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Team-Based Learning and the Team-Based Learning Student Assessment Instrument (TBL-SAI): A Longitudinal Study of
1Ron Carson, OTD, MHS, OT, CLT, is Home Health Therapist, Interim Home Health, Daytona Beach, Florida. At the time of the study, he was Associate Professor, Department of Occupational Therapy, Adventist University of Health Sciences, Orlando, FL; rdcarson@gmail.com.
Summary
Students using team-based learning (TBL) showed significant changes in accountability, satisfaction, and preference for TBL over traditional lectures during their first year. No notable differences were found between student cohorts over time.
Area of Science:
- Medical Education
- Health Professions Education
Background:
- Team-based learning (TBL) is a recognized pedagogical approach in health professions education.
- Limited research exists on how student experiences with TBL evolve throughout their academic progression.
Purpose of the Study:
- To investigate changes in occupational therapy students' accountability, satisfaction, and preference for TBL compared to traditional lectures over one year.
- To assess the longitudinal impact of TBL on student engagement and learning preferences.
Main Methods:
- A longitudinal study analyzed data from 41 pairs of occupational therapy students.
- Student experiences were assessed across their first and third terms of education.
Main Results:
- Significant changes were observed in students' sense of accountability with TBL (p = .027).
- Student satisfaction with TBL significantly increased (p = .021).
- Preference for TBL over traditional lecture formats showed a significant increase (p = .019).
Conclusions:
- Individual student cohorts demonstrated considerable shifts in satisfaction and accountability related to the TBL experience.
- Despite changes within cohorts, no significant differences in TBL experience were identified between the first- and third-term student groups.