201 – Comparing Active Learning to Team-Based Learning in Undergraduate STEM
Thomas Newpher and Minna Ng
Background: Team-based learning (TBL) is a special form of collaborative learning that involves the use of permanent working teams throughout the semester. In this highly structured and interactive teaching method, students perform preparatory activities outside of class to gain factual knowledge and understand basic concepts. In class, students collaborate with peers to apply content, analyze findings, and synthesize new ideas.
Aim: To better understand the learning outcomes specific to TBL courses, we analyzed end-of-semester course evaluations from a STEM course taught using either a moderate structure active learning (AL) or TBL format.
Methods: End-of-semester student course evaluations were obtained from a single undergraduate neuroscience course taught by the same instructor. A total of 11 measures of classroom dynamics and learning outcomes were obtained and compared between semesters taught using either AL or TBL.
Results: Our analysis reveals that the TBL taught classes had significantly higher levels of self-reported learning in the areas of gaining, understanding, and synthesizing knowledge.
Conclusions: We propose that these gains are driven by the TBL readiness assurance process and peer evaluations. Both of these structural components are expected to increase student accountability, motivation, and engagement with course content.
202 – Faculty Job Satisfaction in Pharmacy Schools that Utilize Team-Based Learning
Leanne Coyne, Peter Clapp, David Romerill, Leslie Ochs, Jody Takemoto
California Health Sciences University College of Osteopathic Medicine, Regis University School of Pharmacy, Ben and Maytee Fisch College of Pharmacy, The University of Texas at Tyler, University of New England College of Pharmacy
BACKGROUND: Team-Based Learning (TBL) has been implemented as the primary teaching modality in several US pharmacy schools, however no studies have evaluated the impact of these environments on instructors. This study aimed to evaluate instructor perceptions of their workload, work-life balance, distribution of responsibilities, professional development, collaboration, and overall enjoyment of their faculty role.
DESCRIPTION: Faculty at US colleges of pharmacy were eligible to participate in this survey-based study. Data was collected using a questionnaire developed by the investigators in Qualtrics.
RESULTS: 33 instructors responded to the survey, including 27 who primarily teach using TBL and 6 who use other methods. Participants who primarily use TBL responded similarly to participants who do not use TBL in questions relating to workload, work preferences and time spent preparing for class. Interestingly, instructors who do not use TBL attended more professional development workshops relating to teaching than those who primarily use TBL. Instructors who do not use TBL reported more frequent work-related collaborations but socialized with colleagues less frequently than instructors who primarily use TBL. Although instructors who use TBL as their primary teaching modality reported that they feel more connected, work better with and enjoy collaborating with their faculty colleagues than non-TBL instructors, overall job satisfaction appeared to be higher for instructors who do not use TBL.
CONCLUSION: Although a primary limitation of this study was the low response rate from non-TBL instructors, this study did reveal that some faculty are not satisfied with using TBL as their primary instructional modality. This is important for administrators to consider when considering migrating to a program wide TBL model.
203 – The Alphabet Soup of LGBTQ; Navigating a Post Heteronormative and Cisgendered World
California Health Sciences University
Lesbian Gay Bisexual Transgender Questioning/Queer or LGBTQ encompasses a widely divergent group of mostly vulnerable individuals, who often face discrimination and hostility in daily life. In order to increase cultural competency and awareness, educators have an opportunity to incorporate more inclusive language and encourage our students to do the same. There is already published evidence indicating that students who belong to ethnic minorities in group learning environments, experience discomfort and are frequently marginalized. Because Team Based Learning requires a higher degree of interpersonal maturity and cultural competency, it is imperative that facilitators create a more hospitable and comfortable climate for all vulnerable student populations.
I intend to discuss some of the nuances and complexities around the LGBTQ acronym, using inclusive language, and creating strategies to improve education cultures and experiences for students who identify as LGBTQ in the complex and dynamic interpersonal ecosystem that is Team Based Learning.
204 – The Influence of Area of Study on Student Perceptions of a Team Based Learning Approach to Undergraduate Courses in Criminal Justice
Brooke Nodeland, Jessica Craig, Roxanne Long
University of North Texas
This study will examine how undergraduate major area of study are associated with potential differences in student perceptions of team based learning (TBL) in two criminal justice courses. This approach continues to experience growth in university classrooms in application and empirical examinations, however, there has been little to no attention given to differences in student receptiveness and engagement across majors. This study uses pre-/post- data collected from self-administered surveys in several undergraduate courses during 2019 to examine these differences. Both courses included in the study are required courses in the criminal justice major while the largest course, introduction to criminal justice, is a university wide elective of which the majority of students are non-criminal justice majors. Specifically, this study contributes to the empirical examination of TBL by allowing us to examine if student perceptions vary based upon if the course is in their major field of study or not.
205 – First Time Trial of Team-Based Learning of Midwifery Students in Indonesia; Focus on Clinical Reasoning
Yunefit Ulfa, Kaori Takahata, Yukari Igarashi, Shigeko Horiuchi
St. Luke’s International University
Background: In Indonesia, maternity care dominantly provided by midwives in primary clinic settings as a background. Besides medical facilities and financial systems, poor clinical reasoning and decision-making done by midwives may become a major contribution to adverse events and poor outcomes in maternity care. The didactic teaching method implemented at most Indonesian midwifery schools may underlie the lack of student ability in clinical reasoning, even though the best learning-teaching method to develop clinical reasoning has not been elucidated. We propose team-based learning as a pedagogical method to enhance the student ability of the clinical reasoning in Indonesian midwifery schools since it not only handles a large enrollment class but also applies a course concept of real complex scenarios. Studies on the application of team-based learning in Indonesian midwifery students have not been done in the past. Here we aimed to examine the first trial of Team-Based Learning for Midwifery Students in Indonesia which Focuses on Clinical Reasoning.
Method: This quasi-experimental study enrolled 64 second-year midwifery students as participants. It designed as a pre-test and post-test without a control group. These groups attended 2 team-based learning class sessions (90 minutes weekly for 2 weeks) on post-partum hemorrhage topics. The clinical reasoning assessed by Clinical Reasoning Evaluation Simulation Tools (CREST). Data were collected from January to February 2019 and analysed by T-test.
Results: The team-based learning group performed significantly better in case interpretation (t=-9.8, p=0.000), sign and symptoms (t=-4.7, p=0.000), diagnosis (t=14.2, p=0.000), and treatment (t=-9.2, p=0.000) at the post-test. Overall, there is a significant increase of clinical reasoning between pre-test and post-test (t=-13.8, p=0.000).
Conclusion: Team-based learning promotes students to enhance clinical reasoning. The protocol of the first trial of team-based learning was feasible.