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Cross-validation of the Student Perceptions of Team-Based Learning Scale in the United States
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Donald H. Lein
, John D. Lowman, Christopher A. Eidson, Hon K. Yuen - J Educ Eval Health Prof. 2017;14:15. Published online June 29, 2017
- DOI: https://doi.org/10.3352/jeehp.2017.14.15
- 35,625 View
- 331 Download
- 3 Web of Science
- 4 Crossref
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Abstract
PDF - Purpose
The purpose of this study was to cross-validate the factor structure of the previously developed Student Perceptions of Team-Based Learning (TBL) Scale among students in an entry-level doctor of physical therapy (DPT) program in the United States.
Methods
Toward the end of the semester in 2 patient/client management courses taught using TBL, 115 DPT students completed the Student Perceptions of TBL Scale, with a response rate of 87%. Principal component analysis (PCA) and confirmatory factor analysis (CFA) were conducted to replicate and confirm the underlying factor structure of the scale.
Results
Based on the PCA for the validation sample, the original 2-factor structure (preference for TBL and preference for teamwork) of the Student Perceptions of TBL Scale was replicated. The overall goodness-of-fit indices from the CFA suggested that the original 2-factor structure for the 15 items of the scale demonstrated a good model fit (comparative fit index, 0.95; non-normed fit index/Tucker-Lewis index, 0.93; root mean square error of approximation, 0.06; and standardized root mean square residual, 0.07). The 2 factors demonstrated high internal consistency (alpha= 0.83 and 0.88, respectively). DPT students taught using TBL viewed the factor of preference for teamwork more favorably than preference for TBL.
Conclusion
Our findings provide evidence supporting the replicability of the internal structure of the Student Perceptions of TBL Scale when assessing perceptions of TBL among DPT students in patient/client management courses. -
Citations
Citations to this article as recorded by
- Improving learning experience through implementing standardized team-based learning process in undergraduate medical education
Rebecca Andrews-Dickert, Ranjini Nagaraj, Lilian Zhan, Laura Knittig, Yuan Zhao
BMC Medical Education.2024;[Epub] CrossRef - Escala de Aprendizaje Metarregulado (AMR) en estudiantes universitarios
Marybel E. Mollo-Flores, Angel Deroncele-Acosta, Roger P. Norabuena-Figueroa, Klinge O. Villalba-Condori
Campus Virtuales.2023; 12(2): 175. CrossRef - Use of Team-Based Learning Pedagogy to Prepare for a Pharmacy School Accreditation Self-Study
Ruth Vinall, Ashim Malhotra, Jose Puglisi
Pharmacy.2021; 9(3): 148. CrossRef - Student Perceptions of Team-Based Learning in the Criminal Justice Classroom
Jessica M. Craig, Brooke Nodeland, Roxanne Long, Emily Spivey
Journal of Criminal Justice Education.2020; 31(3): 372. CrossRef
- Improving learning experience through implementing standardized team-based learning process in undergraduate medical education
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Evaluation of team-based learning in a doctor of physical therapy curriculum in the United States
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Donald H. Lein, John D. Lowman, Christopher A. Eidson, Hon K. Yuen
- J Educ Eval Health Prof. 2017;14:3. Published online February 28, 2017
- DOI: https://doi.org/10.3352/jeehp.2017.14.3
- 43,121 View
- 447 Download
- 8 Web of Science
- 6 Crossref
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Abstract
PDF
- Purpose
The purpose of this retrospective study was to evaluate students’ academic outcomes after implementation of the team-based learning (TBL) approach in patient/client management courses in an entry-level doctor of physical therapy (DPT) curriculum.
Methods
The research design of this study involved comparing written and practical exam scores from DPT student cohorts taught with the traditional instructional methods (lecture-based) to those of students from subsequent cohorts taught using the TBL approach in two patient/client management courses: basic skills and cardiopulmonary. For this comparison, the exams used, the number of contact hours and labs, and the instructors who taught these courses remained the same during the transition between these two instructional methods (traditional vs. TBL). The average of all individual course exam scores was used for data analysis.
Results
In both courses, there were no meaningful differences in the mean exam scores among students across years of cohorts receiving the same instructional method, which allowed clustering students from different years of cohorts in each course receiving the same instructional method into one group. For both courses, the mean exam score was significantly higher in the TBL group than in the traditional instruction group: basic skills course (P<0.001) and cardiopulmonary course (P<0.001).
Conclusion
Student cohorts taught using the TBL approach academically outperformed those who received the traditional instructional method in both entry–level DPT patient/client management courses. -
Citations
Citations to this article as recorded by- Comparison of the impact of team-based learning and lecture-based learning on nursing students' core competencies: A systematic review and meta-analysis
Xin Gao, Di Yan, Ya Zhang, Xiang Ruan, Tingyu Kang, Ruotong Wang, Qi Zheng, Siju Chen, Jinxia Zhai
Nurse Education in Practice.2024; 76: 103945. CrossRef - Team-Based Learning Among Health Care Professionals: A Systematic Review
Tilak Joshi, Pravash Budhathoki, Anurag Adhikari, Ayusha Poudel, Sumit Raut, Dhan B Shrestha
Cureus.2022;[Epub] CrossRef - Enhanced numeracy skills following team-based learning in United States pharmacy students: a longitudinal cohort study
Rob Edwin Carpenter, Leanne Coyne, Dave Silberman, Jody Kyoto Takemoto
Journal of Educational Evaluation for Health Professions.2022; 19: 29. CrossRef - Call for Consistency: the Need to Establish Gross Anatomy Learning Objectives for the Entry-Level Physical Therapist
Melissa A. Carroll, Mary Tracy-Bee, Alison McKenzie
Medical Science Educator.2021; 31(3): 1193. CrossRef - Collaborative student-faculty research to support PhD research education
Mary J. Dyck, Nancy L. Novotny, John Blakeman, Crystal Bricker, Ashley Farrow, Janet LoVerde, Sandra D. Nielsen, Brenda Johnson
Journal of Professional Nursing.2020; 36(3): 106. CrossRef - A flexible, group-based assessment strategy for Historically Black College and University pharmacy students
Munder Zagaar, Linh D. Nguyen, JaRyce Echols, Hanan Loubani
Currents in Pharmacy Teaching and Learning.2020; 12(9): 1129. CrossRef
- Comparison of the impact of team-based learning and lecture-based learning on nursing students' core competencies: A systematic review and meta-analysis
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