Effectiveness of the Team-Based Learning method in the teaching and learning in Physiotherapy
DOI:
https://doi.org/10.33448/rsd-v11i11.28840Keywords:
Teaching; Universities; Interdisciplinary placement; Team based learning; Physical therapy specialty.Abstract
Health education requires adequate articulation between methods and contents for the development of fundamental competences for care practice. In this context, Team-Based Learning (TBL) is a methodology that allows the student to apply knowledge in a sequence of activities to the achievement of learning objectives. The aim of this study was to evaluate the effectiveness of TBL in the teaching and learning process in a Physical Therapy course. This is a quantitative-qualitative study with a sample of students and professors of the Physical Therapy course of a higher education institution in the state of Goiás, Brazil, and application of the TBL methodology and conduction of focus groups. Data from sample characterization and TBL performance were analyzed in EpiInfo® and SPSS® software using Wilcoxon's test and Spearmam's correlation (p < 0.05). The audio transcripts of the focus groups were analyzed using content analysis in the MAXQDA Analytics Pro® software. The performance of the student sample (n = 207) in the TBL was correlated with age and means of transport. The factors mentioned with a positive influence on the educational process were: 1) construction of knowledge and criticality; 2) comparison between TBL and the traditional teaching model; 3) improvement in learning; 4) student motivation; 5) commitment and role of the teacher; and 6) relationship between professor and student. TBL proved to be an effective strategy for large groups. However, the need for greater prior teaching planning and the reduced institutional support hamper the use of this methodology.
References
Anderson, L., & Krathwohl, D. (2001). A taxonomy for learning, teaching, and assessing: a revision of bloom’s taxonomy of educational objectives. New York: Longmans.
Bardin, L. (2011). Análise de conteúdo. Brasil: Edições 70.
Bollela, V. R., Senger, M. H., Tourinho, F. S. V., & Amaral, E. (2014). Aprendizagem baseada em equipes: da teoria à prática. Medicina (Ribeirão Preto), 47(3), 293-300. https://doi.org/10.11606/issn.2176-7262.v47i3p293-300.
Brasil. Conselho Nacional de Educação. Câmara de Educação Superior. Resolução CNE/CES nº 4, de 19 de fevereiro de 2002. Institui Diretrizes Curriculares Nacionais do Curso de Graduação em Fisioterapia. Diário Oficial da União, Brasília, 4 de março de 2002. Seção 1, p. 11. Disponível em: http://portal.mec.gov.br/cne/arquivos/pdf/CES042002.pdf
Eti, D. U., Charles, M., & Kolvoord, R. (2016). Team Based Learning application exercises in nursing education: a review of literature. Journal of Educational Research and Reviews, 2(8), 59-66. Disponível em: http://www.pyrexjournals.org/pjerr/pdf/2016/december/Deti.pdf.
Freitas, F. R. N., Souza, A. T. S., Carvalho, N. A., & Pedrosa, J. I. S. (2020). Metodologias ativas de ensino nos cursos de medicina: uma revisão integrativa. Research, Society and Development, 9(7), e151973922. https://doi.org/10.33448/rsd-v9i7.3922.
Gallegos, P. J., & Peeters, J. M. (2011). A measure of teamwork perceptions for team-based learning. Currents in Pharmacy Teaching and Learning, 3(1), 30-35. http://dx.doi.org/10.1016/j.cptl.2010.10.004
Haidet, P., O’Malley, K. J., & Richards, B. (2002). An Initial Experience with “‘Team Learning’” in Medical Education. Academic Medicine, 77(1), 40–44. http://dx.doi.org/10.1097/00001888-200201000-00009.
Hrynchak, P., & Batty, H. (2012). The educational theory basis of team-based learning. Medical Teacher, 34(10), 796–801. https://doi.org/10.3109/0142159X.2012.687120.
Jafari, Z. (2014). A comparison of conventional lecture and team-based learning methods in terms of student learning and teaching satisfaction. Medical Journal of Islamic Republic of Iran, 28(5), 1–8. Disponível em: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4154282/pdf/mjiri-28-5.pdf
Koles, P. G., Stolfi, A., Borges, N. J., Nelson, S., & Parmelee, D. X. (2010). The Impact of Team-Based Learning on Medical Studentsʼ Academic Performance. Academic Medicine: Journal of the Association of American Medical Colleges, 85(11), 1739–1745. https://doi.org/10.1097/ACM.0b013e3181f52bed
Laburú, C., & Arruda, S. (2002). Reflexões críticas sobre as estratégias instrucionais construtivistas na educação científica. Revista Brasileira em Ensino de Física, 24(4), 477–488. https://doi.org/10.1590/S1806-11172002000400015
Lein, D. H., Lowman, J. D., Eidson, C. A., & Yuen, H. K. (2017) . Evaluation of team-based learning in a doctor of physical therapy curriculum in the United States. Journal of Educational Evaluation for Health Professions, 14(3), 1–5. https://doi.org/10.3352/jeehp.2017.14.3
Levine, R. E., O’Boyle, M., Haidet, P., Lynn, D. J., Stone, M., Wolf, D., & Paniagua, F. A. (2004). Transforming a clinical clerkship with team learning. Teaching and Learning in Medicine, 16(3), 270-275. https://doi.org/10.1207/s15328015tlm1603_9
Livingston, B., Lundy, M., & Harrington, S. (2014). Physical therapy students’ perceptions of team-based learning in gross anatomy using the Team-Based Learning student assessment instrument. Journal of Educational Evaluation for Health Professions, 11(1). https://doi.org/10.3352/jeehp.2014.11.1
Luckesi, C. C. (2011). Filosofia da Educação. São Paulo: Cortez.
Machado, A. C., Fernandes, C. D. M., Pereira, A. M. P., Souza, E. S., Rufino, M. V. M., & Oliveira, E. N. S. (2021). Avaliação da aprendizagem no Ensino Superior. Research, Society and Development, 10(6), e24410615618. https://doi.org/10.33448/rsd-v10i6.15618.
Medeiros, E. M., & Silva, V. L. R. (2022). Docência no Ensino Superior: Estado do Conhecimento de produções acadêmicas da temática em questão. Research, Society and Development, 11(2), e59511226235. https://doi.org/10.33448/rsd-v11i2.26235.
Masetto, M. T. (2012). Competência pedagógica do professor universitário. São Paulo: Summus Editorial.
Michaelsen, L. K., & Sweet, M. (2008). The essentials elements of team-based learning. New Directions for Teaching and Learning, 2008(116) 7-27. https://doi.org/10.1002/tl.330
Nyindo, M., Kitau, J., Lisasi, E., Kapanda, G., Matowo, J., Francis, P., & Baltlett, J. (2014). Introduction of Team-Based Learning (TBL) at Kilimanjaro Christian Medical University College: Experience with the Ectoparasites Module. Medical Teacher, 36(4), 308–313. https://doi.org/10.3109/0142159X.2013.876490
Obad, A. S., Peeran, A. A., Shareef, M. A., Alsheikh, W. J., Kalagi, D. A., AlAmodi, A. A., Khan, T. A., Shaikh, A. A., Ganguly, P., & Yaqinuddin, A. (2016). Assessment of first-year medical students’ perceptions of teaching and learning through team-based learning sessions. Advances in Physiology Education, 40(4), 536–542. https://doi.org/0.1152/advan.00001.2016
Park, H. R., Kim, C. J., Park, J. W., & Park, E. (2015). Effects of team-based learning on perceived teamwork and academic performance in a health assessment subject. Collegian (Royal College of Nursing, Australia), 22(3), 299–305. http://dx.doi.org/10.1016/j.colegn.2014.05.001
Parmelee, D., Michaelsen, L. K., Cook, S., & Hudes, P. D. (2012). Team-based learning: A practical guide: AMEE Guide No. 65. Medical Teacher, 34(5), e275–e287. http://dx.doi.org/10.3109/0142159X.2012.651179
Soares, S. R., & Isabel, M. (2010). Formação do professor. Salvador: EDUFBA.
Tapia, J. A., & Fita, E. C. (2015). A motivação em sala de aula: o que é, como se faz. São Paulo: Edições Loyola.
Vijayalakshmi, S., Srinivasan, A., Nazli, L., & Ansari, A. W. (2016). Performance and perception of the first year medical students about the team based learning in Anatomy. Journal of Contemporary Medical Education, 4(3), 120–122. http://dx.doi.org/10.5455/jcme.20160801010033
Walker, Z. M., Zheng, T. G., Mendoza, R., & Lee, E. (2017). Adopting Team-Based Learning for In-Service Teachers : A Case Study. Internatinal Journal for the Scholarship of Teaching and Learning, 11(1), 6–11. Disponível em: https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1677&context=ij-sotl
Zgheib, N. K., Simaan, J. A., & Sabra, R. (2010). Using team-based learning to teach pharmacology to second year medical students improves student performance. Medical Teacher, 32(2), 130–135. https://dx.doi.org/10.3109/01421590903548521
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Victor Hugo Sousa Utida; Thaissa Costa Cardoso; Flavio Marques Lopes; Nathalie de Lourdes Souza Dewulf
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
