Leadership, diversity, and academic performance: An investigation of team-based learning

2021 ◽  
pp. 1-8
Author(s):  
Anjali Chaudhry
Keyword(s):  
Academic Performance ◽  
Team Based Learning ◽  
Leadership Diversity

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

2014 ◽  
Vol 11 ◽  
pp. 1 ◽  
Author(s):  
Beven Livingston ◽  
Mary Lundy ◽  
Shana Harrington
Keyword(s):  
Academic Performance ◽  
Physical Therapy ◽  
Student Assessment ◽  
Gross Anatomy ◽  
Assessment Instrument ◽  
Physical Therapy Students ◽  
Positive Experience ◽  
Team Based Learning ◽  
Gross Anatomy Course ◽  
Successful Academic

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% CI [35.67, 40.26]) reported significantly higher satisfaction than that of the 2013 group (mean = 32.71, 95% CI [30.31, 35.05]) and the 2014 group (mean = 33.11, 95% CI [30.69, 35.53]). The 2015 group (mean = 125.3, 95% CI [120.6, 130.3]) also had a significantly higher total score than that of the 2013 group (mean = 115.6, 95% CI [110.5, 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.

scholarly journals The Effect of Team-Based Learning on Conventional Pathology Education to Improve Students’ Mastery of Pathology

2017 ◽  
Vol 6 (3) ◽  
pp. 12 ◽  
Author(s):  
Bin Du ◽  
Xuesong Yang
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Pilot Study ◽  
Medical School ◽  
Teaching Approaches ◽  
Final Exam ◽  
Teaching Format ◽  
Team Based Learning ◽  
Pathology Education

In recent decades, traditional pathology education methodologies have been noticeably affected by new teaching approaches, including problem-based learning (PBL) and team-based learning (TBL). However, lack of outcome-based studies has hindered the extensive application of the TBL approach in the teaching of pathology in Chinese medical schools. In this study, a pilot TBL format on four topics in pathology was implemented in one session with medical students at Jinan University Medical School and the previous sessions of medical students were able to function as controls. The final exam scores of TBL participants were significantly higher than the scores for non-participants, indicating that the students demonstrated better academic performance at the end of the TBL class. In addition, the follow-up questionnaires revealed that the majority of the TBL participants spent more time studying and were actively and enthusiastically involved in TBL activities. The new teaching format also inspired teachers’ desire to lead discussions and administer quizzes instead of repeating rote didactics. Overall, this pilot study reveals that a combination of the TBL approach and traditional pathology theory can improve pathology education. 

scholarly journals Team-based learning (TBL): An Argument for Faculty's Evaluation

2014 ◽  
Vol 5 (2) ◽  
Author(s):  
Clark D. Kebodeaux ◽  
Scott Martin Vouri ◽  
Peter D. Hurd
Keyword(s):  
Academic Performance ◽  
Current Literature ◽  
Positive Impact ◽  
Faculty Evaluation ◽  
Cross Sectional ◽  
Faculty Evaluations ◽  
Team Based Learning ◽  
Educational Information

Team-based learning (TBL) is increasingly used for presenting educational information to students in colleges of pharmacy. Several studies have shown a positive impact on students both in terms of academic performance and comprehension. Current literature does not provide the full perspective of faculty, who are incorporating this methodology into the classroom. Cross-sectional surveys and commentary within manuscripts describe mixed findings regarding the faculty's perception of TBL. The aims of this paper are: 1) to describe why faculty evaluation of TBL is important, 2) to outline variables for consideration in faculty evaluations of TBL, and 3) to describe uses for the data from faculty evaluation of TBL.   Type: Idea Paper

Edutainment With Flipped IDEAS

2019 ◽  
pp. 146-164
Author(s):  
Norita Ahmad ◽  
Kevin Rose Dias
Keyword(s):  
Experimental Study ◽  
Academic Performance ◽  
Learning Environments ◽  
United Arab Emirates ◽  
Flipped Classroom ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Graduate Level ◽  
Team Based Learning

Virtual learning environments are receiving a growing interest due to exponential advancements in technology alongside the millennial users' preference for more modern rather than traditional means of studying. This chapter narrows down on optimizing edutainment in the classroom by strategically using the methods of flipped classroom, team-based learning, and the IDEAS method. The study provides an explained framework that highlights what needs to be implemented on behalf of the instructor and what outcomes can be expected as a result. An experimental study was conducted on students within a course at the graduate level in the United Arab Emirates (UAE). The main objective is to study the effect of virtual learning environment that incorporates the use of flipped classroom, Team-based learning and IDEAS methods on students' academic performance.

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