Journal of Educational Evaluation for Health Professions

Case report

Successful pilot application of multi-attribute utility analysis concepts in evaluating academic-clinical partnerships in the United States: a case report: Sara Elizabeth North, Amanda Nicole Sharp; J Educ Eval Health Prof. 2022;19:18. Published online August 19, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.18

984 View
121 Download

Abstract PDF Supplementary Material: Strong partnerships between academic health professions programs and clinical practice settings, termed academic-clinical partnerships, are essential in providing quality clinical training experiences. However, the literature does not operationalize a model by which an academic program may identify priority attributes and evaluate its partnerships. This study aimed to develop a values-based academic-clinical partnership evaluation approach, rooted in methodologies from the field of evaluation and implemented in the context of an academic Doctor of Physical Therapy clinical education program. The authors developed a semi-quantitative evaluation approach incorporating concepts from multi-attribute utility analysis (MAUA) that enabled consistent, values-based partnership evaluation. Data-informed actions led to improved overall partnership effectiveness. Pilot outcomes support the feasibility and desirability of moving toward MAUA as a potential methodological framework. Further research may lead to the development of a standardized process for any academic health profession program to perform a values-based evaluation of their academic-clinical partnerships to guide decision-making.

Educational/Faculty training material

Online interprofessional education materials through a community learning program during the COVID 19 pandemic in Chile: Sandra Oyarzo Torres, Mónica Espinoza Barrios; J Educ Eval Health Prof. 2022;19:6. Published online March 24, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.6

3,423 View
237 Download
1 Citations

This article aims to share the online collaborative experience of interprofessional teamwork among healthcare undergraduate students based on community learning during the coronavirus disease 2019 (COVID-19) pandemic in Chile. This experience took place in 48 different communities in Chile from November 10, 2020 to January 12, 2021. It was a way of responding to the health education needs of the community when the entire Chilean population was in confinement. Students managed to adapt to the COVID-19 pandemic despite the challenges, including internet connectivity problems and the limited time available to do the work. The educational programs and videos shared in this article will be helpful for other interprofessional health educators to implement the same kind of program.

Citations

Citations to this article as recorded by

Successful Development and Implementation of a Large Virtual Interprofessional Education Activity Applying the Social Determinants of Health
Karl R. Kodweis, Elizabeth A. Hall, Chelsea P. Renfro, Neena Thomas-Gosain, Robin Lennon-Dearing, Jonathon K. Walker, Tyler M. Kiles
Pharmacy.2022; 10(6): 157. CrossRef

Educational/Faculty development material

Using a virtual flipped classroom model to promote critical thinking in online graduate courses in the United States: a case presentation: Jennifer Tomesko, Deborah Cohen, Jennifer Bridenbaugh; J Educ Eval Health Prof. 2022;19:5. Published online February 28, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.5

3,200 View
415 Download
2 Citations

Abstract PDF Supplementary Material

Flipped classroom models encourage student autonomy and reverse the order of traditional classroom content such as lectures and assignments. Virtual learning environments are ideal for executing flipped classroom models to improve critical thinking skills. This paper provides health professions faculty with guidance on developing a virtual flipped classroom in online graduate nutrition courses between September 2021 and January 2022 at the School of Health Professions, Rutgers The State University of New Jersey. Examples of pre-class, live virtual face-to-face, and post-class activities are provided. Active learning, immediate feedback, and enhanced student engagement in a flipped classroom may result in a more thorough synthesis of information, resulting in increased critical thinking skills. This article describes how a flipped classroom model design in graduate online courses that incorporate virtual face-to-face class sessions in a virtual learning environment can be utilized to promote critical thinking skills. Health professions faculty who teach online can apply the examples discussed to their online courses.

Citations

Citations to this article as recorded by

Análisis bibliométrico de la producción científica mundial sobre el aula invertida en la educación médica
Gloria Katty Muñoz-Estrada, Hugo Eladio Chumpitaz Caycho, John Barja-Ore, Natalia Valverde-Espinoza, Liliana Verde-Vargas, Frank Mayta-Tovalino
Educación Médica.2022; 23(5): 100758. CrossRef
Effect of a flipped classroom course to foster medical students’ AI literacy with a focus on medical imaging: a single group pre-and post-test study
Matthias C. Laupichler, Dariusch R. Hadizadeh, Maximilian W. M. Wintergerst, Leon von der Emde, Daniel Paech, Elizabeth A. Dick, Tobias Raupach
BMC Medical Education.2022;[Epub] CrossRef

Review

E-learning in health professions education during the COVID-19 pandemic: a systematic review: Aziz Naciri, Mohamed Radid, Ahmed Kharbach, Ghizlane Chemsi; J Educ Eval Health Prof. 2021;18:27. Published online October 29, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.27

6,510 View
455 Download
30 Citations

Abstract PDF Supplementary Material

As an alternative to traditional teaching, e-learning has enabled continuity of learning for health professions students during the coronavirus disease 2019 (COVID-19) pandemic. This review explored health professions students; perceptions, acceptance, motivation, and engagement with e-learning during the COVID-19 pandemic. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, a systematic review was conducted by consulting 5 databases: PubMed, ERIC (Ebsco), Science Direct, Scopus, and Web of Science. The quality of the included studies was assessed using the Medical Education Research Study Quality Instrument. The research protocol was previously registered in the PROSPERO registry (CRD42021237055). From 250 studies identified, 15 were selected with a total of 111,622 students. Mostly positive perceptions were reported in 7 of 12 studies, which mainly focused on technology access, possession of basic computer skills, pedagogical design of online courses, online interactions, and learning flexibility. However, predominantly negative perceptions were identified in 5 of 12 studies, which pointed out constraints related to internet connections, the use of educational platforms, and acquisition of clinical skills. Satisfactory levels of acceptance of distance learning were reported in 3 of 4 studies. For student motivation and engagement, 1 study reported similar or higher motivation than with traditional teaching, and another study indicated that student engagement significantly increased during the COVID-19 pandemic. Health professions students showed a positive response to e-learning regarding perceptions, acceptance, motivation, and engagement. Future research is needed to remediate the lack of studies addressing health professions students’ motivation and engagement during the COVID-19 pandemic.

Citations

Citations to this article as recorded by

The effect of e-learning on point-of-care ultrasound education in novices
Wan-Ching Lien, Phone Lin, Chih-Heng Chang, Meng-Che Wu, Cheng-Yi Wu
Medical Education Online.2023;[Epub] CrossRef
Medical residents’ and teachers’ perceptions of the digital format of nation-wide didactic courses for psychiatry residents in Sweden: a survey-based observational study
Rajna Knez, Samir El Alaoui, Josefin Ivarson, Lise-Lotte Risö Bergerlind, Sarantos Stasinakis, Anna-Maria Ahlgren, Martin Maripuu, Danielle Talaee Mofrad, Klara Bolander Laksov, Nitya Jayaram-Lindström, Karolina Sörman
BMC Medical Education.2023;[Epub] CrossRef
Distance education as a tool to improve researchers’ knowledge on predatory journals in countries with limited resources: the Moroccan experience
Khalid El Bairi, Maryam Fourtassi, Rachid El Fatimy, Nadia El Kadmiri
International Journal for Educational Integrity.2023;[Epub] CrossRef
Developing as health professionals through community volunteering: exploring the value of a partnership between medical students and primary schools online compared to in-person
Alexandra M. Cardoso Pinto, Sajan B. Patel, Morwenna Stephens, Payal Guha, Ana Baptista, Susan Smith
BMC Medical Education.2023;[Epub] CrossRef
Radiography education in 2022 and beyond - Writing the history of the present: A narrative review
Y.X. Tay, J.P. McNulty
Radiography.2023; 29(2): 391. CrossRef
Self-determined motivation and associated factors among health professions students in distance learning: a cross-sectional study in Morocco
Aziz Naciri, Mohamed Radid, Hasnaa Sine, Ahmed Kharbach, Ghizlane Chemsi
Korean Journal of Medical Education.2023; 35(1): 33. CrossRef
Investigating medical students’ satisfaction towards video-based learning versus face-to-face lectures: a Jordanian tertiary teaching hospital experience
Omar Ashour, Ahmad Muneer Alkhatib, Qusai Al Zureikat, Mustafa Al-Shaikhli, Basel Bani Ata, Talal Massad, Leen Al-Huneidy, Mohammed Qussay Al-Sabbagh, Abdallah Al-Ani
Korean Journal of Medical Education.2023; 35(1): 21. CrossRef
Piloting a Telehealth Interprofessional Diabetes Clinic During Covid 19: Continuing patient care and student learning
Joan Pittman, Heather Brennan Congdon, Gina C. Rowe, Barbara Nathanson, Phyllis McShane, Rhonique Shields
Social Work in Health Care.2023; 62(2-4): 59. CrossRef
Standards for evaluating the quality of undergraduate nursing e-learning programme in low- and middle-income countries: a modified Delphi study
Moses Mutua Mulu, Champion N. Nyoni
BMC Nursing.2023;[Epub] CrossRef
Adaptación de la educación en enfermería a la modalidad en línea e híbrida durante la pandemia de COVID-19
Jéssica Patricia Salazar Menéndez, Esther Justina Ramírez García
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades.2023;[Epub] CrossRef
Online learning in Health Professions Education. Part 1: Teaching and learning in online environments: AMEE Guide No. 161
Heather MacNeill, Ken Masters, Kataryna Nemethy, Raquel Correia
Medical Teacher.2023; : 1. CrossRef
Evaluation of an Advanced Care Planning Training Program Incorporating Online Skills in Shared Decision Making: A Preintervention and Postintervention Comparative Study
Yuko Goto, Hisayuki Miura
Healthcare.2023; 11(9): 1356. CrossRef
Enhancement of Medical Students' Performance and Motivation in Pathophysiology Courses: Shifting From Traditional Instruction to Blended Learning
Dan Wang, Junhai Zhou, Qiuhui Wu, Guannan Sheng, Xin Li, Huiling Lu, Jing Tian
Frontiers in Public Health.2022;[Epub] CrossRef
Perceptions of Pharmacy Students on the E-Learning Strategies Adopted during the COVID-19 Pandemic: A Systematic Review
Carla Pires
Pharmacy.2022; 10(1): 31. CrossRef
‘Learning in and out of lockdown’: A comparison of two groups of undergraduate occupational therapy students' engagement in online‐only and blended education approaches during the COVID‐19 pandemic
Ted Brown, Luke Robinson, Kate Gledhill, Mong‐Lin Yu, Stephen Isbel, Craig Greber, Dave Parsons, Jamie Etherington
Australian Occupational Therapy Journal.2022; 69(3): 301. CrossRef
The First Hybrid International Educational Comprehensive Cleft Care Workshop
Rami S. Kantar, Elçin Esenlik, Omar S. Al Abyad, Antonio Melhem, Robert A. Younan, Mario Haddad, Kristen Keith, Serena Kassam, Beyhan Annan, Charanya Vijayakumar, Arnaud Picard, Bonnie L. Padwa, Brian Sommerlad, Cassio Eduardo Raposo-Amaral, Christopher R
The Cleft Palate-Craniofacial Journal.2022; : 105566562210978. CrossRef
Polysomnograph-e : un outil pédagogique en ligne pour l’apprentissage de la lecture des polysomnographies
M. Boulais, J.C. Comte, E. Stauffer, F. Gormand, I. Lambert, N. Limousin, R. Lopez, A. Leotard, A. Guyon, A. Raoux, M.J. Challamel, P. Franco, L. Peter-Derex
Médecine du Sommeil.2022; 19(3): 156. CrossRef
Study on the Academic Competency Assessment of Herbology Test using Rasch Model
Han Chae, Soo Jin Lee, Chang-ho Han, Young Il Cho, Hyungwoo Kim
Journal of Korean Medicine.2022; 43(2): 27. CrossRef
E-Learning in Clinical Chemistry: Indian Scenario
Prasenjit Mitra, Praveen Sharma
Indian Journal of Clinical Biochemistry.2022; 37(3): 255. CrossRef
Online-Offline Teaching for Bio-Pharmaceutical Students During the COVID-19 Pandemic: The Case Study of Advanced Mathematics in Application-Oriented Universities of China
Weicai Peng, Shuchao Wang
Frontiers in Public Health.2022;[Epub] CrossRef
The COVID-19 pandemic and its impact on medical teaching in obstetrics and gynecology—A nationwide expert survey among teaching coordinators at German university hospitals
Maximilian Riedel, Niklas Amann, Florian Recker, André Hennigs, Sabine Heublein, Bastian Meyer, Anne Karge, Gabriel Eisenkolb, Jacqueline Lammert, Anna Graf, Evelyn Klein, Martin Weiss, Fabian Riedel, Mohammed Saqr
PLOS ONE.2022; 17(8): e0269562. CrossRef
Educational impact of an active learning session with 6-lead mobile electrocardiography on medical students’ knowledge of cardiovascular physiology during the COVID-19 pandemic in the United States: a survey-based observational study
Alexandra Camille Greb, Emma Altieri, Irene Masini, Emily Helena Frisch, Milton Leon Greenberg
Journal of Educational Evaluation for Health Professions.2022; 19: 12. CrossRef
An evaluation of undergraduate student nurses' gameful experience whilst playing a digital escape room as part of a FIRST year module: A cross-sectional study
Isabel Antón-Solanas, Beatriz Rodríguez-Roca, Fernando Urcola-Pardo, Ana Anguas-Gracia, Pedro J. Satústegui-Dordá, Emmanuel Echániz-Serrano, Ana B. Subirón-Valera
Nurse Education Today.2022; 118: 105527. CrossRef
ProTransition – ein Online-Kurs für Fachkräfte zur Versorgungsoptimierung junger Menschen mit psychischen Störungen im Übergang zwischen Jugend- und Erwachsenenalter
Elisa König, Christina Stahl, Sandra Reetz, Ulrike M. E. Schulze, Jörg M. Fegert, Ulrike Hoffmann
Nervenheilkunde.2022; 41(09): 551. CrossRef
At the limits of digital education. The importance of practical education for clinical competencies learning in the field of emergency medicine: A controlled non-randomized interventional study
Lina Vogt, Michael Schauwinhold, Rolf Rossaint, Henning Schenkat, Martin Klasen, Saša Sopka
Frontiers in Medicine.2022;[Epub] CrossRef
Flexibel, zeit- und ortsunabhängig
Alexander Kraus, Patrick Mülleder, Verena Leinemann, Daniel Hausmann, Valentin Fischill-Neudeck, Peter Kaufmann, Patrizia Ebner, Jürgen Osterbrink
ProCare.2022; 27(6-7): 52. CrossRef
Bringing Psychology Students Closer to People with Schizophrenia at Pandemic Time: A Study of a Distance Anti-stigma Intervention With In-presence Opportunistic Control Group
Lorenza Magliano
Journal of Psychosocial Rehabilitation and Mental Health.2022;[Epub] CrossRef
Students’ Experiences with Online Teaching and Learning in Norway: A Qualitative Study into Nutrition Education One Year after the COVID-19 Lockdown
Christine Tørris, Eli Gjølstad, Marianne Morseth, Jonas Debesay, Kari Almendingen
Education Sciences.2022; 12(10): 670. CrossRef
Factors influencing the E-learning system usage during the COVID-19 pandemic in Vietnam
Thang Xuân Do, Huong Thi Lan Tran, Thuy Thu Le, Ogochukwu Chinedum Okoye
PLOS ONE.2022; 17(12): e0278109. CrossRef
Factors affecting nursing and health technician students' satisfaction with distance learning during the COVID-19 pandemic in Morocco: a descriptive study
Aziz Naciri, Mohamed Radid, Abderrahmane Achbani, Mohamed Amine Baba, Ahmed Kharbach, Ghizlane Chemsi
Journal of Educational Evaluation for Health Professions.2022; 19: 28. CrossRef

Educational/faculty development material

Implementation and lessons learned from 2 online interprofessional faculty development programs for improving educational practice in the health professions in Chile and the United Kingdom from 2018 to 2021: Cesar Orsini, Veena Rodrigues, Jorge Tricio; J Educ Eval Health Prof. 2021;18:21. Published online August 9, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.21

4,582 View
287 Download
1 Citations

Abstract PDF Supplementary Material

This study presents the design, implementation, and lessons learned from 2 fit-for-purpose online interprofessional faculty development programs for educational practice improvement in the health professions in Chile and the United Kingdom from 2018 to 2021. Both programs were designed to enhance teaching and learning practices in an interprofessional environment based on 4 pillars: professional diversity, egalitarianism, blended/online learning, and active learning strategies. A multidisciplinary mix of educators participated, showing similar results. The 3 main lessons learned were that the following factors facilitated an interprofessional environment: a professions-inclusive teaching style, a flexible learning climate, and interprofessional peer work. These lessons may be transferable to other programs seeking to enhance and support interprofessionality. Faculty development initiatives preparing educators for interprofessional practice should be an integral component of health professions education, as delivering these courses within professional silos is no longer justifiable. As the relevance of interprofessional education grows, an effective way of promoting interprofessonal education is to train the trainers in formal interprofessional settings.

Citations

Citations to this article as recorded by

Perceived team roles of medical students: a five year cross-sectional study
Anke Boone, Mathieu Roelants, Karel Hoppenbrouwers, Corinne Vandermeulen, Marc Du Bois, Lode Godderis
BMC Medical Education.2022;[Epub] CrossRef

Research article

Development and validation of the Hocus Focus Magic Performance Evaluation Scale for health professions personnel in the United States: Kevin Spencer, Hon Keung Yuen, Max Darwin, Gavin Jenkins, Kimberly Kirklin; J Educ Eval Health Prof. 2019;16:8. Published online April 10, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.8

17,404 View
216 Download
4 Citations

Abstract PDF Supplementary Material

Purpose
This study was conducted to describe the development and validation of the Hocus Focus Magic Performance Evaluation Scale (HFMPES), which is used to evaluate the competency of health professions personnel in delivering magic tricks as a therapeutic modality.
Methods
A 2-phase validation process was used. Phase I (content validation) involved 16 magician judges who independently rated the relevance of each of the 5 items in the HFMPES and established the veracity of its content. Phase II evaluated the psychometric properties of the HFMPES. This process involved 2 magicians using the HFMPES to independently evaluate 73 occupational therapy graduate students demonstrating 3 magic tricks.
Results
The HFMPES achieved an excellent scale-content validity index of 0.99. Exploratory factor analysis of the HFMPES scores revealed 1 distinct factor with alpha coefficients ≥0.8 across the 3 magic tricks. The construct validity of the HFMPES scores was further supported by evidence from a known-groups analysis, in which the Mann–Whitney U-test showed significant difference in HFMPES scores between participants with different levels of experience in delivering the 3 magic tricks. The inter-rater reliability coefficients were ≥0.75 across the 3 magic tricks, indicating that the competency of health professions personnel in delivering the 3 magic tricks could be evaluated precisely.
Conclusion
Preliminary evidence supported the content and construct validity of the HFMPES, which was found to have good internal consistency and inter-rater reliability in evaluating health professions personnel’s competency in delivering magic tricks.

Citations

Citations to this article as recorded by

A Magic Trick Training Program to Improve Social Skills and Self-Esteem in Adolescents With Autism Spectrum Disorder
Hon K. Yuen, Kevin Spencer, Lauren Edwards, Kimberly Kirklin, Gavin R. Jenkins
The American Journal of Occupational Therapy.2023;[Epub] CrossRef
MAGNITIVE: Effectiveness and Feasibility of a Cognitive Training Program Through Magic Tricks for Children With Attention Deficit and Hyperactivity Disorder. A Second Clinical Trial in Community Settings
Saray Bonete, Ángela Osuna, Clara Molinero, Inmaculada García-Font
Frontiers in Psychology.2021;[Epub] CrossRef
Contribution of a virtual magic camp to enhancing self-esteem in children with ADHD: A pilot study
Hon K. Yuen, Kevin Spencer, Kimberly Kirklin, Lauren Edwards, Gavin R. Jenkins
Health Psychology Research.2021;[Epub] CrossRef
Evaluation of a Magic Camp for Children with Hemiparesis: A Pilot Study
Kevin Spencer, Hon K. Yuen, Gavin R. Jenkins, Kimberly Kirklin, Angla R. Griffin, Laura K. Vogtle, Drew Davis
Occupational Therapy In Health Care.2020; 34(2): 155. CrossRef

Educational/Faculty Development Material

Improving student-perceived benefit of academic advising within education of occupational and physical therapy in the United States: a quality improvement initiative: Lisa J. Barnes, Robin Parish; J Educ Eval Health Prof. 2017;14:4. Published online March 25, 2017; DOI: https://doi.org/10.3352/jeehp.2017.14.4

32,549 View
328 Download
5 Citations

Abstract PDF

Academic advising is a key role for faculty in the educational process of health professionals; however, the best practice of effective academic advising for occupational and physical therapy students has not been identified in the current literature. The purpose of this quality improvement initiative was to assess and improve the faculty/student advisor/advisee process within occupational and physical therapy programs within a school of allied health professions in the United States in 2015. A quality improvement initiative utilizing quantitative and qualitative information was gathered via survey focused on the assessment and improvement of an advisor/advisee process. The overall initiative utilized an adaptive iterative design incorporating the plan-do-study-act model which included a threestep process over a one year time frame utilizing 2 cohorts, the first with 80 students and the second with 88 students. Baseline data were gathered prior to initiating the new process. A pilot was conducted and assessed during the first semester of the occupational and physical therapy programs. Final information was gathered after one full academic year with final comparisons made to baseline. Defining an effective advisory program with an established framework led to improved awareness and participation by students and faculty. Early initiation of the process combined with increased frequency of interaction led to improved student satisfaction. Based on student perceptions, programmatic policies were initiated to promote advisory meetings early and often to establish a positive relationship. The policies focus on academic advising as one of proactivity in which the advisor serves as a portal which the student may access leading to a more successful academic experience.

Citations

Citations to this article as recorded by

Preparing Students for Change: An Advisement Seminar Informed by Tolman and Kremling’s Integrated Model of Student Resistance
Jeni Dulek, Michelle Gorenberg, Kaylinn Hill, Kelsey Walsh, Molly Perkins
Occupational Therapy In Health Care.2023; 37(1): 164. CrossRef
Student perception of academic advising in a school of pharmacy
Caroline M Sierra, Jessa Koch, Jody Gonzalez, Khaled Bahjri
International Journal of Pharmacy Practice.2022; 30(2): 184. CrossRef
The Effect of Problematic Internet Use and Social-Appearance Anxiety on the Smartphone Addiction of Adolescents
Özlem Şensoy, Dijle Ayar
Cyprus Journal of Medical Sciences.2022; 7(3): 354. CrossRef
Academic advising in undergraduate education: A systematic review
Zenobia C.Y. Chan, Ho Yan Chan, Hang Chak Jason Chow, Sze Nga Choy, Ka Yan Ng, Koon Yiu Wong, Pui Kan Yu
Nurse Education Today.2019; 75: 58. CrossRef
Scoping review of mentoring research in the occupational therapy literature, 2002–2018
Nancy W. Doyle, Liat Gafni Lachter, Karen Jacobs
Australian Occupational Therapy Journal.2019; 66(5): 541. CrossRef

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

41,898 View
436 Download
5 Citations

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

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

First
Prev
Page of 1
Next
Last

Search