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Assessment of students’ satisfaction with a student-led team-based learning course
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Justin W. Bouw
, Vasudha Gupta, Ana L. Hincapie - J Educ Eval Health Prof. 2015;12:23. Published online June 11, 2015
- DOI: https://doi.org/10.3352/jeehp.2015.12.23
- 42,877 View
- 210 Download
- 18 Web of Science
- 14 Crossref
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Abstract
PDF - Purpose
To date, no studies in the literature have examined student delivery of team-based learning (TBL) modules in the classroom. We aimed to assess student perceptions of a student-led TBL elective. Methods: Third-year pharmacy students were assigned topics in teams and developed learning objectives, a 15-minute mini-lecture, and a TBL application exercise and presented them to student colleagues. Students completed a survey upon completion of the course and participated in a focus group discussion to share their views on learning. Results: The majority of students (n=23/30) agreed that creating TBL modules enhanced their understanding of concepts, improved their self-directed learning skills (n=26/30), and improved their comprehension of TBL pedagogy (n=27/30). However, 60% disagreed with incorporating student-generated TBL modules into core curricular classes. Focus group data identified student-perceived barriers to success in the elective, in particular the development of TBL application exercises. Conclusion: This study provides evidence that students positively perceived student-led TBL as encouraging proactive learning from peer-to-peer teaching. -
Citations
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- Application of lecture-and-team-based learning in stomatology: in-class and online
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