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Student engagement and examination performance in a team-based learning course.
1College of Nursing, South Dakota State University, Brookings, SD, USA. heidi.mennenga@sdstate.edu
The Journal of Nursing Education
|July 17, 2013
Summary
Team-based learning (TBL) significantly improved student engagement in nursing education compared to traditional lectures. While examination scores showed improvement, the link between engagement and scores was mixed, suggesting TBL is an effective teaching strategy.
Area of Science:
- Nursing Education
- Educational Strategies
- Pedagogy
Background:
- National calls for innovation in nursing education necessitate evaluating effective teaching strategies.
- Nurse educators seek methods to meet evolving educational standards and enhance student learning.
- Traditional lecture is a common but potentially less engaging teaching method.
Purpose of the Study:
- To compare Team-based Learning (TBL) with traditional lecture in nursing education.
- To assess the impact of TBL on student engagement and examination performance.
- To examine the relationship between student engagement and examination scores in TBL.
Main Methods:
- Comparative study design evaluating two distinct teaching methodologies.
- Quantitative analysis of student engagement metrics.
- Assessment of student performance on examinations.
Main Results:
- Significant differences in student engagement were observed between TBL and traditional lecture (p < 0.001).
- Examination scores demonstrated a significant effect within participants (p < 0.001).
- The relationship between student engagement and examination scores yielded mixed findings.
Conclusions:
- Team-based learning (TBL) is an effective pedagogical strategy in nursing education, comparable to traditional lecture.
- TBL enhances student engagement, a critical factor in educational outcomes.
- Further research is warranted to fully elucidate the engagement-performance relationship in TBL.
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