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JEEHP : Journal of Educational Evaluation for Health Professions

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Research article
Evaluation of team-based learning in a doctor of physical therapy curriculum in the United States  
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
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  • 7 Web of Science
  • 5 Crossref
AbstractAbstract 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  
  • 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

JEEHP : Journal of Educational Evaluation for Health Professions