Journal of Educational Evaluation for Health Professions

Bugewa Apampa

2 Articles

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: Prabha Parthasarathy, Bugewa Apampa, Andrea Manfrin; J Educ Eval Health Prof. 2019;16:23. Published online August 21, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.23

12,641 View
200 Download
4 Citations

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.

Citations

Citations to this article as recorded by

Service learning and the medical student affective domain
Deborah Bartz, Andrea Pelletier, Erik K. Alexander, Nora Y. Osman, Natasha R. Johnson
The Clinical Teacher.2022; 19(3): 247. CrossRef
Applying team-based learning in a transnational post registration bachelor of nursing program in Singapore
Rob Burton, Thea van de Mortel, Victoria Kain
BMC Nursing.2021;[Epub] CrossRef
Integrating Team-Based Learning Modules to Improve Civil Engineering Students’ Technical Writing Skills
Shenghua Wu, Shenghua Zha, Sue Mattson
Journal of Civil Engineering Education.2020;[Epub] CrossRef
A conceptual model for students’ satisfaction with team-based learning using partial least squares structural equation modelling in a faculty of life sciences, in the United Kingdom
Andrea Manfrin, Bugewa Apampa, Prabha Parthasarathy
Journal of Educational Evaluation for Health Professions.2019; 16: 36. CrossRef

A conceptual model for students’ satisfaction with team-based learning using partial least squares structural equation modelling in a faculty of life sciences, in the United Kingdom: Andrea Manfrin, Bugewa Apampa, Prabha Parthasarathy; J Educ Eval Health Prof. 2019;16:36. Published online November 13, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.36

8,895 View
218 Download
5 Citations

Abstract PDF Supplementary Material

Purpose
Students’ satisfaction is an essential element in higher education. This study aimed to identify paths and predictive power of students’ satisfaction during team-based learning (TBL) activities in the faculty of life sciences using partial least squares structural equation modelling (PLS-SEM).
Methods
In 2018–2019, at the University of Sussex (Falmer, UK), 180 life science students exposed to TBL were invited to participate in the study. Team-Based-Learning-Student-Assessment-Instrument was used. A conceptual model was developed for testing six hypotheses. H1: What was the effect of TBL on student satisfaction? H2: What was the effect of lectures on student satisfaction? H3: What was the effect of TBL on accountability? H4: What was the effect of lectures on accountability? H5: What was the effect of accountability on student satisfaction? H6: What were the in-sample and out-of-sample predictive power of the model? The analysis was conducted using the PLS-SEM approach.
Results
Ninety-nine students participated in the study giving a 55% response rate. Confirmatory tetrad analysis suggested a reflective model. Construct reliability, validity, average extracted variance, and discriminant validity were confirmed. All path coefficients were positive, and 5 were statistically significant (H1: β=0.587, P<0:001; H2: β=0.262, P<0.001; H3: β=0.532, P<0.001; H4: β=0.063, P=0.546; H5: β=0.200, P=0.002). The in-sample predictive power was weak for Accountability, (R2=0.303; 95% confidence interval [CI], 0.117–0.428; P<0.001) and substantial for Student Satisfaction (R2=0.678; 95% CI, 0.498–0.777; P<0.001). The out-of-sample predictive power was moderate.
Conclusion
The results have demonstrated the possibility of developing and testing a TBL conceptual model using PLS-SEM for the evaluation of path coefficients and predictive power relative to students’ satisfaction.

Citations

Citations to this article as recorded by

Psychometric properties of Clinical Learning Environment Inventory and its association with Moroccan nursing students’ satisfaction: A PLS-SEM approach
Khadija Saka, Mohamed-Yassine Amarouch, Mohamed El Amine Ragala, Zarrouq Btissame, Adel Tahraoui, Youness El Achhab, Jaouad El-Hilaly
Belitung Nursing Journal.2023; 9(1): 86. CrossRef
The relationship between the pharmacist's role, patient understanding and satisfaction during the provision of a cost‐effective pharmacist‐led intervention
Andrea Manfrin
Journal of Evaluation in Clinical Practice.2023; 29(5): 825. CrossRef
Transitioning to Individual Learning Paths in the Opinions of Students and Teachers: the Case of the University of Tyumen
Tatyana Gavrilyuk, Taisia Pogodaeva
Sociological Journal.2023; 29(2): 51. CrossRef
Virtual Physical Education: Google Meet as an alternative platform for learning skill-based concepts
Joseph Lobo
Physical education of students.2022; 26(6): 296. CrossRef
A SEM-NCA Approach towards Social Networks Marketing: Evaluating Consumers’ Sustainable Purchase Behavior with the Moderating Role of Eco-Friendly Attitude
Pejman Ebrahimi, Datis Khajeheian, Maria Fekete-Farkas
International Journal of Environmental Research and Public Health.2021; 18(24): 13276. CrossRef

Author index