scholarly journals Team‐based Learning in Gross Anatomy Improves Academic Performance and Perceptions of Teamwork

2015 ◽  
Vol 29 (S1) ◽  
Author(s):  
Anita Killins ◽  
Tiffany Huitt
Keyword(s):  
Academic Performance ◽  
Gross Anatomy ◽  
Team Based Learning

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

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

scholarly journals Predictors of academic performance in gross anatomy

1971 ◽  
Vol 46 (6) ◽  
pp. 945-8
Author(s):  
D J Moffatt ◽  
A W Jacobs ◽  
W K Metcalf
Keyword(s):  
Academic Performance ◽  
Gross Anatomy ◽  
Predictors Of Academic Performance

scholarly journals Effect of Team-based Learning on Second Year Students' Academic Performance

2019 ◽  
Vol 29 (09) ◽  
pp. 860-864
Author(s):  
Memoona Mansoor ◽  
Syed Aly ◽  
Arshad Javaid
Keyword(s):  
Academic Performance ◽  
Team Based Learning ◽  
Second Year

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. 

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