scholarly journals PAIR PROGRAMMING AS A TEAM BASED LEARNING ACTIVITY: A REVIEW OF RESEARCH

2011 ◽  
Keyword(s):  
Learning Activity ◽  
Pair Programming ◽  
Team Based Learning

Mood Disorders and Psychotherapeutics Team-Based Learning Activity

MedEdPORTAL ◽  
2016 ◽  
Vol 12 (1) ◽  
Author(s):  
Dawnelle Schatte ◽  
Ruth Levine ◽  
Melissa Allen ◽  
Chase Findley
Keyword(s):  
Mood Disorders ◽  
Learning Activity ◽  
Team Based Learning

scholarly journals Pedigree Analysis: A Team-Based Learning Activity

MedEdPORTAL ◽  
2017 ◽  
Vol 13 (1) ◽  
Author(s):  
Jack Thatcher ◽  
Patty Canfield ◽  
Laurie Bauer ◽  
Brian N. Griffith
Keyword(s):  
Pedigree Analysis ◽  
Learning Activity ◽  
Team Based Learning

Acute Infectious Diarrhea Team-based Learning Activity

MedEdPORTAL ◽  
2013 ◽  
Author(s):  
Bonny Dickinson ◽  
Judith Maloney ◽  
Rachel Johnson ◽  
Edward Dugan ◽  
Kelly Jackson ◽  
...  
Keyword(s):  
Learning Activity ◽  
Infectious Diarrhea ◽  
Team Based Learning

scholarly journals Preparing a healthcare workforce for geriatrics care: an Interprofessional team based learning program

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Shelley B. Bhattacharya ◽  
Stephen Jernigan ◽  
Myra Hyatt ◽  
Dory Sabata ◽  
Shane Johnston ◽  
...  
Keyword(s):  
Older Adults ◽  
Pearson Correlation ◽  
Likert Scale ◽  
Health Science ◽  
Learning Activity ◽  
Institute Of Medicine ◽  
Learning Program ◽  
Team Members ◽  
Track Record ◽  
Team Based Learning

Abstract Background Improving the care of older adults in our healthcare system involves teams working together. As the geriatrics population rises globally, health science learners need to be prepared to work collaboratively to recognize and treat common conditions in geriatrics. To enable workforce preparation, the Institute of Medicine and the National League for Nursing emphasize the need to implement interprofessional active learning activities for undergraduate healthcare learners at academic medical centers. Methods The Geriatrics Champions Program was a team-based learning activity created to meet this task. It was a 24-month program, repeated twice, that impacted 768 learners and 151 faculty from medicine, occupational therapy, physical therapy, nursing, social welfare, psychology, pharmacy and dietetics. Each class was intentionally divided into 20 interprofessional teams that met four times annually. Each session focused on one geriatrics domain. The objectives were centered around the specific geriatrics competencies for each health profession, divided into the eight domains written in the “American Geriatrics Society IM-FM Residency Competencies”. Evaluation consisted of individual and team Readiness Assessment Tests (iRAT and tRAT). Surveys were also used to collect feedback using a Likert scale. Wilcoxon signed rank tests were used to compare iRAT and tRAT scores. Other analyses identified characteristics associated with tRAT performance group (Unpaired t-tests) and tRAT performance on the raw scale (Pearson correlation). Paired t-tests using a 7-level Likert Scale measured pre-post change in learner knowledge. Results Student tRAT scores were 30% higher than iRAT scores (p < 0.001). Teams were more likely to score 100% on the initial tRAT attempt if more team members attended the current session (p < 0.001), more health professions were represented by team members in attendance (p = 0.053), and the team had a better track record of past attendance (p < 0.01). In the post-program evaluation, learners felt this program was helpful for their career preparation in interprofessional geriatrics care. Conclusions Learners understood that teams performed better than individuals in the care of older adults. Feedback from the learners and faculty was consistently positive and learners felt better prepared for geriatrics care. The program’s benefits may extend beyond individual sessions.

Effects of Team-Based Learning on Self-Regulated Online Learning

2015 ◽  
Vol 12 (1) ◽  
pp. 45-54 ◽  
Author(s):  
Alice A. Whittaker
Keyword(s):  
Online Learning ◽  
Nursing Education ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Learning Activity ◽  
Control Group ◽  
Viewing Time ◽  
Self Regulated Learning ◽  
Team Based Learning ◽  
Regulated Learning

AbstractOnline learning requires higher levels of self-regulation in order to achieve optimal learning outcomes. As nursing education moves further into the blended and online learning venue, new teaching/learning strategies will be required to develop and enhance self-regulated learning skills in nursing students. The purpose of this study was to compare the effectiveness of team-based learning (TBL) with traditional instructor-led (IL) learning, on self-regulated online learning outcomes, in a blended undergraduate research and evidence-based practice course. The nonrandomized sample consisted of 98 students enrolled in the IL control group and 86 students enrolled in the TBL intervention group. The percentage of total possible online viewing time was used as the measure of self-regulated online learning activity. The TBL group demonstrated a significantly higher percentage (p < 0.001) of self-regulated learning activities than the IL control group. The TBL group scored significantly higher on the course examinations (p = 0.003). The findings indicate that TBL is an effective instructional strategy that can be used to achieve the essential outcomes of baccalaureate nursing education by increasing self-regulated learning capabilities in nursing students.

Effect of an individual readiness assurance test on a team readiness assurance test in the team-based learning of physiology

2013 ◽  
Vol 37 (1) ◽  
pp. 61-64 ◽  
Author(s):  
Chaya Gopalan ◽  
Dainielle J. Fox ◽  
Claude J. Gaebelein
Keyword(s):  
Individual Performance ◽  
Learning Activity ◽  
Not Given ◽  
Learning Session ◽  
Team Based Learning ◽  
Time Required ◽  
Problem Solvers

We examined whether requiring an individual readiness assurance test (iRAT) before a team readiness assurance test (tRAT) would benefit students in becoming better problem solvers in physiology. It was tested in the form of tRAT scores, the time required to complete the tRAT assignment, and individual performance on the unit examinations. Students in one section were given the iRAT at the beginning of the team-based learning session. The same set of questions was given to students as their tRAT immediately after their iRAT. Students in the second section were not given the iRAT before the tRAT. This pattern was reversed for the next scheduled team-based learning activity between the two sections. We found that the section having both the iRAT and tRAT scored higher on the tRAT and completed their assignments in less time than the section with the tRAT alone. This suggests that the tRAT combined with the iRAT is an effective team-based approach to the teaching of physiology compared with the tRAT alone.

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