Reflections on Four Years of Team-Based Learning in First-Year Property

2019 ◽  
Author(s):  
Lindsey P. Gustafson
Keyword(s):  
First Year ◽  
Team Based Learning

scholarly journals Clicker Supported Team-Based Learning Environment: A Qualitative Study

2018 ◽  
Vol 14 (09) ◽  
pp. 98 ◽  
Author(s):  
Gülsüm Aşıksoy
Keyword(s):  
Engineering Students ◽  
Learning Strategy ◽  
Student Perception ◽  
Interactive Learning Environments ◽  
Structured Interview ◽  
First Year ◽  
Application Process ◽  
Content Analysis Method ◽  
Team Based Learning

In recent years Clicker technology has been widely used at universities to provide interactive learning environments<em>. </em>It is used with suitable pedagogic approaches to obtain the expected learning outcome. The aim of the study is to specify student views about the environment developed as a result of the integration of Team-based learning strategy and clicker technology in education. The participants are 30 first-year engineering students taking Physics I at Near East University. A case study design was used in this research. After overviewing the literature, the researcher prepared a semi-structured interview form to collect the data. İnterviews at the voluntary base was given after a five-week application process. The data were analyzed through content analysis method. The findings indicated that student perception of clicker supported Team-Based learning was positive. The students admitted that this environment enhanced their learning and they even made suggestions. This study can help educationalists integrate clicker technology in Team-Based learning strategy.

scholarly journals Perceptions of team-based learning using the Team-Based Learning Student Assessment Instrument: an exploratory analysis amongst pharmacy and biomedical students in the United Kingdom

2019 ◽  
Vol 16 ◽  
pp. 23 ◽  
Author(s):  
Prabha Parthasarathy ◽  
Bugewa Apampa ◽  
Andrea Manfrin
Keyword(s):  
United Kingdom ◽  
Team Building ◽  
Student Assessment ◽  
Assessment Instrument ◽  
Biomedical Science ◽  
First Year ◽  
Final Grade ◽  
Team Based Learning ◽  
Building Activities ◽  
First Time

Purpose: This study aimed to evaluate students’ perception of team-based learning (TBL) amongst a cohort exposed to this methodology for the first time at a university in the United Kingdom.Methods: Between November and December 2018, 26 first-year Master of Pharmacy and 90 second-year Biomedical Science students of the School of Life Sciences, University of Sussex, United Kingdom were invited to participate and requested to complete a questionnaire that contained quantitative and qualitative questions. The quantitative component was based on the Team-Based Learning Student Assessment Instrument (TBL-SAI). It additionally contained questions about key student characteristics.Results: The response rate was 60% (70 of 116); of the participants, 74% (n=52) were females and 26% (n=18) males. The percentage of agreement in the TBL-SAI suggested a favourable response to TBL. The overall mean score for the TBL-SAI was 115.6 (standard deviation, 5.6; maximum score, 140), which was above the threshold of 102, thus suggesting a preference for TBL. Statistically significant differences were not found according to demographic characteristics. Students who predicted a final grade of ≥70% strongly agreed that TBL helped improve their grades. Some students highlighted issues with working in teams, and only 56% of students agreed that they could learn better in a team setting.Conclusion: This study shows that students exposed to TBL for the first time favoured several aspects of TBL. However, more focused strategies including team-building activities and expert facilitation skills could potentially tackle resistance to working in teams.

Adding value to first-year undergraduate marketing education: team-based learning as a strategic response to changing modern educational environments

2016 ◽  
Vol 25 (2) ◽  
pp. 138-151 ◽  
Author(s):  
Douglas G. Carrie ◽  
Parizad Mulla ◽  
Andrew Patterson ◽  
Michelle Kilkolly-Proffit ◽  
Richard Brookes ◽  
...  
Keyword(s):  
First Year ◽  
Strategic Response ◽  
Marketing Education ◽  
Educational Environments ◽  
Team Based Learning

scholarly journals Introduction of Team-based Learning to the Pharmacy Experiential Practice Course for First-year Pharmacy Students

2014 ◽  
Vol 134 (2) ◽  
pp. 179-183 ◽  
Author(s):  
Takahiko Norose ◽  
Mika Ito ◽  
Kikutaro Endo ◽  
Tetsuya Fujimoto ◽  
Hiroyuki Moriya ◽  
...  
Keyword(s):  
Pharmacy Students ◽  
First Year ◽  
Team Based Learning

scholarly journals Using Team-Based Learning to Teach Evidence-Based Medicine to First-Year Residents

2019 ◽  
Vol 36 (1) ◽  
pp. 60-68
Author(s):  
Mandana Akbarinejad Mousavi ◽  
Mitra Amini ◽  
Somayeh Delavari ◽  
Ali Seifi
Keyword(s):  
Medical School ◽  
Evidence Based Medicine ◽  
Instructional Strategy ◽  
Medical Residents ◽  
P Value ◽  
First Year ◽  
Evidence Based ◽  
Significant Difference ◽  
Team Based Learning ◽  
Based Medicine

Summary Team-based learning (TBL) is a well-established instructional strategy that provides students with the chance to apply conceptual knowledge through a series of actions, including pre-class, individual, team class activity, and immediate feedback. The purpose of the present study was to introduce a course of teaching the evidence-based medicine (EBM) to all first-year medical residents in different disciplines at Shiraz Medical School in Iran country using the TBL instructional strategy. The sample included 86 medical residents at Shiraz Medical School. This study had a quasi-experimental design and was conducted in 12 sessions of evidence-based medicine (EBM) based on team-based learning (TBL) strategy. The obtained data were analyzed using SPSS software. In all sections, the results of Individual Readiness Assurance Tests (IRATs) and Group Readiness Assurance Tests (GRATs) were added and calculated. Cronbach’s alpha test was implemented to evaluate the reliability of the questionnaires. For the descriptive analysis of data, descriptive statistics were used. ANOVA and T-test were used for analytic analysis. There was a significant difference in answering the questions between individual (3.73 ± 2.33) and group (4.71 ± 2.29) stages. Residents gained higher average grades on working in the team (P-value < 0.02). Results of residents’ response about satisfaction questionnaire are shown that the best scores belong to group activities in TBL. The results of this study showed that TBL could be used as an effective method for residents’ education in different disciplines.

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