Using Team-based Learning to Ensure Student Accountability and Engagement in Flipped Classrooms

Achieving High Functioning Teams Using Team Based Learning in Flipped Classrooms

10.18260/p.23482 ◽

2015 ◽

Cited By ~ 1

Author(s):

Jennifer Mott ◽

Steffen Peuker

Keyword(s):

High Functioning ◽

Team Based Learning ◽

Flipped Classrooms

Download Full-text

Understanding the early effects of team-based learning on student accountability and engagement using a three session TBL pilot

Currents in Pharmacy Teaching and Learning ◽

10.1016/j.cptl.2017.05.024 ◽

2017 ◽

Vol 9 (5) ◽

pp. 802-807 ◽

Cited By ~ 6

Author(s):

Anita Sharma ◽

Kristin K. Janke ◽

Andrea Larson ◽

Wendy St. Peter

Keyword(s):

Team Based Learning ◽

Student Accountability ◽

Early Effects

Download Full-text

Team-based learning within the veterinary curriculum

Developing Academic Practice ◽

10.3828/dap.2021.10 ◽

2021 ◽

Vol 2021 (April) ◽

pp. 1-5

Author(s):

Emma Ormandy

Keyword(s):

Medical Student ◽

Student Engagement ◽

Exam Performance ◽

Successful Implementation ◽

Veterinary Science ◽

Team Based Learning ◽

Student Accountability ◽

Lower Performing Students ◽

Veterinary Curriculum ◽

Case Based

Team-based learning (TBL) was introduced to the Veterinary Science (BVSc) curriculum in 2013 as a method of aiding students in their integration of knowledge across multiple subjects using case-based scenarios. TBL is learner-centred and requires student accountability for learning within their team using an outcomes-based approach, and has been shown to increase medical student exam performance, particularly for lower performing students. The TBL format includes pre-reading, individual and group readiness assurance tests, instructor review, and team application, all of which are considered essential for the successful implementation of TBL. In this paper, we describe the use of TBL within the BVSc curriculum and discuss potential reasons for successes and failures related to student engagement and assessment, alongside considering enhancements required for future implementation.

Download Full-text

Comparison between Flipped Classroom and Video cum Lecture-based Classroom for Advanced Cardiovascular Life Support among Medical graduates (Preprint)

10.2196/preprints.16457 ◽

2019 ◽

Author(s):

Sahana Jenifer

Keyword(s):

Flipped Classroom ◽

Life Support ◽

Pass Rate ◽

Medical Community ◽

Medical College ◽

Medical Graduates ◽

Learning Platform ◽

Team Based Learning ◽

Post Test ◽

Flipped Classrooms

BACKGROUND Traditional lecture based classrooms provide a learning platform which engages the students in a passive process which may be tedious, and inadequate to sharpen the skills required, especially in the medical community. Flipped classrooms, and team-based learning on the other hand, actively requires the participation of the students, continuously challenging them to learn, understand, discuss, analyse, and resolve. Since the introduction of flipped classrooms, its effectiveness has been demonstrated in various fields of education over the years including medical education. OBJECTIVE The aim is to compare the effects of learning in a flipped classroom and in a video cum lecture based classroom, during an advanced cardiovascular life support course, amongst medical professionals of Jawaharlal Nehru Medical College, Wardha, India. METHODS In a retrospective study, 100 participants were selected at random. 50 were taught in a flipped classroom session and 50 were taught in a video cum lecture-based classroom. Pre-test and post-test results were collected from all participants, the results of which were used to compare the efficiency of the two methods. RESULTS In flipped classrooms, a significant improvement of the scores were recorded (P <0.001). From an average of 84.62% in the pre-tests, an average of 90.52% in the post-tests were seen. Along with this, an overall of 96% pass rate was seen among participants. In video cum lecture based classrooms however, an improvement was in fact seen, although one that was not statistically significant as that in flipped classrooms (P =0.394). From an average of 81.82% in the pre-tests, the post-test scores improved to an average of 83.44%. The overall pass rate was also significantly lower here with only 58%. CONCLUSIONS Flipped classrooms and team-based learning have demonstrated better results compared to video cum lecture-based classrooms.

Download Full-text