’ knowledge retention. The top challenges described include lack of student engagement and technological difficulties. Conclusion: This study showed that a lack of training and preparation for the sudden online TBL transition led to decreased student motivation and engagement.

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Stakeholder acceptance of digital team-based learning

Cited by 9 publications

References 16 publications

Specific Elements of Team-Based Learning Used in Nursing Education

Specific Elements of Team-Based Learning Used in Nursing Education

The effectiveness of online team-based learning in introduction to medical ethics education for medical students at a medical college of Nepal: a pilot study

Pharmacy students and faculty perceptions of online team-based learning due to the COVID-19 pandemic

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