Using a Modified Team-Based Learning Approach to Teach Nursing Students About Communicable Disease Control and Community Health Nursing

Elliott, Shannon

doi:10.3928/01484834-20141027-01

Cited by 8 publications

(5 citation statements)

References 5 publications

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“…This study revealed that the content was better retained by the class experiencing the TBL method. These results confirm Elliott's [10] report on Bioethics teaching in a Post-Graduation Course in Public Health, a study by Frame and co-workers [23] in the nursing undergraduate course and another by Fatmi and co-workers [7] in interprofessional teaching in health courses. The TBL approach motivates students to read before classes and be more participative in the lessons.…”

Section: Discussionsupporting

confidence: 85%

“…Exactly in this environment, TBL seeks to produce, pedagogically, a certain discomfort with what is known, some disturbance regarding the necessity to know how to act. This learning process intends to mobilize and challenge the students to search and be open for the new and the action [10,17,22]. The challenge of rupturing with the banking mode of education was present, in the different teaching strategies gathered for certain harmony between what is practiced and what is taught, as well as in the empowerment of students regarding their responsibility to prepare and discuss their learning contents.…”

Section: Discussionmentioning

confidence: 99%

“…We believe that they might stimulate and qualify managers and professors for its practical use, producing new assertions and arguments to produce consensus, even if temporary, about ways of thinking and contemporary education practices. Some experiments have been described in the teaching of ethics in Public Health [10], Gynaecology and Obstetrics in Nursing [9], Neurology [11], Medical Education [12], Dentistry [13] and in Graduate Courses [8,14]. However, methods that develop collaborative work skills have not been sufficiently explored in the scientific literature on Physical therapy teaching [6].…”

Section: Introductionmentioning

confidence: 99%

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Team-based learning in Physical therapy undergraduate course: experiment report

Amorim

Poltronieri

Ribeiro³

et al. 2019

Fisioter. mov.

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Introduction: Active learning methods have shown positive results, mainly in terms of content learning and the development of communication skills, critical thinking, and collaborative practice. However, they are still unknown by most professors teaching in Physical therapy courses. Objective: To present the report of an experiment based on the application of the Team-Based Learning (TBL) method, in the Physical therapy undergraduate course. Method: This is a report of an experiment comparing traditional teaching and TBL with 61 students in the Physical therapy course. A comparison was performed between means, medians, approval ratio and satisfaction of the students who experienced the active methodology. Results: The results showed that the final average of the summative evaluations of the TBL group (71.9 ± 10.5 points) was statistically different (p = 0.003) from that of the traditional teaching group (63.7 ± 9.92 points). The proportion of approved students was not statistically different between the groups, 92.0% and 88.6%, respectively (p = 0.478). Conclusion: The overall satisfaction was that the method, although tiresome, according to the students, favored a greater understanding of the content and motivation to study. The study presents innovative results regarding the application of the team-based teaching method to the Physical therapy course.

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Section: Discussionsupporting

confidence: 85%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Team-based learning in Physical therapy undergraduate course: experiment report

Amorim

Poltronieri

Ribeiro³

et al. 2019

Fisioter. mov.

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“…The challenges that the TBL strategy enforces are: the promotion of the involvement of the teams, and motivation preservation, since its strength lies in the collective construction of knowledge (collective intelligence), in the power of teamwork, and on its potential for project construction, problem solving and formulation of questions. The strength of team learning is a result of the quality of everyone's participation (16,(37)(38) . The research showed that this strategy is rarely used and, perhaps, not well known by professors.…”

Section: Discussionmentioning

confidence: 99%

Teaching-learning tendencies and strategies used in the leadership development of nurses

Caveião

Peres

Zagonel³

et al. 2018

Rev. Bras. Enferm.

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Objective: To identify the tendencies and teaching-learning strategies used for leadership development in the discipline Nursing Administration in higher education institutions in Brazil. Method: Non-experimental, type survey, descriptive and exploratory, cross-sectional, with quantitative approach. Results: The dialogued lecture strategy was cited as used by 241 (91%) professors, followed by research, by 237 (89%), and discussion or group work, by 221 (83%). Strategies not used were: spiral learning, 166 (63%), and online programs, 151 (57%) professors. The strategy that presents higher tendency of use is that of online courses, 104 (39%). Conclusion: among the strategies mentioned, all are aligned with the directions given in the literature for nursing education, but these strategies and methodologies infl uence the formation of leader nurses differently. Descriptors: Strategies; Leadership; Nursing Professor Practice; Research in Nursing Administration; Teaching. RESUMO Objetivo: identifi car as tendências e estratégias de ensino-aprendizagem utilizadas para o desenvolvimento da liderança na disciplina de Administração em Enfermagem em instituições de ensino superior no Brasil. Método: não experimental, do tipo survey, descritivo e exploratório, de corte transversal, com abordagem quantitativa. Resultados: a estratégia de aula expositiva dialogada foi citada por 241 (91%) docentes, seguida de pesquisa, por 237 (89%), e de discussão ou trabalho em grupo, por 221 (83%). Estratégias referidas como não utilizadas foram: aprendizagem em espiral, 166 (636%), e programas on-line, por 151 (57%) docentes. A estratégia que apresenta maior tendência para utilização é a de cursos on-line, 104 (39%). Conclusão: entre as estratégias citadas, todas estão alinhadas com as indicações da literatura para o ensino de enfermagem, mas destaca-se o fato de as estratégias e metodologias infl uenciarem na formação de enfermeiros líderes. Descritores: Estratégias; Liderança; Prática do Docente de Enfermagem; Pesquisa em Administração de Enfermagem; Ensino. RESUMEN Objetivo: identifi car las tendencias y estrategias de enseñanza-aprendizaje utilizadas para el desarrollo del liderazgo en la disciplina de Administración en Enfermería en instituciones de enseñanza superior en Brasil. Método: no experimental, del tipo survey, descriptivo y exploratorio, de corte transversal, con abordaje cuantitativo. Resultados: la estrategia de aula expositiva dialogada fue citada por 241 (91%) docentes, seguida de investigación, por 237 (89%), y de discusión o trabajo en grupo, por 221 (83%). Las estrategias mencionadas como no utilizadas fueron: aprendizaje en espiral, 166 (636%), y programas online, por 151 (57%) docentes. La que presenta mayor tendencia a la utilización es la de cursos 1532Teaching-learning tendencies and strategies used in the leadership development of nurses Caveião C, Peres AM, Zagonel IPS, Amestoy SC, Meier MJ.

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“…[10] These applicationfocused team exercises foster participatory discussions to solve the problem, which promote collaboration and critical thinking. [14] In a previous study on the effect of TBL on students' learning, Elliot [15] found that students in TBL showed a greater engagement and involvement in their learning compared with their involvement in the traditional lecture. She also acknowledged that students gained knowledge from their peers, similar to the working environment, where it will be expected of them to work and collaborate with each other to solve patient problems.…”

Section: Researchmentioning

confidence: 99%

Promoting deeper learning in pharmacy education using team-based learning

Eksteen

Reitsma

Fourie

2021

AJHPE

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Background. The benefit of deep learning compared with surface learning is the ability to retrieve, apply and integrate previously learnt knowledge rather than simply memorising course content most likely to be evaluated during assessments. Team-based learning (TBL) is an educational strategy that echoes the purpose of deeper learning. Objectives. To identify whether TBL as a teaching strategy increases pharmacy students' understanding of theoretical work. Method. Fourth-year pharmacy students completed a questionnaire consisting of biographical data (gender, age and ethnicity) and 16 questions on their understanding of course content. A total of 183 students (91.5%) participated after giving informed consent that their data may be included in the study. Results. The results indicated that, due to the implementation of TBL in the course, students perceived that they learnt more and made more effort, experienced increased understanding of content, perceived higher knowledge retention, performed better during assessments in the module where TBL was implemented and felt that course outcomes were achieved more easily. Conclusion. TBL as a teaching strategy could potentially promote deeper learning of course content.

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Using a Modified Team-Based Learning Approach to Teach Nursing Students About Communicable Disease Control and Community Health Nursing

Cited by 8 publications

References 5 publications

Team-based learning in Physical therapy undergraduate course: experiment report

Team-based learning in Physical therapy undergraduate course: experiment report

Teaching-learning tendencies and strategies used in the leadership development of nurses

Promoting deeper learning in pharmacy education using team-based learning

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