Team-based learning in an undergraduate health science program
Keywords:
active learning, instructional, learning, respiratory care, team-based, earningAbstract
This study aimed to determine students’ learning experiences with team-based learning and the impact of gender and cumulative grade point average on this experience. The investigators observed the students during the team-based learning session, and after the session students completed a survey composed of biographical data and quantitative and qualitative questions focusing on the student learning experiences during. Before the session, the students agreed that they had no negative perception of team-based learning and observation during the session revealed high student interaction. The students enjoyed all the parts of the team-based learning session and they recommended using team-based learning in more courses. After the session, the students had a positive experience and found team-based learning is valuable and more useful than traditional lecture methods. The effectiveness of TBL as a teaching strategy that stimulates active learning and teamwork skills among students was revealed, but the impact of gender and CGPA on the student’s learning experience was not evident.
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