Team Based Learning in Speech, Language and Hearing Sciences: experience in the Public Health qualification

Abstract

Purpose: to present an experience report about Team-Based Learning utilization as an active methodology of learning in a Speech, Language and Hearing Sciences graduation course. Methods: students enrolled in the public health II subject in the graduation course received the material about breastfeeding by e-mail in advance and were informed about how the activity using Team-Based Learning would be developed. In class, they initially answered to a questionnaire, individually, which was later discussed in teams formed, randomly, by the professor. The answers were placed in charts, to compare individual and teams performances. Results: 25 female students participated in this study, with ages varying from 18 to 25 years, and differences were found between the individual and the team answers, since the answers chosen by the teams corresponded more to the template elaborated by the teacher. The percentage of correct individual answers was 69,6% and the percentage of correct team answers was 96%. Conclusion: the Team-Based Learning utilization showed to be viable from a pedagogical perspective, promoted greater engagement by the students and contributed in the development of teamwork.

Peer Assessment in the Context of Team-Based Learning in Undergraduate Education: How Far Can We Go?

“…TBL has proven efficacy in different undergraduate courses in health sciences such as Nursing (Reimschisel et al, 2017;Dearnley et al, 2018), Pharmacy (Basheti et al, 2010;Dearnley et al, 2018), Physiotherapy ( Maas et al, 2014), Speech Therapy (Nascimento et al, 2019), Medicine (Garner et al, 2010;Reimschisel et al, 2017;Cunha et al, 2019), and many others (Dearnley et al, 2018), at different periods of the course, since the first year (Santana et al, 2019), as in the case of this study, in intermediate (Masocatto et al, 2019) and final (Reimschisel et al, 2017) moments, on different continents (Reimschisel et al, 2017). It is also successfully at graduate level (Silva et al, 2017), including in medical residency (Kisiel et al, 2010;Thomas et al, 2011;McMullen et al, 2014).…”