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

2019 ◽  
Vol 32 ◽  
Author(s):  
Juleimar Soares Coelho de Amorim ◽  
Bruno Costa Poltronieri ◽  
Aline Moreira Ribeiro ◽  
Alcindo Antônio Ferla
Keyword(s):  
Critical Thinking ◽  
Physical Therapy ◽  
Active Learning ◽  
Communication Skills ◽  
Teaching Method ◽  
Collaborative Practice ◽  
Traditional Teaching ◽  
Content Learning ◽  
Team Based Learning ◽  
Positive Results

Abstract 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.

TEAM BASED LEARNING AS AN EFFECTIVE INTERACTIVE TEACHING TOOL- A CROSS SECTIONAL COMPARATIVE STUDY

2021 ◽  
pp. 63-65
Author(s):  
Anuradha Mokkapati
Keyword(s):  
Active Learning ◽  
Teaching Method ◽  
Teaching Tool ◽  
Traditional Teaching ◽  
Learning Method ◽  
Tutorial Group ◽  
Cross Sectional ◽  
Interactive Teaching ◽  
Team Based Learning ◽  
Teaching Learning

Background & objectives: Traditional teaching is passive and also lacks feedback to the students. Active learning methods have gained importance in medical education. Team Based Learning (TBL) promotes active learning among the students, with limited faculty. The objectives of the study were to compare TBL with Traditional teaching method and obtain feedback regarding TBL sessions from the students. Materials and Methods: Fifth semester students were divided into two groups- Students in A group were included in the TBL session, and those in B group in the traditional tutorial group. An assessment was conducted for both the groups at the end. Feedback was also taken from the students participating in TBL. Results: Mean score for TBL group was signicantly high compared to the traditional tutorial group. Most students opined that TBL promoted active participation and cooperative learning in the students. Many students felt that the session was stressful. Interpretation & Conclusions: TBL is an active and effective interactive teaching-learning method, which encourages students to work cooperatively.

scholarly journals Using Debates to Mimic Clinical Discussion in Experiential Education

2017 ◽  
Vol 8 (4) ◽  
pp. 9 ◽  
Author(s):  
Sarah A. Nisly ◽  
Lisa K. Kingdon ◽  
Kristin M. Janzen ◽  
Eliza A. Dy-Boarman
Keyword(s):  
Critical Thinking ◽  
Experiential Education ◽  
Pharmacy Education ◽  
Future Research ◽  
Supporting Evidence ◽  
Traditional Teaching ◽  
Alternative Teaching ◽  
Journal Clubs ◽  
General Guide ◽  
Positive Results

Critical thinking and application of knowledge to an ambiguous patient care scenario are often difficult skills to cultivate in learners. Use of traditional teaching techniques (e.g. topic discussions and journal clubs) helps to develop these competencies within learners. However, alternative teaching strategies may help develop critical thinking and direct application. Debates have been used in healthcare education for decades with positive results. This paper provides supporting evidence for use of debates in pharmacy education and is designed to serve as a general guide for preceptors interested in implementing debates into the experiential setting. Specifically, the objectives are to: 1) highlight the pedagogical outcomes as reported in the literature, 2) offer practical considerations to implement debates as a teaching tool in experiential education, and 3) encourage future research and scholarship in this area.   Type: Idea Paper

Using Active Learning in Lecture: Best of "Both Worlds"

2003 ◽  
Vol 1 (1) ◽  
Author(s):  
Marilyn H Oermann
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Active Learning ◽  
Communication Skills ◽  
Teaching Strategies ◽  
Nurse Educators ◽  
Integrated Approach ◽  
Creative Teaching ◽  
Approach To Teaching ◽  
Large Groups

Many creative teaching strategies have been developed in recent years in nursing and other fields to promote active learning. These strategies foster development of problem solving, critical thinking, and communication skills, and they encourage students to work collaboratively with peers. However, in nurse educators’ rush to embrace active learning, lecture has been viewed negatively by some faculty. Rather than positioning active learning against lecture, another approach is to integrate active learning within lecture, gaining the benefits of both methods. An integrated approach also takes into consideration the situation of teaching large groups of students. This article examines benefits of an integrated approach to teaching and presents strategies for active learning intended for use with lecture.

scholarly journals The Effects of Applying the Problem-Based Learning (PBL) Theory on the 11th Grade Scientific Stream Students’ Acquisition of the Concepts of Physics and the Development of Their Critical Thinking Skills

2021 ◽  
Vol 17 (3) ◽  
pp. 60
Author(s):  
Sami Salameh Almasarweh ◽  
Mohammad Khudairat
Keyword(s):  
Critical Thinking ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Traditional Teaching ◽  
Study Results ◽  
Independent Variable ◽  
11Th Grade

The current study explores the effects of applying the Problem-Based Learning (PBL) Strategy on the 11th-grade scientific stream Jordanian students' acquisition of the concepts of developing their critical thinking skills. This study's significance lies in its emphasis on the worldwide growing tendency to apply PBL teaching strategies that consider developing the students' mental capabilities and creative thinking skills and, consequently, help them solve status-de- facto educational problems face and solve problems in their lives. The researchers used the experimental method in their study, which is based on studying the relationship between the independent and the dependent variables. For this reason, three study student groups, equal in their age, intelligence, academic achievement, social and economic standing, were selected. Two experimental groups were exposed to the independent variable (PBL) method, whereas the third control group was not exposed to the independent variable. Instead, it was taught in the Motion Unit in Physics by using the traditional teaching method. The results of the study were analyzed statistically, applying for the SPSS program. The Arithmetic Mean, the Standard Deviation, the Torsional Modulus, and the T-Test were used for the study analysis. The study results revealed that the two (PBL) experimental groups have proved to be much more superior to the control group's third traditional teaching method.

scholarly journals Comparing Traditional Teaching Method and Experiential Teaching Method using Experimental Research

2018 ◽  
Vol 5 (2) ◽  
pp. 276 ◽  
Author(s):  
Farhan Uddin Raja ◽  
Najmonnisa Khan
Keyword(s):  
Experiential Learning ◽  
Communication Skills ◽  
Experimental Research ◽  
Teaching Method ◽  
Business Communication ◽  
Traditional Learning ◽  
Traditional Teaching ◽  
Learning Method ◽  
Multinational Organizations ◽  
Business Administration Students

<p>The modern time is shaping a world of opportunities that has glorified the role<br />and functions of multinational organizations across the globe. An individual has<br />become a global citizen, who explores employment opportunities in different<br />countries of the world. This has signified the importance of interpersonal skills that allow individuals to connect with people from different cultures. As a result, the role of business communication instructors has become vital because they impart the skills of communication among their students. For this, instructors’ sensitivity towards the teaching methods used in classrooms are of prime significance. These methods determine the interest level and motivation of students towards learning and acquisition of communication skills. Therefore, this study aims to compare experiential learning method and traditional learning method to explore which method inculcates and improves the communication skills of business administration students of a private sector university. The study was conducted in a quantitative paradigm using an experimental research design. The sample size comprised 60 BBA students from two different sections of business communication courses. The data were collected using a pretest and posttest. For the pretest, communication skills were imparted to both the groups using the traditional teaching method that heavily employed lecturing. For the posttest, the controlled group was taught using the same traditional teaching method while the treatment group was taught using the experiential learning method. Mean scores 20.46 &amp; 19.90 with a significant value of 0.375 for the pretest established identical nature of both groups. Mean scores 27.80 &amp; 30.36 with a significant value of .002 of posttest showed that the two groups under study had different identities in scores, which proved that experiential learning method improves students’ communication skills better than traditional communication skills.</p><p><strong>Keywords:</strong> business communication, experiential learning, experimental research, traditional learning</p>

scholarly journals Students perceive Team-Based Learning facilitates development of graduate learning outcomes and professional skills

2018 ◽  
Vol 9 (1) ◽  
pp. 93-113 ◽  
Author(s):  
Judy Currey ◽  
Stephanie K. Sprogis ◽  
Gabby Burdeu ◽  
Julie Considine ◽  
Joshua Andrew Allen ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Problem Solving ◽  
Active Learning ◽  
Learning Outcomes ◽  
Learning Strategy ◽  
Self Management ◽  
Professional Skills ◽  
Team Based Learning ◽  
Active Learning Strategy

In tertiary education, generic professional skills should be developed along with discipline-specific knowledge and skills. Team-Based Learning (TBL), an active learning strategy, creates deep learning and enhanced student engagement; however, its effects on the development of generic learning outcomes are unknown. The aim of this study was to evaluate postgraduate specialty nursing students’ perspectives of how TBL impacts the acquisition of skills defined by the university’s eight Graduate Learning Outcomes (GLOs). A descriptive exploratory design was used in this study. Postgraduate nursing students in 2016-2017 at one university were invited to participate. Data were collected via demographic survey, a ranking tool, and written reflections. Data were analysed using descriptive statistics and content analysis. The response rate was 97.2 per cent (172/177). Participants were mostly females (n=152, 88.4%) aged 25–34 years (n=115, 66.9%). Student (n=156) rankings showed TBL contributed to the acquisition of critical thinking (n=90, 57.7%) and problem solving skills (n=56, 35.9%) the most. Students (n=144) made 2719 comments regarding how TBL led to the acquisition of GLOs in written reflections. Almost 98 per cent (n=2657) of all reflective comments were positive. All students mentioned at least one GLO positively due to TBL. Most positive reflections related to self-management (n=520, 19.6%) and communication (n=434, 16.3%).Postgraduate specialty nursing students perceived TBL classes contributed to the acquisition of their university’s GLOs, particularly critical thinking, problem solving, and self-management skills. The active learning strategy of TBL facilitates learning and engagement, and the attainment of essential professional attributes which are highly valued by employers.

scholarly journals Recruiting and Preparing Undergraduate Students for a Collegiate Debate: An HBCU Case Study

2021 ◽  
Vol 6 ◽  
Author(s):  
LaShawn Wordlaw ◽  
Kevin J. Harrell ◽  
LaHoma Smith Romocki
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Active Learning ◽  
Best Practices ◽  
Conceptual Model ◽  
Communication Skills ◽  
Undergraduate Students ◽  
Lessons Learned ◽  
Pedagogical Tool

The benefits of debate as an effective pedagogical tool in higher education are well-published. It fosters students’ development of critical thinking, collaboration, creativity, and communication skills. This paper describes a conceptual model of debate categories: in-class debate, co-curricular debate, and tournament debate. It proposes six levels of debate for faculty to employ to create engaged active learning experiences. It is a case study written from the perspective of faculty who served as debate coaches over a four-year period. It shares lessons learned and best practices for recruiting and preparing undergraduate students for a co-curricular debate competition, a subject that is missing in the literature.

scholarly journals Debate: Innovative Teaching to Enhance Critical Thinking and Communication Skills in Healthcare Professionals

2011 ◽  
Author(s):  
Dawn Hall
Keyword(s):  
Critical Thinking ◽  
Communication Skills ◽  
Healthcare Professionals ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Healthcare Providers ◽  
Psychomotor Skills ◽  
Health Care Environment ◽  
Topic Area ◽  
Wide Range

Preparing students to be critical thinkers and effective communicators is essential in today’s complex health care environment. In addition to sound psychomotor skills, future healthcare providers must possess the ability to communicate confidently and effectively, not only to their patients, but to a wide range of constituents such policymakers and payers, as well as other healthcare professionals. The teaching method of debate will prepare students with such skills. Debates have the ability to reinforce and enhance knowledge in a topic area, to engage students in the learning process, to verify that students have the ability to analyze, incorporate, and apply the literature to various situations, to heighten organization and listening skills, and to boost confidence when challenged on issues by others. The purpose of this paper is to describe the utilization of structured classroom debates as a teaching strategy for critical thinking and enhancing professional communication skills.

Application analysis of scenario simulation teaching method combined with progressive teaching mode in clinical teaching of orthopaedic nursing

2021 ◽  
pp. 002072092110032
Author(s):  
Bo Liu ◽  
Changhui Xiao
Keyword(s):  
Communication Skills ◽  
Clinical Teaching ◽  
Teaching Method ◽  
Patient Communication ◽  
Traditional Teaching ◽  
Scenario Simulation ◽  
Teaching Mode ◽  
Teaching Satisfaction ◽  
Better Than ◽  
Assessment Results

Objective To investigate the application value of scenario simulation teaching method combined with progressive teaching mode in clinical teaching of orthopedic nursing. Methods 104 nursing interns who were employed in the orthopedics department of our hospital from March 2018 to March 2020 were selected and randomly divided into traditional teaching (TT) group (n = 52) and joint teaching (JT) group (n = 52). Among them, the traditional teaching mode was adopted in the TT group, while the scenario simulation teaching method combined with progressive teaching mode was adopted in the JT group. The theoretical examination results, performance assessment results, comprehensive assessment results, the scores of nurse-patient communication skills, the CTDI-CV (Critical Thinking Disposition Inventory-Chinese Version) scores and the teaching satisfaction in the two groups of nursing interns were compared and analyzed. Results The theoretical examination results, performance assessment results and comprehensive assessment results in the JT group were significantly better than those in the TT group, with statistical differences (P < 0.05, t = 12.91, t = 11.65, t = 9.92). The scores of nurse-patient communication skills and the CTDI-CV scores in the JT group were significantly better than those in the TT group, with statistical differences (P < 0.05, t = 22.18, t = 16.88). Teaching satisfaction of 94.23% in the JT group was significantly higher than 73.08% in the TT group, with statistical differences (P < 0.05, χ2 = 11.6050). Conclusion The application of scenario simulation teaching method combined with progressive teaching mode in clinical teaching of orthopedic nursing can effectively consolidate nursing interns’ understanding of theoretical knowledge and significantly improve the proficiency in operating skills, the nurse-patient communication skills, the critical thinking ability in judging patients' conditions and nursing measures, as well as the nursing interns' teaching satisfaction of nursing, which is of positive significance to improve nursing interns’ nursing quality.

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