scholarly journals Team‐based learning in the gross anatomy lab improves academic performance and student attitudes towards teamwork (721.14)

2014 ◽  
Vol 28 (S1) ◽  
Author(s):  
William Brooks ◽  
Tiffany Huitt ◽  
Anita Killins
Keyword(s):  
Academic Performance ◽  
Student Attitudes ◽  
Gross Anatomy ◽  
Team Based Learning ◽  
Anatomy Lab

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.

The Impact of Team-Based Learning (TBL) on Physician Assistant Studentsʼ Academic Performance in Gross Anatomy

2016 ◽  
Vol 27 (3) ◽  
pp. 126-130 ◽  
Author(s):  
Jonathan A. Isbell ◽  
Valeria Makeeva ◽  
Kara Caruthers ◽  
William S. Brooks
Keyword(s):  
Academic Performance ◽  
Physician Assistant ◽  
Gross Anatomy ◽  
Team Based Learning ◽  
The Impact

Student attitudes and their academic performance: is there any relationship?

2004 ◽  
Vol 26 (1) ◽  
pp. 52-56 ◽  
Author(s):  
Merilyn J. Liddell ◽  
Sandra K. Davidson
Keyword(s):  
Academic Performance ◽  
Student Attitudes

scholarly journals The effect of flipped teaching combined with modified team-based learning on student performance in physiology

2017 ◽  
Vol 41 (3) ◽  
pp. 363-367 ◽  
Author(s):  
Chaya Gopalan ◽  
Megan C. Klann
Keyword(s):  
Student Performance ◽  
Student Attitudes ◽  
Flipped Classroom ◽  
Student Centered ◽  
Student Centered Learning ◽  
Innovative Teaching ◽  
Class Time ◽  
Teaching Format ◽  
Team Based Learning ◽  
Traditional Lectures

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture.

Improving Academic Performance of Sport and Exercise Science Undergraduate Students in Gross Anatomy Using a Near-Peer Teaching Program

2018 ◽  
Vol 12 (1) ◽  
pp. 74-81 ◽  
Author(s):  
Ricardo Borges Viana ◽  
Mário Hebling Campos ◽  
Douglas de Assis Teles Santos ◽  
Isabela Cristina Maioni Xavier ◽  
Rodrigo Luiz Vancini ◽  
...  
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Gross Anatomy ◽  
Peer Teaching ◽  
Teaching Program ◽  
Exercise Science ◽  
Sport And Exercise

Effect of didactically qualified student tutors on their tutees’ academic performance and tutor evaluation in the gross anatomy course

2016 ◽  
Vol 208 ◽  
pp. 170-178 ◽  
Author(s):  
A. Horneffer ◽  
U. Fassnacht ◽  
W. Oechsner ◽  
M. Huber-Lang ◽  
T.M. Boeckers ◽  
...  
Keyword(s):  
Academic Performance ◽  
Gross Anatomy ◽  
Gross Anatomy Course
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