401 – A Brief Report on Changes in the Individual Accountability of Nursing Students through Peer Evaluation
Yuko Masuzawa, Yukari Igarashi, Miyuki Oka, and Kana Shimoda
St. Luke’s International University, Tokyo, Japan
BACKGROUND: Responsibility for the learning and contribution of each team member is an essential element of Team-based learning (TBL) because this factor improves the learning performance of the team. The peer evaluation, whereby members provide feedback about eachOther, informs members of their contribution to the team. The present study aimed to describe the changes in students’ individual accountability within the team through student-to-student peer feedback.
DESCRIPTION: Within our faculty, TBL was used to teach perinatal nursing to third year nursing students (n = 84). Student peer evaluations were conducted three times during the term, Scores for each student ranged from 0 to 100, and face-to-face feedback regarding their contribution to their team was provided to them. In the present descriptive study, we calculated the mean scores (± SD) of the students’ peer evaluation at three points of time. To summarize their contribution to the team, content analysis of verbatim transcripts was used for feedback comments.
RESULTS: The mean students’ peer evaluation scores at the first, second, and third evaluations were 19.0 ± 4.0, 19.0 ± 3.2, and 19.0 ± 2.6, respectively. The score was divided into three groups based on the quartile, and comments on contributions to the team were described. Students with high scores felt the need for peer evaluation to improve the team performance and for preliminary learning. Most of the students recognized their own tasks and said that the improved the team performance as a result of the three peer evaluations.
CONCLUSION: Over a period of time, the
difference in the degree of contribution of each student to the team was small.
Most of the students expressed improvement in the team’s ability through peer
402 – Effectiveness of Team Based Learning in Knowledge Enhancement of Perinatal Nursing Students
Miyuki Oka, Yukari Igarashi, Yuko Masuzawa, and Kana Shimoda
St. Luke’s International University, Japan
Background: Team Based Learning (TBL) is an effective approach to introducing active learning to students. TBL can result in diverse favorable learning outcomes, even for health professionals. In fact, a few studies support that team activities are effective in improving the knowledge of undergraduate perinatal nursing students. Therefore the present study examined the effects of team Readiness Assurance Tests (tRAT) on enhancing individual readiness among perinatal nursing undergraduate students.
Methods: This study compared the scores of individual Readiness Assurance Tests (iRAT) and tRAT for undergraduate students in the perinatal nursing course. The 84 nursing students (male; 1, female; 83) who participated in the study were divided into 16 groups of 5-6 students each. For 4 months, the students were taught perinatal nursing using the TBL method. The students prepared for their classes based on the instructions of contents prescribed for each class in advance. The students answered all 6 iRAT followed by tRAT; the tests consisted of two items on prenatal period, one item on childbirth period, and three items on puerperium and neonate period. Each iRAT and tRAT included 10-11 items with multiple choice questions. These items assessed the students’ basic understanding of the facts and concepts included in the preparatory materials. The students took each 10-min duration test.
Results: Comparison between the iRAT’s and tRAT’s scores revealed a mean iRAT score of 35.05 (SD = 7.25) and a mean tRAT score of 46.42 (SD = 5.33), showing a significant difference (t = 13.937, p = 0.000). A statistically significant improvement was observed in each of the 16 groups.
Conclusion: TBL was thus
found to be effective in gaining individual readiness for perinatal nursing
among the nursing undergraduate students.
403 – Building Language Skills Using Team Based Learning.
University of Maryland Baltimore County (UMBC)
BACKGROUND: Team-Based Learning is not widely used in language courses. Beginning implementation by phases in 2017 in an Intermediate 2 Spanish course (SPAN 202). This current semester this course is delivered all instruction through TBL. The purpose of this poster is to present the impact of TBL and to analyze its effects on students academic performance in SPAN 202, which aims to improve students integrated language skills. The two research questions are as follow: Can TBL be applicable in an intermediate level language course at the university level? How does TBL influence students in-class engagement to practice their Spanish language skills?
DESCRIPTION: The participants are 26 students from SPAN 202 -Intermediate 2 Spanish currently enroll. Data collect currently. A survey will be administered to the class to assess students opinions. Adapted the individual RAP and team RAP-Quiz to ensure students preparation at the beginning of the unit on the main grammar structure. Also, after a feedback phase used to verify answer, to engage learning and to create a motivational framework to practice the new grammar structure. For the application-oriented phase, students will work on communicative and interactive activities in class.
RESULTS: TBL in SPAN 202 so far significantly influenced the students learning outcomes. Data has not been analyzed, but it will at the end of this current semester. So far, TBL provides opportunities to interact, which lead to more active engagement and teamwork among learners. Current students are showing positive acceptance of TBL, they are more engaged in class because they felt supportive of team members, also a sense of community in the classroom.
CONCLUSION: As a result of
the acceptance and benefit of TBL in SPAN 103 in previous semesters, now I
would like to evaluate the impact in an Intermediate 2 Spanish course.
404 – How to Implement TBL in Social Science General Education Courses: Practical Considerations and Reflections
Amanda Rees, Philip Carr, and Julie Estis
Columbus State University and University of South Alabama
Public institutions face external pressures from state and federal entities, accrediting bodies, and the general public to retain, progress, and graduate students who are prepared for various careers. Expectations for undergraduate core or general education (GE) courses extend beyond teaching content to also developing essential, transferable skills. Students in GE courses, however, may be underprepared, come from diverse backgrounds, and be unmotivated to engage with course material outside of their major. Team-Based Learning (TBL) is a powerful tool to support success inside and outside the GE classroom. These courses present unique challenges for instructors, and we consider how TBL applies in this context. TBL provides a motivating structure with immediate feedback, and the Readiness Assurance Process supports underprepared students in building foundational knowledge and preparing for class. The instructor links general education content to meaningful real-life situations through team 4S application activities. TBL is a supportive learning environment€” students build social connections with teammates, learning from and with eachOther.
Based on combined experiences
implementing TBL in GE courses across two regionally-serving public
institutions, special considerations for TBL in this context will be presented.
We review team size and arrangement in varied classroom environments and
orientation to teamwork. Supporting student buy-in to the TBL process is
particularly important. Examples of real-world application activities to engage
non-majors will be discussed. For students with varied levels of preparation,
it is important to scaffold learning with additional tools and resources (e.g.,
structured study guides/reading notes, homework related to preparation,
additional graded assignments). Clearly defined, revolving team roles support
teamwork and communication for inexperienced students. Instruction and feedback
on the peer evaluation process is also important for these learners. From
student and instructor perspectives, TBL is an impactful instructional method
for introductory level students as these considerations are employed.
405 – From Theory to Practice: Implementing 4-S Application Activities and High-level Discussion to Support Leadership Development and the Dissertation in Practice process.
Ronald A. Styron, Jr.
University of South Alabama
BACKGROUND: The Department of Educational Leadership has initiated an executive Ed.D. program based on The Carnegie Project on the Education Doctorate Dissertation in Practice model. The Dissertation in Practice (DIP) is based on the solution of a real-world problem of practice. The DIP was personalized for the leadership preparation program through the addition of a concluding recommendations for policy and practice chapter that includes an implementation based on the solution to the problem identified in the study.
DESCRIPTION: One of the program core courses is a seminar in leadership that addresses leadership, change, communication, and decision making theory. Since seminar classes are constructed around class discussion, it was hypothesized that 4-S application activities and complex application activities would be a good pedagogical fit. After administration of iRATS and tRATS and ensuring students are ready to move into knowledge transfer, content-based application activities using Backward Design will be utilized along with discussion of self-assessments and real-world cases based on the concepts embedded in class content.
RESULTS: Utilization of the instructional strategy will take place during the Fall 2018 semester. It is anticipated that students will be highly engaged during class and provide higher ratings on their class evaluations than the previous time it was offered. Furthermore, it is anticipated that their recommendations for policy and practice will be enhanced as a result of a deeper understanding of the conceptual underpinnings of their implementation plans, greater fidelity of implementation of the theories discussed during class, and a clearer connection between theory and practice.
CONCLUSION: Student feedback
from course evaluations will be presented as well as recommendations for
practice. Moreover, a framework for those employing Team-Based Learning
strategies for Dissertations in Practice will be discussed.
406 – Effectiveness of TBL between students in a traditional six-month compared to an accelerated three-month bachelor’s of science nursing maternal and newborn nursing course
Kana Shimoda, Yukari Igarashi, Miyuki Oka, and Yuko Masuzawa
St.Luke’s International University
Background: The four year bachelor’s nursing program (BSN) and the two year accelerated bachelor’s of science in Nursing (ABSN) at our university used TBL in a maternal and newborn nursing course. TBL was implemented for six months in the BSN program and three months in the ABSN program. However, there were limited studies addressing whether TBL learning outcomes was associated with length of learning periods.
Aim: The purpose of this study was to compare learning outcomes between two different students groups and learning periods.
Methods: This quasi-experimental study included 114 students, 84 BSN and 30 ABSN who completed a course in maternal and newborn nursing using TBL. The BSN group had a six-month course and the ABSN group had a three-month course. The final individual readiness assurance test (IRAT) and the numeric rating scale (NRS), the subjective measures of their own team-work, were compared between the two groups using the Mann-Whitney U test.
Results: The final IRAT scoring between the BSN group (n=84) of 8.49 (SD=1.73) and ABSN group (n=30) of 10.20 (SD=1.10) showed a statistically significant difference (p = <0.001). However, there was already a statistically significant difference in the baseline IRAT score between those two groups with the higher score in the ABSN group. Additionally, there were no statistically significant differences in NRS score of team-work between the two groups.
Conclusion: The study
demonstrated that a short-term program did not obstruct gaining knowledge
progress and forming a team. However, confounding factors should be considered,
such as the learning ability of the ABSN group, which was high initially