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Evaluating Self-Efficacy After a Team-Based Learning Activity.

Camille Loftin1, Holly West

  • 1Camille Loftin, DHEd, MPAS, PA-C, is an assistant professor and the interim vice chair and academic coordinator for Physician Assistant Studies at the University of Texas Medical Branch, Galveston, Texas. Holly West, DHEd, MPAS, PA-C, is the senior research coordinator and site manager for the Obstetric-Fetal Pharmacology Research Center at the University of Texas Medical Branch, Galveston, Texas.

The Journal of Physician Assistant Education : the Official Journal of the Physician Assistant Education Association
|May 5, 2017
PubMed
Summary
This summary is machine-generated.

Team-based learning (TBL) significantly boosted physician assistant (PA) students' confidence in learning end-of-life (EOL) care and critical thinking skills. This approach shows promise for enhancing PA education and student self-efficacy.

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Area of Science:

  • Medical Education
  • Health Professions Education

Background:

  • Confidence in learning is linked to academic performance.
  • Physician assistant (PA) students require robust end-of-life (EOL) care knowledge and critical thinking skills.
  • Team-based learning (TBL) is an active learning strategy with potential benefits in medical education.

Purpose of the Study:

  • To assess the impact of a TBL activity on PA students' self-efficacy for learning EOL care.
  • To evaluate the effect of TBL on PA students' confidence in their critical thinking skills.

Main Methods:

  • A pretest-posttest, two-group design was employed with 87 PA students.
  • Students were randomized into a TBL group (n=43) or a non-TBL control group (n=44).
  • Self-efficacy for learning EOL care and critical thinking was measured using a modified general self-efficacy survey before and after the intervention.

Main Results:

  • The TBL group demonstrated a statistically significant increase in confidence for learning EOL care (p < .001) and critical thinking skills (p < .001).
  • The non-TBL group showed no significant changes in confidence for learning EOL care (p = .838) or critical thinking (p = .208).

Conclusions:

  • TBL effectively enhanced PA students' self-efficacy in learning EOL care and their critical thinking abilities.
  • These findings support the use of TBL to improve self-efficacy in PA education and suggest further research in other content areas.
  • The study provides evidence for UTMB PA faculty to explore TBL's impact on self-efficacy across various medical topics.