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Implementing Team-Based Learning in Physiotherapy Education: Students' Perceptions and Preferences Compared to the

Silvia Pérez-Guillén1, Andoni Carrasco-Uribarren1, Euson Yeung2

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Team-Based Learning (TBL) enhances student satisfaction and engagement in physiotherapy master's programs. This collaborative approach fosters greater responsibility for learning compared to traditional lectures.

Keywords:
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Area of Science:

  • Medical Education
  • Physiotherapy Education

Background:

  • Team-Based Learning (TBL) is an active learning strategy promoting collaboration and problem-solving.
  • It is hypothesized to improve satisfaction, engagement, and responsibility compared to traditional master classes.

Purpose of the Study:

  • To evaluate student satisfaction, engagement, and preferences for Team-Based Learning in a Master's program.
  • To compare TBL with traditional lecture-based learning in Clinical Reasoning and Evidence Based Practice.

Main Methods:

  • A cross-sectional study involving 24 physiotherapy master's students.
  • Data collected using the TBL Student Assessment Instrument (TBL-SAI) to measure engagement, satisfaction, and preferences.

Main Results:

  • Analysis included 23 students (mean age 25.29 ± 3.84).
  • TBL-SAI scores indicated high accountability (25.57), preference (51.04), and overall satisfaction (32.43).

Conclusions:

  • Students perceived TBL as engaging, promoting individual and group learning responsibility.
  • TBL was preferred over traditional lectures, indicating higher satisfaction with collaborative learning.
  • Further research needed on long-term knowledge retention and TBL objective alignment.