Team based learning in nursing and midwifery higher education; a systematic review of the evidence for change

Dearnley, Christine; Rhodes, Christine; Roberts, Peter; Williams, Pamela; Prenton, Sarah

doi:10.1016/j.nedt.2017.09.012

Cited by 76 publications

(58 citation statements)

References 23 publications

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“…According to the current study, TBL might impact positively on students' involvement, satisfaction, and attainment, as it was restated by Dearnley et al in a systematic review. 16 Although this study suggests that the team discussion had an encouraging positive impact, and despite the fact that few other researches in the literature have studied the effectiveness of TBL methodology on dental students' retention of knowledge, 17 it is anticipated if TBL is coupled with a supplementary method, it will support the students' learning further. It is recommended that future study on the effect of modified TBL be conducted on a larger scale.…”

Section: Discussionmentioning

confidence: 80%

Comparison of individual and team readiness assurance tests in a modified team based learning method

Karandish

2020

Journal of Dental Education

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Objective Team based learning (TBL) is shown to have a positive impact on learning abilities. In this study, we compared the individual and group readiness assurance grades of dental students toward a modified TBL protocol for an orthodontic topic. Methods All of the dentistry students in 2 different annual intakes from Shiraz University of Medical Sciences took part in the study. The references and methods for holding the class was presented to the vice dean of educational affairs and to the students. At the beginning of the session, individual readiness assurance test (iRAT) was held. Then, the students were asked to arrange in 15‐member groups for a modified TBL exercise. Each group took part in the team readiness assessment test (tRAT) and draw concept maps of 5 major topics. Then, they presented their team work, discussed them, and concluded. At the end of the session, the students reported their attitude on the pre‐constructed assay form. The data were analyzed with SPSS software 17, using paired T test and Wilcoxon signed rank test. Results We observed statistically significant improvement in the tRAT score compared with iRAT in the male and female participants (P‐value <0.001). More than 60% of the participants felt that TBL enhanced the overall satisfaction and pleasure from participation in class. Conclusions Based on our study, team work depicted significant improvement in the students' scores of an orthodontic topic. According to students, satisfaction with TBL was favorable and improved with additional experience.

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Section: Discussionmentioning

confidence: 80%

Comparison of individual and team readiness assurance tests in a modified team based learning method

Karandish

2020

Journal of Dental Education

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“…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).…”

Section: Discussionmentioning

confidence: 99%

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

Lima¹,

André²,

Kamimura³

et al. 2020

JETS

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In medical education, the team-based learning method (TBL) is a teaching strategy used to intensify interactive learning in small groups, in which the student is given the role of evaluating his/her peers - peer assessment (PA). To investigate the interference of the students' interpersonal relationships in awarding their peers grades (''halo effect''). A qualitative and quantitative retrospective study. The study participants were 78 first-year medical students, divided into 17 teams for the TBL. The final grade of the PA for each member was calculated by the average of the grades received from their peers. Results: The comparison between the average of the evaluations in the TBL method (MTBLs) and the PA showed that 17.64% of the teams showed a significant difference between the grades, thus having the “halo effect”. In the qualitative analysis, the “halo effect” was evidenced in only one of these teams. Although many studies corroborate the idea that using PA in the formative assessment is appropriate, advancing in the use of PA in the summative assessment is necessary, integrating it into the institution's evaluation system. Data presented here can help in continuing its use and in increasing its reliability.

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“…Team-Based Learning facilitates deep learning and optimises student engagement in a number of disciplines including nursing, medical, pharmacy, business, and education Dunaway, 2005;Oldland, Currey, Considine, & Allen, 2017;Sisk, 2011). Team-Based Learning engages learners, and produces improved student learning outcomes (Dearnley, Rhodes, Roberts, Williams, & Prenton, 2018;Reimschisel, Minor, Herring, & Huang, 2017), including enhanced communication and team behaviours, and improved problem solving and critical thinking skills (Currey, Eustace, et al, 2015;Nieder, Parmelee, Stolfi, & Hudes, 2005;Park, Kim, Park, & Park, 2015). Medical and nursing educators perceive TBL to be superior to lecture-based education in student learning (depth, breadth, retention, and application of knowledge), student behaviours (self-directed and active learning, and peer-to-peer learning and teaching) and student skills (accountability, leadership, teamwork, communication, problem solving, collaboration, and teaching) (Oldland, Currey, Glanville, & Considine, 2012;Wu, Farquhar, & Compton, 2018).…”

Section: Formative and Summativementioning

confidence: 99%

Students perceive Team-Based Learning facilitates development of graduate learning outcomes and professional skills

Currey

Sprogis

Burdeu

et al. 2018

JTLGE

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In tertiary education, generic professional skills should be developed along with discipline-specific knowledge and skills. Team-Based Learning (TBL), an active learning strategy, creates deep learning and enhanced student engagement; however, its effects on the development of generic learning outcomes are unknown. The aim of this study was to evaluate postgraduate specialty nursing students’ perspectives of how TBL impacts the acquisition of skills defined by the university’s eight Graduate Learning Outcomes (GLOs). A descriptive exploratory design was used in this study. Postgraduate nursing students in 2016-2017 at one university were invited to participate. Data were collected via demographic survey, a ranking tool, and written reflections. Data were analysed using descriptive statistics and content analysis. The response rate was 97.2 per cent (172/177). Participants were mostly females (n=152, 88.4%) aged 25–34 years (n=115, 66.9%). Student (n=156) rankings showed TBL contributed to the acquisition of critical thinking (n=90, 57.7%) and problem solving skills (n=56, 35.9%) the most. Students (n=144) made 2719 comments regarding how TBL led to the acquisition of GLOs in written reflections. Almost 98 per cent (n=2657) of all reflective comments were positive. All students mentioned at least one GLO positively due to TBL. Most positive reflections related to self-management (n=520, 19.6%) and communication (n=434, 16.3%).Postgraduate specialty nursing students perceived TBL classes contributed to the acquisition of their university’s GLOs, particularly critical thinking, problem solving, and self-management skills. The active learning strategy of TBL facilitates learning and engagement, and the attainment of essential professional attributes which are highly valued by employers.

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Team based learning in nursing and midwifery higher education; a systematic review of the evidence for change

Cited by 76 publications

References 23 publications

Comparison of individual and team readiness assurance tests in a modified team based learning method

Comparison of individual and team readiness assurance tests in a modified team based learning method

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

Students perceive Team-Based Learning facilitates development of graduate learning outcomes and professional skills

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