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Effects of Team-Based Learning on Active Class Attitudes and Study Time in a Physical Therapy Education Program: A
Daiki Yokoyama1,2, Tomohiro Otani1, Kazuki Fujisaki1
1Department of Physical Therapy, Ota College of Medical Technology: 1373 Higashinagaokacho, Ota City, Gunma 373-0812 Japan.
Medical Science Educator
|May 25, 2026
Summary
Team-based learning (TBL) significantly improved physical therapy students' active class attitudes and increased study time. This collaborative pedagogy enhances engagement regardless of academic performance, supporting its use in health professions education.
Area of Science:
- Health Professions Education
- Pedagogy in Medical Training
- Student Engagement Strategies
Background:
- Fostering proactive learning attitudes is crucial in health professions education.
- Team-based learning (TBL) is a learner-centered approach promoting engagement.
- Limited longitudinal data exists on TBL's behavioral learning outcomes.
Purpose of the Study:
- Evaluate TBL's impact on active class attitudes.
- Assess TBL's effect on study time in physical therapy students.
- Compare TBL to traditional lectures.
Main Methods:
- 151 third-year physical therapy students participated.
- Course included four lectures followed by four TBL sessions.
- Questionnaires measured Active Class Attitude (ACA) and study time at three points.
Main Results:
- ACA scores significantly increased post-TBL.
- Study time for the course and other subjects also rose significantly.
- No significant differences observed across grade point average groups.
Conclusions:
- TBL promotes autonomous learning and enhances study habits.
- TBL's benefits are independent of students' academic performance.
- Findings support TBL integration for behavioral engagement in health professions education.
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