The Impact of Team-Based Learning (TBL) on Physician Assistant Students' Academic Performance in Gross Anatomy

Isbell, Jonathan; Makeeva, Valeria; Caruthers, Kara L.; Brooks, William S.

doi:10.1097/jpa.0000000000000082

Cited by 13 publications

(22 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“… three were randomised controlled trials (Kang et al, 2016; Kim et al, 2016; Sakamoto et al, 2020); 19 were pre‐test post‐test studies, of which ten had two‐groups (Cho & Kweon, 2017; Clark et al, 2008; Eun & Hye Young, 2017; Harmon & Hills, 2015; Hemmati Maslakpak et al, 2015; Kim & Kim, 2020; Koohestani & Baghcheghi, 2016; Lee, 2018; Mennenga, 2013; Seo & Roh, 2020) and nine had one group (Cheng, Liou, Hsu, et al, 2014; Cheng et al, 2014; Cho & Kweon, 2017; Goolsarran et al, 2018; Park et al, 2015; Roh et al, 2020; Siah et al, 2019; Whittaker, 2015; Wong et al, 2017); 10 were descriptive cohort studies (Corbridge et al, 2013; Ebrahimpour & Pelarak, 2016; Isbell et al, 2016; Mennenga, 2015; Roh et al, 2015) (Ouellette & Blount, 2015; Ulrich et al, 2017) (Considine et al, 2014; Currey et al, 2018; Miles et al, 2017); six studies used mixed methods (Branney & Priego‐Hernández, 2018; Considine et al, 2014; Currey, Oldland, et al, 2015; Feingold et al, 2008; McRae et al, 2017; Morris, 2016); and three were qualitative studies (Currey, Eustace, et al, 2015; Göktepe et al, 2018; Oldland et al, 2017). …”

Section: Resultsmentioning

confidence: 99%

Team‐based learning in nursing education: A scoping review

Considine

Berry

Allen

et al. 2021

Journal of Clinical Nursing

View full text Add to dashboard Cite

Aims and objectives To explore the use and student outcomes of Team‐Based Learning in nursing education. Background Team‐Based Learning is a highly structured, evidence‐based, student‐centred learning strategy that enhances student engagement and facilitates deep learning in a variety of disciplines including nursing. However, the breadth of Team‐Based Learning application in nursing education and relevant outcomes are not currently well understood. Design A scoping review of international, peer‐reviewed research studies was undertaken according to the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses extension for scoping reviews. Methods The following databases were searched on 7 May 2020: Cumulative Index of Nursing and Allied Health Literature, MEDLINE Complete, PsycINFO and Education Resources Information Center. Search terms related to nursing, education and Team‐Based Learning. Original research studies, published in English, and reporting on student outcomes from Team‐Based Learning in nursing education programmes were included. Results Of the 1081 potentially relevant citations, 41 studies from undergraduate (n = 29), postgraduate (n = 4) and hospital (n = 8) settings were included. The most commonly reported student outcomes were knowledge or academic performance (n = 21); student experience, satisfaction or perceptions of Team‐Based Learning (n = 20); student engagement with behaviours or attitudes towards Team‐Based Learning (n = 12); and effect of Team‐Based Learning on teamwork, team performance or collective efficacy (n = 6). Only three studies reported clinical outcomes. Conclusions Over the last decade, there has been a growing body of knowledge related to the use of Team‐Based Learning in nursing education. The major gaps identified in this scoping review were the lack of randomised controlled trials and the dearth of studies of Team‐Based Learning in postgraduate and hospital contexts. Relevance to clinical practice This scoping review provides a comprehensive understanding of the use and student outcomes of Team‐Based Learning in nursing education and highlights the breadth of application of Team‐Based Learning and variability in the outcomes reported.

show abstract

Section: Resultsmentioning

confidence: 99%

Team‐based learning in nursing education: A scoping review

Considine

Berry

Allen

et al. 2021

Journal of Clinical Nursing

View full text Add to dashboard Cite

show abstract

“…Additionally, based on previous studies, 22 we designed some clinical cases based on the anatomy textbook and tried to include the questions on major anatomical and clinical knowledge. The results showed that TBL method could significantly improve the examination scores than TL, which is in accordance with the previous studies.…”

Section: Discussionmentioning

confidence: 99%

Team-based learning: assessing the impact on anatomy teaching in People’s Republic of China

Yan¹,

Ding²,

Xiong³

et al. 2018

AMEP

View full text Add to dashboard Cite

ObjectivesIn this study, the effects of team-based learning (TBL) method on the anatomy course for students in People’s Republic of China were assessed.MethodsThe students were randomly divided into the traditional lecture-based teaching group (traditional learning [TL] group, 99 students) and TBL teaching group (98 students). The TBL method required the students to prepare the assigned content in advance and discuss some specific topics in small groups. The test scores and questionnaire were applied to evaluate the effects of the two methods.ResultsThe students in TBL group had higher examination scores (81.70±8.53 vs 74.41±8.27, F[1,195] =124.6, p<0.01). The ratios of students with excellent (13.27% vs 9.09%, χ2[1] =4.00, p=0.041) and good scores (25.51% vs 16.16%, χ2[1] =4.85, p=0.027) were markedly increased in the TBL than the TL group, and the ratio of students who had just managed to pass was decreased (17.34% vs 32.33% in TL group, χ2[1] =5.91, p=0.015). The students in TBL group significantly achieved some improvement in mutual communication ability (χ2[1] =7.54, p=0.006), expression ability (χ2[1] =4.930, p=0.026), generalization capacity (χ2[1] =4.08, p=0.043), cooperative ability cultivation (χ2[1] =5.04, p=0.024), knowledge extension (χ2[1] =4.50, p=0.034), and enthusiasm mobilization (χ2[1] =4.27, p=0.039).ConclusionTBL could improve not only the test scores of the students, but also their study enthusiasm, initiative learning ability, communication ability, and team awareness.

show abstract

“…• Provides an opportunity to expose students to interprofessional education (e.g., between medical, midwifery, nursing, physician assistant, physical therapy, and occupational therapy students) (Fernandes et al, 2015). • Creates a setting conducive to team-based learning (Huitt et al, 2015;Isbell et al, 2016), near-peer teaching, (Durán et al, 2012;Reyes-Hernandez et al, 2015;Agius et al, 2018;Alvarez and Schultz, 2019;Kinirons et al, 2019;Viana et al, 2019) reciprocal peer teaching (Hendelman and Boss, 1986;Brueckner and MacPherson, 2004;Krych et al, 2005;Bentley and Hill, 2009;Pizzimenti et al, 2016;Manyama et al, 2016;Agius et al, 2018;Kinirons et al, 2019), and flipped classroom pedagogy (Day, 2018;Fleagle et al, 2018). • Fits well into an integrated curriculum, with the potential to meaningfully incorporate disciplines such as dermatology (Baker et al, 2014;Yang et al, 2018), interventional radiology (DePietro et al, 2017), and pathology (Geldenhuys et al, 2016;Rae et al, 2017).…”

Section: Should Human Gross Anatomical Dissection Be Performed?--the mentioning

confidence: 99%

Creating a Human Gross Anatomy Laboratory: The Experience at a Primarily Undergraduate Institution

Zdilla

2020

Anatomical Sciences Ed

View full text Add to dashboard Cite

This paper details the creation of a human gross anatomy laboratory from a defunct chemistry laboratory at West Liberty University, a small primarily undergraduate institution in West Virginia. The article highlights important considerations with regard to the development of a human gross anatomy laboratory including access to human gifts; assessment of the space for size, security, and privacy; assessment of the utilities; acquisition of a dissection table; ventilation; aesthetics in functional design; expenses; and sustainability. The report also identifies favorable conditions and potential pitfalls regarding the creation of a human gross anatomy laboratory. This paper demonstrates that a human gross anatomy laboratory can be created quickly and at little expense.

show abstract

The Impact of Team-Based Learning (TBL) on Physician Assistant Students' Academic Performance in Gross Anatomy

Abstract: Team-based learning is an effective supplement to cadaveric dissection. Student short-term knowledge outcomes improve with the combination of dissection and team-based learning in the gross anatomy laboratory.

Cited by 13 publications

References 8 publications

Team‐based learning in nursing education: A scoping review

Team‐based learning in nursing education: A scoping review

Team-based learning: assessing the impact on anatomy teaching in People’s Republic of China

Creating a Human Gross Anatomy Laboratory: The Experience at a Primarily Undergraduate Institution

Contact Info

Product

Resources

About

The Impact of Team-Based Learning (TBL) on Physician Assistant Students' Academic Performance in Gross Anatomy

Abstract: Team-based learning is an effective supplement to cadaveric dissection. Student short-term knowledge outcomes improve with the combination of dissection and team-based learning in the gross anatomy laboratory.

Cited by 13 publications

References 8 publications

Team‐based learning in nursing education: A scoping review

Team‐based learning in nursing education: A scoping review

Team-based learning: assessing the impact on anatomy teaching in People&rsquo;s Republic of China

Creating a Human Gross Anatomy Laboratory: The Experience at a Primarily Undergraduate Institution

Contact Info

Product

Resources

About

Team-based learning: assessing the impact on anatomy teaching in People’s Republic of China