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Stakeholder acceptance of digital team-based learning.

Judy Currey1, Stephanie K Sprogis2, Gabby Burdeu3

  • 1Deakin Learning Futures, Deakin University, Geelong, VIC, 3220, Australia; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, Geelong, VIC, 3220, Australia; School of Nursing and Midwifery, Faculty of Health, Deakin University, Geelong, VIC, 3220, Australia.

Nurse Education in Practice
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PubMed
Summary
This summary is machine-generated.

Digital Team-Based Learning (TBL) is feasible and well-received by health students and educators. This online system enhances engagement and satisfaction compared to traditional methods, proving efficient for academic settings.

Keywords:
Active learningDigital learningEducationProfessionalTeam-based learning

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Area of Science:

  • Medical Education
  • Health Sciences Pedagogy
  • Educational Technology

Background:

  • Team-Based Learning (TBL) often involves labor-intensive administrative processes.
  • A commercially available online system was explored to streamline TBL administration.
  • Integrating digital TBL into health curricula was investigated for feasibility and user experience.

Purpose of the Study:

  • To assess the feasibility of implementing digital Team-Based Learning in health professional education.
  • To explore the experiences and perceptions of students and educators using digital TBL.
  • To compare student engagement levels between digital and paper-based TBL.

Main Methods:

  • Prospective mixed methods study involving postgraduate nursing and optometry students (n=162) and educators (n=8) at an Australian university.
  • Data collected via System Usability Scale, Student Self-Report of Engagement, and Post-Study System Usability Questionnaire.
  • Quantitative analysis of usability, engagement, and satisfaction metrics.

Main Results:

  • Digital TBL demonstrated significantly higher student engagement scores (mean=4.16) compared to paper-based TBL (mean=3.97; p=0.001).
  • Both students and educators perceived the usability of digital TBL as above average (System Usability Scale scores: students 72.35-74.02, educators 75.0).
  • High user satisfaction was reported by both students (mean=2.40) and educators (mean=2.36).

Conclusions:

  • Digital TBL is a feasible and efficient approach for health education.
  • The digital format enhances student engagement and is well-accepted by both students and educators.
  • Implementing digital TBL can effectively reduce administrative burdens while improving the learning experience.