Implementing Team-Based Learning in a First-Year, Doctor of Physical Therapy Clinical Medicine Course

Area of Science:

• Medical Education
• Physical Therapy
• Active Learning Strategies

Background:

• Team-based learning (TBL) is an active learning strategy with limited reporting in US Doctor of Physical Therapy (DPT) programs.
• Implementing TBL in DPT education can provide a safe environment for students to navigate clinical practice complexities.

Purpose of the Study:

• To report the implementation of TBL in a first-year DPT clinical decision-making course.
• To compare learning outcomes between TBL and a traditional lecture-based teaching model.

Main Methods:

• A quasi-experimental design comparing three cohorts (n=117) taught via lecture with three cohorts (n=118) taught via TBL.
• Outcomes measured included exam scores, aggregate course grades, and Clinical Performance Instrument criteria.

Main Results:

• No significant difference in examination scores between TBL and lecture-based groups (89.61% vs 88.50%).
• TBL groups achieved a statistically higher aggregate course grade (p=.04), though the difference was small (0.73%).
• Clinical Performance Instrument scores were similar across both teaching methods.

Conclusions:

• Team-based learning is a viable educational model in DPT programs, maintaining comparable academic and clinical performance.
• Early implementation of TBL in DPT curricula can foster effective learning environments that integrate content knowledge with clinical application.