Team-based Learning Impact: A Comparative Study of Student and Faculty Facilitators

Area of Science:

• Nutrition Education
• Higher Education Pedagogy
• Active Learning Strategies

Background:

• Team-based learning (TBL) is a popular active-learning method in health professions education.
• This study investigated nutrition students' perceptions of student-led versus faculty-led TBL facilitators.

Purpose of the Study:

• To assess nutrition students' perceptions of student versus faculty facilitators in team-based learning.
• To compare the effectiveness of student-led TBL with faculty-led TBL.

Main Methods:

• 117 second-year nutrition students participated in a faculty-led and a student-led TBL session.
• Questionnaires assessed learner and student facilitator perceptions of student-led TBL.
• Quantitative and qualitative data analysis was performed.

Main Results:

• Learners rated student-led TBL as equally or more effective in comprehension (93.0%), active participation (96.5%), and academic performance improvement (93.9%).
• Student facilitators reported improved knowledge, confidence, communication, and leadership skills.
• Both learners and facilitators found student-led TBL more effective than faculty-led TBL.

Conclusions:

• Student-led TBL is an effective learning strategy in higher education.
• This approach supports a shift towards student-centered learning within academic curricula.