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 Physiotherapy Students’ Perceptions of Team-Based Learning Using the Team-Based Learning Student Assessment

2019 ◽  
Vol 8 (4) ◽  
pp. 43
Author(s):  
Renato da Costa Teixeira ◽  
Atila Barros Magalhaes ◽  
Vera Regina Palacios ◽  
Madacilina de Melo Teixeira
Keyword(s):  
Physical Therapy ◽  
Undergraduate Students ◽  
Traditional Approach ◽  
Student Assessment ◽  
Assessment Instrument ◽  
Learning Ability ◽  
Average Score ◽  
Team Based Learning ◽  
Teaching Learning ◽  
The Impact

According to the National Curricular Guidelines for the undergraduate-level course in physical therapy, the curriculum must promote the training of a generalist, humanist, critical, and reflective professional to develop skills focused on decision-making, communication, leadership, etc. Several methodologies are used in the teaching-learning process; of these, active methodologies are often cited, wherein, contrary to the traditional model of teaching, the roles of the teacher and student are reversed. This study aimed to evaluate students’ perception of learning in teams (Team-based learning) as a teaching-learning strategy in the physical therapy undergraduate program of the University of the State of Pará, using the Team-based Learning Student Assessment Instrument (TBL-SAI). A cross-sectional, descriptive study with 21 physical therapy undergraduate students of the UEPA Campus XII was conducted. The TBL-SAI was administered after they participated in an optional course of the respiratory system, wherein the TBL teaching was adopted. The 33 items of the TBL-SAI comprise responses ranging from 1 (I strongly disagree) to 5 (I strongly agree), divided into three subscales: perception of students’ accountability, preference for traditional approach or TBL, and students’ satisfaction. Average score on the subscales higher than the neutral scores indicated that the students perceived the TBL to be an effective learning tool. The participants reported an overall positive experience using TBL with respect to accountability toward their studies, preference for TBL, and their satisfaction with the method. Future studies should evaluate the impact of TBL on the academic performance and learning ability of undergraduate students of physical therapy.

scholarly journals Perceptions of team-based learning using the Team-Based Learning Student Assessment Instrument: an exploratory analysis amongst pharmacy and biomedical students in the United Kingdom

2019 ◽  
Vol 16 ◽  
pp. 23 ◽  
Author(s):  
Prabha Parthasarathy ◽  
Bugewa Apampa ◽  
Andrea Manfrin
Keyword(s):  
United Kingdom ◽  
Team Building ◽  
Student Assessment ◽  
Assessment Instrument ◽  
Biomedical Science ◽  
First Year ◽  
Final Grade ◽  
Team Based Learning ◽  
Building Activities ◽  
First Time

Purpose: This study aimed to evaluate students’ perception of team-based learning (TBL) amongst a cohort exposed to this methodology for the first time at a university in the United Kingdom.Methods: Between November and December 2018, 26 first-year Master of Pharmacy and 90 second-year Biomedical Science students of the School of Life Sciences, University of Sussex, United Kingdom were invited to participate and requested to complete a questionnaire that contained quantitative and qualitative questions. The quantitative component was based on the Team-Based Learning Student Assessment Instrument (TBL-SAI). It additionally contained questions about key student characteristics.Results: The response rate was 60% (70 of 116); of the participants, 74% (n=52) were females and 26% (n=18) males. The percentage of agreement in the TBL-SAI suggested a favourable response to TBL. The overall mean score for the TBL-SAI was 115.6 (standard deviation, 5.6; maximum score, 140), which was above the threshold of 102, thus suggesting a preference for TBL. Statistically significant differences were not found according to demographic characteristics. Students who predicted a final grade of ≥70% strongly agreed that TBL helped improve their grades. Some students highlighted issues with working in teams, and only 56% of students agreed that they could learn better in a team setting.Conclusion: This study shows that students exposed to TBL for the first time favoured several aspects of TBL. However, more focused strategies including team-building activities and expert facilitation skills could potentially tackle resistance to working in teams.

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

Peer teaching among physical therapy students during human gross anatomy: Perceptions of peer teachers and students

2008 ◽  
Vol 1 (5) ◽  
pp. 199-206 ◽  
Author(s):  
James W. Youdas ◽  
Brianna L. Hoffarth ◽  
Scott R. Kohlwey ◽  
Christine M. Kramer ◽  
Jaime L. Petro
Keyword(s):  
Physical Therapy ◽  
Gross Anatomy ◽  
Peer Teaching ◽  
Physical Therapy Students ◽  
Human Gross Anatomy ◽  
Teachers And Students ◽  
Peer Teachers

scholarly journals Team-Based Learning Student Assessment Instrument (TBL-SAI) for measuring the effectiveness of TBL in a Saudi Medical School: Psychometric Analysis and differences by academic years

2019 ◽  
Author(s):  
Mutasim E Ibrahim
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Student Assessment ◽  
Reliability And Validity ◽  
Principal Component ◽  
Factor Loading ◽  
Assessment Instrument ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Team Based Learning

Abstract Background Increasing the use of Team Based Learning (TBL) in health profession education reinforce the need to develop a proper instrument for measuring the applicability of this method. This study aimed to examine the psychometric properties of TBL-SAI and the mean score of instrument subscales by the different academic year of the students. Methods Across-sectional study was conducted at the University of Bisha, College of Medicine (UBCOM), Saudi Arabia. Medical students from second to fourth were included in the study. Participants were completed the TBL-SAI items to measure three subscales of accountability, preference for a lecture or TBL and satisfaction. Cronbach’s alpha, factor analysis, were checked the reliability and validity of the instrument. A principal component analysis (PCA) with varimax rotation was conducted on each subscale. ANOVA analyzed the TBL effectiveness related to the different years of medical school. Results Cronbach’s alpha was 0.798 and factor loading was greater than 0.40 for all the items, indicating the reliability and validity of the scale. In a PCA, accountability items generated two factors with loading >0.40, except items one and four. All preference and satisfaction items have factors loading > 0.40. Fourth-year students’ obtained significant highest mean scores for accountability (p=0.0.49), preferences (p=0.001) and satisfaction (p<0.001) compared to third and second years students. Conclusions TBL-SAI is a sound tool to measure the favor of TBL among medical students. Longitudinal studies are recommended to bring a clear picture of the effectiveness of TBL in UBCOM.

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