Journal of Educational Evaluation for Health Professions

Research Articles

Assessment of students’ satisfaction with a student-led team-based learning course: 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

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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.

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Biyao Wang, Shan Jin, Minghao Huang, Kaige Zhang, Qing Zhou, Xinwen Zhang, Xu Yan
BMC Medical Education.2024;[Epub] CrossRef
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Salah Sakka
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Yun Li, Nicholas A. Sears, Ian V. J. Murray, Kamlesh K. Yadav
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Evaluation of student perception of the Team-based Learning method (APA-TBL): Instrument construction and validation
Mariana Lucas da Rocha Cunha, Fernanda Amendola, Maria Mercedes Fernandez Samperiz, Andrea Gomes da Costa Mohallem
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A systematic review of the published literature on team-based learning in health professions education
Tyler Reimschisel, Anna L. Herring, Jennifer Huang, Tara J. Minor
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Clark D. Kebodeaux, Golden L. Peters, Paul M. Stranges, Jamie L. Woodyard, Scott Martin Vouri
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Incentive structure in team-based learning: graded versus ungraded Group Application exercises: Adam S. Deardorff, Jeremy A. Moore, Colleen McCormick, Paul G. Koles, Nicole J. Borges; J Educ Eval Health Prof. 2014;11:6. Published online April 21, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.6

31,503 View
188 Download
15 Web of Science
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Abstract PDF

Purpose
Previous studies on team-based learning (TBL) in medical education demonstrated improved learner engagement, learner satisfaction, and academic performance; however, a paucity of information exists on modifications of the incentive structure of “traditional” TBL practices. The current study investigates the impact of modification to conventional Group Application exercises by examining student preference and student perceptions of TBL outcomes when Group Application exercises are excluded from TBL grades.
Methods
During the 2009–2010 and 2010–2011 academic years, 175 students (95.6% response rate) completed a 22-item multiple choice survey followed by 3 open response questions at the end of their second year of medical school. These students had participated in a TBL supplemented preclinical curriculum with graded Group Application exercises during year one and ungraded Group Application exercises during year two of medical school.
Results
Chi-square analyses showed significant differences between grading categories for general assessment of TBL, participation and communication, intra-team discussion, inter-team discussion, student perceptions of their own effort and development of teamwork skills. Furthermore, 83.8% of students polled prefer ungraded Group Application exercises with only 7.2% preferring graded and 9.0% indicating no preference.
Conclusion
The use of ungraded Group Application exercises appears to be a successful modification of TBL, making it more “student-friendly” while maintaining the goals of active learning and development of teamwork skills.

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Lowering the Stakes: Quasi-Experimental, Mixed-Methods Evaluation of a Restructured Grading Approach in a Graduate Public Health Research Methods Course
Delia L. Lang, Caroline M. Barry, Umedjon Ibragimov, Juan L. Rodriguez, Elizabeth Reisinger Walker
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Implementation of Team-Based Learning for a Clinical Module of the Ethiopian Undergraduate Anesthesia Curriculum and Students’ Perspectives: A Pilot Cross-Sectional Study
Hailemariam Mulugeta, Abebayehu Zemedkun
Advances in Medical Education and Practice.2023; Volume 14: 1413. CrossRef
Use of Established Guidelines When Reporting on Interprofessional Team-Based Learning in Health Professions Student Education: A Systematic Review
Annette W. Burgess, Deborah M. McGregor
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Assessment for Learning with Ungraded and Graded Assessments
Karly A. Pippitt, Kathryn B. Moore, Janet E. Lindsley, Paloma F. Cariello, Andrew G. Smith, Tim Formosa, Karen Moser, David A. Morton, Jorie M. Colbert-Getz, Candace J. Chow
Medical Science Educator.2022; 32(5): 1045. CrossRef
Weekly team-based learning scores and participation are better predictors of successful course performance than case-based learning performance: role of assessment incentive structure
Gonzalo A. Carrasco, Kathryn C. Behling, Osvaldo Lopez
BMC Medical Education.2021;[Epub] CrossRef
Geographic Trends in Team-based Learning (TBL) Research and Implementation in Medical Schools
Jimmy Ming Hong, Preman Rajalingam
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Impact of readiness assurance process and faculty feedback on individual application exercises: a model for continuous assessment in physiology
Kirtana Raghurama Nayak, Dhiren Punja, Chinmay Suryavanshi
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Introducing the Team Based Learning as an Approach to Reviving Interest in Biochemistry amongst Undergraduate Medical Students-An Exploratory Study
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A Novel Grading Strategy for Team‐Based Learning Exercises in a Hands‐on Course in Molecular Biology for Senior Undergraduate Underrepresented Students in Medicine Resulted in Stronger Student Performance
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Implementation of Team-Based Learning: a Tale of Two New Medical Schools
Gonzalo A. Carrasco, Kathryn C. Behling, Osvaldo J. Lopez
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Hector Lopez, Evan Goldman, John Gaughan, Sangita Phadtare
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The Effect of Graded Assessment on Medical Student Performance in TBL Exercises
Kathryn C. Behling, Matthew M. Gentile, Osvaldo J. Lopez
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A systematic review of the published literature on team-based learning in health professions education
Tyler Reimschisel, Anna L. Herring, Jennifer Huang, Tara J. Minor
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Student perceptions of independent versus facilitated small group learning approaches to compressed medical anatomy education
Alexander Whelan, John J. Leddy, Sean Mindra, J.D. Matthew Hughes, Safaa El‐Bialy, Christopher J. Ramnanan
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A comparison of the effectiveness of the team-based learning readiness assessments completed at home to those completed in class
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Physical therapy students’ perceptions of team-based learning in gross anatomy using the Team-Based Learning Student Assessment Instrument: Beven Livingston, Mary Lundy, Shana Harrington; J Educ Eval Health Prof. 2014;11:1. Published online January 18, 2014; DOI: https://doi.org/10.3352/jeehp.2014.11.1

61,098 View
319 Download
21 Web of Science
24 Crossref

Abstract PDF

Purpose
The objective of this study was to assess physical therapy student perceptions of team-based learning (TBL) in a graduate level gross anatomy course using the TBL Student Assessment Instrument (TBL-SAI).
Methods
The TBL-SAI was administered to 85 Doctor of Physical Therapy (DPT) students, comprising three cohorts (classes of 2013, 2014 and 2015), who successfully completed a gross anatomy course where TBL was implemented. The TBL-SAI surveys 33 items, each rated from one (strongly disagree) to five (strongly agree) and measures three subscales: Students' Perceptions of Accountability, Preference for Lecture or TBL, and Student Satisfaction. Results: The means for each subscale and the total TBL-SAI score for each cohort fell above the neutral score. The 2015 group (mean = 37.97, 95% CI [35.67, 40.26]) reported significantly higher satisfaction than that of the 2013 group (mean = 32.71, 95% CI [30.31, 35.05]) and the 2014 group (mean = 33.11, 95% CI [30.69, 35.53]). The 2015 group (mean = 125.3, 95% CI [120.6, 130.3]) also had a significantly higher total score than that of the 2013 group (mean = 115.6, 95% CI [110.5, 120.5]).
Conclusion
The physical therapy students reported an overall positive experience in using TBL to learn gross anatomy in terms of accountability, preference for learning mode, and satisfaction. This positive experience with TBL was accompanied by their successful academic performance. Given the traits and learning preferences in this generation of graduate students, TBL could be a teaching method that is received positively elsewhere and results in successful academic performance and learning.

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Brief Report

Evaluation of a Team-Based Learning Tutor Training Workshop on Research and Publication Ethics by Faculty and Staff Participants: Young-Su Ju; J Educ Eval Health Prof. 2009;6:5. Published online December 20, 2010; DOI: https://doi.org/10.3352/jeehp.2009.6.5

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Abstract PDF

A team-based Learning (TBL) tutor training workshop on research and publication ethics was offered to 8 faculty members and 3 staff at Hallym University in 2009. To investigate the effect of the workshop and any attitude changes, a questionnaire survey was performed after the 8-hr course. Questions in four categories-general course content, change in attitudes toward research and publication ethics, the TBL format, and an open-ended question about the course--were included. Participants responded positively to all items on general course content. There was a positive change in attitude on research and publication ethics. Participants also responded positively to six items on team-based learning. The overall positive response to the workshop on research and publication ethics suggested the effectiveness of this kind of TBL tutor training course for university faculty and staff.

Citations

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Pedagogic Strategies and Contents in Medical Writing/Publishing Education: A Comprehensive Systematic Survey
Behrooz Astaneh, Ream Abdullah, Vala Astaneh, Sana Gupta, Romina Brignardello-Petersen, Mitchell A. H. Levine, Gordon Guaytt
European Journal of Investigation in Health, Psychology and Education.2024; 14(9): 2491. CrossRef
Faculty Development Effectiveness: Insights from a Program Evaluation
Anupma Wadhwa, Lopamudra Das, Savithiri Ratnapalan
Journal of Biomedical Education.2014; 2014: 1. CrossRef
Perspective
Paul Haidet, Ruth E. Levine, Dean X. Parmelee, Sheila Crow, Frances Kennedy, P. Adam Kelly, Linda Perkowski, Larry Michaelsen, Boyd F. Richards
Academic Medicine.2012; 87(3): 292. CrossRef

Research Article

Students' Evaluation of a Team-based Course on Research and Publication Ethics: Attitude Change in Medical School Graduate Students: Soo Young Kim; J Educ Eval Health Prof. 2008;5:3. Published online December 22, 2008; DOI: https://doi.org/10.3352/jeehp.2008.5.3

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130 Download
5 Crossref

Abstract PDF

In response to a growing need for students to appreciate ethical issues in medical research and publication, a brief team-based learning (TBL) course was presented to graduate students in the medical school of Hallym University in October and November 2007. To gather information as a basis for improving the course, questionnaires were distributed to 19 students and the feedback was evaluated. The questionnaire consisted of four categories: general course content (7 items), changes in attitudes toward research and publication ethics (6 items), the TBL format (6 items), and an open-ended question about the class (1 item). The most positive response had to do with the importance of the material. Students reported that their knowledge about ethical issues increased, and they expressed satisfaction regarding the communication with their tutors within the TBL format. Most students showed positive responses to the subject as well as to TBL. Since this was the first trial offering of this material in the graduate program at this medical school, it may have been novel to the students. The attitude change and the knowledge acquisition reported by students reflect a very positive outcome of this class. After adjustments to improve weaknesses, such as the short time allocation and students??lack of prior background, the outcomes of this TBL course on research and publication ethics provide a good basis for its continuation.

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Team-based Learning: Enhancing Academic Performance of Psychology Students
Nadia Rania, Stefania Rebora, Laura Migliorini
Procedia - Social and Behavioral Sciences.2015; 174: 946. CrossRef
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Perspective
Paul Haidet, Ruth E. Levine, Dean X. Parmelee, Sheila Crow, Frances Kennedy, P. Adam Kelly, Linda Perkowski, Larry Michaelsen, Boyd F. Richards
Academic Medicine.2012; 87(3): 292. CrossRef
Evaluation of a Team-Based Learning Tutor Training Workshop on Research and Publication Ethics by Faculty and Staff Participants
Young-Su Ju
Journal of Educational Evaluation for Health Professions.2010; 6: 5. CrossRef

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