Ready to learn physics: a team-based learning model for first year university

NASA Astrophysics Data System (ADS)

Parappilly, Maria; Schmidt, Lisa; De Ritter, Samantha

2015-09-01

Team-based learning (TBL) is an established model of group work which aims to improve students' ability to apply discipline-related content. TBL consists of a readiness assurance process (RAP), student groups and application activities. While TBL has not been implemented widely in science, technology, engineering and mathematics disciplines, it has been effective in improving student learning in other disciplines. This paper describes the incorporation of TBL activities into a non-calculus based introductory level physics topic—Physics for the Modern World. Students were given pre-class preparation materials and an individual RAP online test before the workshops. The pre-workshop individual RAP test ensured that all students were exposed to concept-based questions before their workshops and motivated them to use the preparatory materials in readiness for the workshop. The students were placed into random teams and during the first part of the workshop, the teams went through a subset of the quiz questions (team RAP test) and in the remaining time, teams completed an in-class assignment. After the workshop students were allowed another attempt at the individual RAP test to see if their knowledge had improved. The ability of TBL to promote student learning of key concepts was evaluated by experiment using pre- and post- testing. The students’ perception of TBL was monitored by discussion posts and survey responses. Finally, the ability of TBL to support peer-peer interaction was evaluated by video analysis of the class. We found that the TBL process improved student learning; students did interact with each other in class; and the students had a positive view of TBL. To assess the transferability of this model to other topics, we conducted a comparison study with an environmental science topic which produced similar results. Our study supports the use of this TBL model in science topics.

Qualitative Analysis of Student Perceptions Comparing Team-based Learning and Traditional Lecture in a Pharmacotherapeutics Course.

PubMed

Remington, Tami L; Bleske, Barry E; Bartholomew, Tracy; Dorsch, Michael P; Guthrie, Sally K; Klein, Kristin C; Tingen, Jeffrey M; Wells, Trisha D

2017-04-01

Objective. To qualitatively compare students' attitudes and perceptions regarding team-based learning (TBL) and lecture. Design. Students were exposed to TBL and lecture in an elective pharmacotherapeutics course in a randomized, prospective, cross-over design. After completing the course, students provided their attitudes and perceptions through a written self-reflection and narrative questions on the end-of-course evaluation. Student responses were reviewed using a grounded theory coding method. Assessment. Students' responses yielded five major themes: impact of TBL on learning, perceptions about TBL learning methods, changes in approaches to learning, building skills for professional practice, and enduring challenges. Overall, students report TBL enhances their learning of course content (knowledge and application), teamwork skills, and lifelong learning skills. Conclusion. Students' attitudes and perceptions support TBL as a viable pedagogy for teaching pharmacotherapeutics.

Qualitative Analysis of Student Perceptions Comparing Team-based Learning and Traditional Lecture in a Pharmacotherapeutics Course

PubMed Central

Bleske, Barry E.; Bartholomew, Tracy; Dorsch, Michael P.; Guthrie, Sally K.; Klein, Kristin C.; Tingen, Jeffrey M.; Wells, Trisha D.

2017-01-01

Objective. To qualitatively compare students’ attitudes and perceptions regarding team-based learning (TBL) and lecture. Design. Students were exposed to TBL and lecture in an elective pharmacotherapeutics course in a randomized, prospective, cross-over design. After completing the course, students provided their attitudes and perceptions through a written self-reflection and narrative questions on the end-of-course evaluation. Student responses were reviewed using a grounded theory coding method. Assessment. Students’ responses yielded five major themes: impact of TBL on learning, perceptions about TBL learning methods, changes in approaches to learning, building skills for professional practice, and enduring challenges. Overall, students report TBL enhances their learning of course content (knowledge and application), teamwork skills, and lifelong learning skills. Conclusion. Students’ attitudes and perceptions support TBL as a viable pedagogy for teaching pharmacotherapeutics. PMID:28496275

Comparing Student Learning in the Team-Based Learning Classroom with Different Team Reporting Methods

ERIC Educational Resources Information Center

Johnson, Staci Neas

2017-01-01

The increase in classroom technology has resulted in the use of clickers and other audience response systems (ARS) for simultaneous reporting of choices in the teambased learning (TBL) classroom. A variety of techniques and practices using ARS technology in TBL courses has been noted. Learning gains in the TBL classroom with ARS reporting has not…

A systematic review of the published literature on team-based learning in health professions education.

PubMed

Reimschisel, Tyler; Herring, Anna L; Huang, Jennifer; Minor, Tara J

2017-12-01

Summarize the published literature on team-based learning (TBL) in health professions education (HPE) using the TBL conceptual framework to identify gaps that can guide future research Methods: PubMed, Web of Science, ERIC, and Google Scholar were searched through May 2016 for English-language articles regarding the use of TBL in HPE. Reviewers independently extracted data and coded for the seven elements in Michaelsen's Model of TBL. A total of 118 articles met inclusion criteria. The number of articles published yearly on TBL has grown steadily, more than tripling between 2011 and 2016. Most studies (55; 47%) involved undergraduate medical students and took place in the US (72; 61%). The most commonly studied framework component was Teacher and Learner Attitudes (97; 82%). Other commonly studied elements included Learning Outcomes (85; 72%) and Team Characteristics (25; 21%). Contextual Factors affecting TBL was addressed in one study. A substantial body of literature examines the effect that TBL has on traditional measures of achievement. However, many dimensions of TBL have not been well studied, including Teacher Decisions about TBL, Contextual Factors that affect TBL, Learners' Engagement, and Pattern of Engagement within Teams. Future research in these areas could determine the best use of TBL in HPE.

Team-Based Learning in a Statistical Literacy Class

ERIC Educational Resources Information Center

St. Clair, Katherine; Chihara, Laura

2012-01-01

Team-based learning (TBL) is a pedagogical strategy that uses groups of students working together in teams to learn course material. The main learning objective in TBL is to provide students the opportunity to "practice" course concepts during class-time. A key feature is multiple-choice quizzes that students take individually and then re-take as…

Modified Use of Team-Based Learning in an Ophthalmology Course for Fifth-Year Medical Students

ERIC Educational Resources Information Center

Altintas, Levent; Altintas, Ozgul; Caglar, Yusuf

2014-01-01

Team-based learning (TBL) is an interactive and analytic teaching strategy. TBL is a learner-centered strategy that uses a very structured individual and group accountability process and requires small groups to work together to solve problems. This study served to investigate whether the TBL concept could be modified and adopted to the fifth-year…

Team-Based Learning in US Colleges and Schools of Pharmacy

PubMed Central

Copeland, Jeffrey; Franks, Andrea S.; Karimi, Reza; McCollum, Marianne; Riese, David J.; Lin, Anne Y.F.

2013-01-01

Objective. To characterize the use of team-based learning (TBL) in US colleges and schools of pharmacy, including factors that may affect implementation and perceptions of faculty members regarding the impact of TBL on educational outcomes. Methods. Respondents identified factors that inhibit or enable TBL use and its impact on student learning. Results were stratified by type of institution (public/private), class size, and TBL experience. Results. Sixty-nine of 100 faculty members (69%) representing 43 (86%) institutions responded. Major factors considered to enable TBL implementation included a single campus and student and administration buy-in. Inhibiting factors included distant campuses, faculty resistance, and lack of training. Compared with traditional lectures, TBL is perceived to enhance student engagement, improve students’ preparation for class, and promote achievement of course outcomes. In addition, TBL is perceived to be more effective than lectures at fostering learning in all 6 domains of Bloom’s Taxonomy. Conclusions. Despite potential implementation challenges, faculty members perceive that TBL improves student engagement and learning. PMID:23966718

Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study.

PubMed

Burgess, Annette; Roberts, Chris; Ayton, Tom; Mellis, Craig

2018-04-10

While Problem Based Learning (PBL) has long been established internationally, Team-based learning (TBL) is a relatively new pedagogy in medical curricula. Both PBL and TBL are designed to facilitate a learner-centred approach, where students, in interactive small groups, use peer-assisted learning to solve authentic, professionally relevant problems. Differences, however, exist between PBL and TBL in terms of preparation requirements, group numbers, learning strategies, and class structure. Although there are many similarities and some differences between PBL and TBL, both rely on constructivist learning theory to engage and motivate students in their learning. The aim of our study was to qualitatively explore students' perceptions of having their usual PBL classes run in TBL format. In 2014, two iterations in a hybrid PBL curriculum were converted to TBL format, with two PBL groups of 10 students each, being combined to form one TBL class of 20, split into four groups of five students. At the completion of two TBL sessions, all students were invited to attend one of two focus groups, with 14 attending. Thematic analysis was used to code and categorise the data into themes, with constructivist theory used as a conceptual framework to identify recurrent themes. Four key themes emerged; guided learning, problem solving, collaborative learning, and critical reflection. Although structured, students were attracted to the active and collaborative approach of TBL. They perceived the key advantages of TBL to include the smaller group size, the preparatory Readiness Assurance Testing process, facilitation by a clinician, an emphasis on basic science concepts, and immediate feedback. The competitiveness of TBL was seen as a spur to learning. These elements motivated students to prepare, promoted peer assisted teaching and learning, and focussed team discussion. An important advantage of PBL over TBL, was the opportunity for adequate clinical reasoning within the problem solving activity. Students found their learning experience in TBL and PBL qualitatively different. There were advantages and disadvantages to both. This suggests a hybrid approach utilising the strengths of both methods should be considered for wide scale implementation.

Adapting Team-Based Learning for Application in the Basic Electric Circuit Theory Sequence

ERIC Educational Resources Information Center

O'Connell, Robert M.

2015-01-01

Team-based learning (TBL) is a form of student-centered active learning in which students independently study new conceptual material before it is treated in the classroom, and then subsequently spend considerable classroom time working in groups on increasingly challenging problems and applications based on that new material. TBL provides…

Physical therapy students’ perceptions of team-based learning in gross anatomy using the Team-Based Learning Student Assessment Instrument

PubMed Central

2014-01-01

Purpose: The objective of this study was to assess physical therapy student perceptions of team-based learning (TBL) in a graduate level gross anatomy course using the TBL Student Assessment Instrument (TBL-SAI). Methods: The TBL-SAI was administered to 85 doctor of physical therapy (DPT) students, comprising three cohorts (classes of 2013, 2014, and 2015), who successfully completed a gross anatomy course where TBL was implemented. The TBL-SAI surveys 33 items, each rated from one (strongly disagree) to five (strongly agree) and measures three subscales: students’ perceptions of accountability, preference for lecture or TBL, and student satisfaction. Results: The means for each subscale and the total TBL-SAI score for each cohort fell above the neutral score. The 2015 group (mean, 37.97; 95% confidence interval [CI], 35.67 to 40.26) reported significantly higher satisfaction than that of the 2013 group (mean, 32.71; 95% CI, 30.31 to 35.05) and the 2014 group (mean, 33.11; 95% CI, 30.69 to 35.53). The 2015 group (mean, 125.3; 95% CI, 120.6 to 130.3) also had a significantly higher total score than that of the 2013 group (mean, 115.6; 95% CI, 110.5 to 120.5). Conclusion: The physical therapy students reported an overall positive experience in using TBL to learn gross anatomy in terms of accountability, preference for learning mode, and satisfaction. This positive experience with TBL was accompanied by their successful academic performance. Given the traits and learning preferences in this generation of graduate students, TBL could be a teaching method that is received positively elsewhere and results in successful academic performance and learning. PMID:24699446

The Effect of Team-Based Learning on Conventional Pathology Education to Improve Students' Mastery of Pathology

ERIC Educational Resources Information Center

Du, Bin; Yang, Xuesong

2017-01-01

In recent decades, traditional pathology education methodologies have been noticeably affected by new teaching approaches, including problem-based learning (PBL) and team-based learning (TBL). However, lack of outcome-based studies has hindered the extensive application of the TBL approach in the teaching of pathology in Chinese medical schools.…

Implementation of team-based learning in year 1 of a PBL based medical program: a pilot study.

PubMed

Burgess, Annette; Ayton, Tom; Mellis, Craig

2016-02-04

A traditional and effective form of teaching within medical education has been Problem Based Learning (PBL). However, this method of teaching is resource intensive, normally requiring one tutor for every ten students. Team-based learning (TBL) has gained recent popularity in medical education, and can be applied to large groups of up to 100 students. TBL makes use of the advantages of small group teaching and learning, but in contrast to PBL, does not need large numbers of teachers. This study sought to explore the efficacy of using TBL in place of PBL in Year 1 of a medical program. In Year 1 of the medical program, two iterations of TBL, with 20 students, were run following four iterations of PBL within the Cardiology teaching block. Student feedback following PBL and TBL was collected by questionnaire, using closed and open ended questions. Additionally, individual and team tests were held at the beginning of each TBL class, and results of each week were compared. All students (n = 20) participated in the test in week 1, and 18/20 students participated in week 2. In total, 19/20 (95%) of students completed the questionnaires regarding their PBL and TBL experiences. The use of small groups, the readiness assurance tests, immediate feedback from an expert clinician, as well as time efficiency were all aspects of the TBL experience that students found positive. The clinical problem-solving activity, however, was considered to be less effective with TBL. There was a significant improvement (p = 0.004) in students' score from the week 1 assessment (median = 2) to the week 2 (median = 3.5) assessment. Interestingly, all teams but one (Team 1) achieved a lower score on their second week assessment than on their first. However, the lowest performing team in week 1 outperformed all other teams in week 2. Students favoured many aspects of the TBL process, particularly motivation to do the pre-reading, and better engagement in the process. Additionally, the application of TBL principles meant the sessions were not reliant upon a large teacher to student ratio. Students, however, highlighted the need for more time within TBL for clinical problem-solving.

[Effectiveness of Team-Based Learning (TBL) as a new teaching approach for pharmaceutical care education].

PubMed

Suno, Manabu; Yoshida, Toshiko; Koyama, Toshihiro; Zamami, Yoshito; Miyoshi, Tomoko; Mizushima, Takaaki; Tanimoto, Mitsune

2013-01-01

The concept of Team-Based Learning (TBL) was developed in the late 1970s by Larry Michaelsen, who wanted students to enjoy the benefits of small group learning within large classes in the business school environment. In contrast to problem-based learning (PBL), which is student centered, TBL is typically instructor centered. Recently, TBL is being used as a teaching method in over 60 health science professional schools in the US and other countries. In the present study, the impact of adopting TBL in teaching pharmaceutical care practices to students was evaluated. Students were required to answer a set of multiple-choice questions individually in individual readiness assessment test (IRAT) before the TBL sessions to assess their level of preparation. The same set of questions was then reattempted by the group readiness assessment test (GRAT) during TBL. Comparing the scores obtained in the GRAT and IRAT before the first TBL session, the scores from the GRAT were always higher than those of the IRAT, indicating that TBL has encouraged active learning. In addition, students were surveyed about their level of satisfaction with TBL and written comments about TBL were solicited. The results of the questionnaire showed that 87.3±9.3% of the students were satisfied. Moreover, no student commented that TBL was in any way inferior to the PBL. Implementation of a TBL approach was successfully integrated into the pharmaceutical care education course. In order to further improve the usefulness of TBL in teaching pharmaceutical care, a hybrid teaching approach that also comprises PBL and a lecture-based course is desirable.

Effectiveness of team-based learning methodology in teaching transfusion medicine to medical undergraduates in third semester: A comparative study.

PubMed

Doshi, Neena Piyush

2017-01-01

Team-based learning (TBL) combines small and large group learning by incorporating multiple small groups in a large group setting. It is a teacher-directed method that encourages student-student interaction. This study compares student learning and teaching satisfaction between conventional lecture and TBL in the subject of pathology. The present study is aimed to assess the effectiveness of TBL method of teaching over the conventional lecture. The present study was conducted in the Department of Pathology, GMERS Medical College and General Hospital, Gotri, Vadodara, Gujarat. The study population comprised 126 students of second-year MBBS, in their third semester of the academic year 2015-2016. "Hemodynamic disorders" were taught by conventional method and "transfusion medicine" by TBL method. Effectiveness of both the methods was assessed. A posttest multiple choice question was conducted at the end of "hemodynamic disorders." Assessment of TBL was based on individual score, team score, and each member's contribution to the success of the team. The individual score and overall score were compared with the posttest score on "hemodynamic disorders." A feedback was taken from the students regarding their experience with TBL. Tukey's multiple comparisons test and ANOVA summary were used to find the significance of scores between didactic and TBL methods. Student feedback was taken using "Student Satisfaction Scale" based on Likert scoring method. The mean of student scores by didactic, Individual Readiness Assurance Test (score "A"), and overall (score "D") was 49.8% (standard deviation [SD]-14.8), 65.6% (SD-10.9), and 65.6% (SD-13.8), respectively. The study showed positive educational outcome in terms of knowledge acquisition, participation and engagement, and team performance with TBL.

The Development of Blended-Learning Teaching Portfolio Course Using TBL Approach

ERIC Educational Resources Information Center

Pardamean, Bens; Prabowo, Harjanto; Muljo, Hery Harjono; Suparyanto, Teddy; Masli, Eryadi K.; Donovan, Jerome

2017-01-01

This article was written to develop a teaching portfolio that helps lecturers maximize the benefits of blended learning, a combination of in-person and online learning, through the use of Team-Based Learning (TBL) teaching and learning approach. Studies show that TBL can provide opportunities in developing teamwork capabilities and enhancing…

The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective

ERIC Educational Resources Information Center

Jeno, Lucas M.; Raaheim, Arild; Kristensen, Sara Madeleine; Kristensen, Kjell Daniel; Hole, Torstein Nielsen; Haugland, Mildrid J.; Mæland, Silje

2017-01-01

We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest-posttest design. The results show that…

Team-Based Learning in a Capstone Course in Speech-Language Pathology: Learning Outcomes and Student Perceptions

ERIC Educational Resources Information Center

Wallace, Sarah E.

2015-01-01

Team-based learning (TBL), although found to increase student engagement and higher-level thinking, has not been examined in the field of speech-language pathology. The purpose of this study was to examine the effect of integrating TBL into a capstone course in evidence-based practice (EBP). The researcher evaluated 27 students' understanding of…

Laboratory Exercise in Behavioral Genetics Using Team-Based Learning Strategies

ERIC Educational Resources Information Center

Peterson, Elizabeth K.; Carrico, Pauline

2015-01-01

In this paper, we describe a two-week learning module where students tested the role of the "fruitless" gene on aggression and courtship in "Drosophila melanogaster" via team-based learning (TBL) strategies. The purpose of this module was to determine if TBL could be used in the future as a platform to implement the course…

The Social Foundation of Team-Based Learning: Students Accountable to Students

ERIC Educational Resources Information Center

Sweet, Michael; Pelton-Sweet, Laura M.

2008-01-01

As one form of small group learning, team-based learning's (TBL's) unique sequence of individual and group work with immediate feedback enables and encourages students to engage course content and each other in remarkable ways. Specifically, TBL creates an environment where students can fulfill their human need to belong in the process of…

Maximize a Team-Based Learning Gallery Walk Experience: Herding Cats Is Easier than You Think

ERIC Educational Resources Information Center

Rodenbaugh, David W.

2015-01-01

Team-based learning (TBL) is an instructional strategy that promotes small group learning and peer instruction in a large class environment. TBL is structured to include the following steps: 1) student preparation, e.g., reading/reviewing course lectures, and 2) readiness assurance testing. Preparation and foundational knowledge is assessed on an…

A Modified Approach to Team-Based Learning in Linear Algebra Courses

ERIC Educational Resources Information Center

Nanes, Kalman M.

2014-01-01

This paper documents the author's adaptation of team-based learning (TBL), an active learning pedagogy developed by Larry Michaelsen and others, in the linear algebra classroom. The paper discusses the standard components of TBL and the necessary changes to those components for the needs of the course in question. There is also an empirically…

Effects of team-based learning on self-regulated online learning.

PubMed

Whittaker, Alice A

2015-04-10

Online learning requires higher levels of self-regulation in order to achieve optimal learning outcomes. As nursing education moves further into the blended and online learning venue, new teaching/learning strategies will be required to develop and enhance self-regulated learning skills in nursing students. The purpose of this study was to compare the effectiveness of team-based learning (TBL) with traditional instructor-led (IL) learning, on self-regulated online learning outcomes, in a blended undergraduate research and evidence-based practice course. The nonrandomized sample consisted of 98 students enrolled in the IL control group and 86 students enrolled in the TBL intervention group. The percentage of total possible online viewing time was used as the measure of self-regulated online learning activity. The TBL group demonstrated a significantly higher percentage (p < 0.001) of self-regulated learning activities than the IL control group. The TBL group scored significantly higher on the course examinations (p = 0.003). The findings indicate that TBL is an effective instructional strategy that can be used to achieve the essential outcomes of baccalaureate nursing education by increasing self-regulated learning capabilities in nursing students.

The effects of Team-Based Learning on learning behaviors in the maternal-child nursing course.

PubMed

Cheng, Ching-Yu; Liou, Shwu-Ru; Tsai, Hsiu-Min; Chang, Chia-Hao

2014-01-01

The Team-Based Learning (TBL) method has been used as a teaching strategy in many disciplines. It is instructor-led, learner-centered learning with functions similar to those of problem-based learning, but it is more cost-effective. However, little is known about the application of TBL to nursing education. The objectives of the study are to employ the TBL approach in a Maternal-Child Nursing course and to evaluate its effects on learning outcomes. We present one-group pretest-posttest research design with the intervention of the TBL teaching strategy. The study was conducted in one of the nursing universities in Taiwan. One-hundred-four students in 2011 and 103 students in 2012 in an RN-to-BSN program who enrolled in the Maternal-Child Nursing course participated in this study. These students had graduated from a five-year nursing diploma program before enrolling in the RN-BSN program. Data were collected before and after the implementation of the TBL, which included active learning, in-class activities, and application exercises. The Class Engagement Survey (CES), Value of Teams (VTs), Self-Directed Learning Instrument (SDLI), and exam scores were used to measure students' learning outcomes. TBL significantly influenced the students' learning outcomes. Students who expressed that TBL increased their learning interests had a higher score on VT; and students who had high achievement from the current TBL course had higher scores on the CES, VT, and SDLI. The means of the group test scores and the final examination score were significantly higher than the individual scores from the in-class tests in both 2011, 2012, and the combination of 2011 and 2012. The TBL design requires out-of-class preparation before all classes, which requires active and self-directed learning. TBL provides opportunities to foster learner-to-learner interactions, which lead to more active engagement and teamwork among learners. It also promotes the students' class engagement and teamwork values, and it increases academic performance. The TBL is suggested to have a greater effect on academically weaker students. Copyright © 2013 Elsevier Ltd. All rights reserved.

Using Team-Based Learning to Teach Grade 7 Biology: Student Satisfaction and Improved Performance

ERIC Educational Resources Information Center

Jarjoura, Christiane; Tayeh, Paula Abou; Zgheib, Nathalie K.

2015-01-01

Team-based learning (TBL) is an innovative form of collaborative learning. The purpose of this study was to evaluate TBL's effect on the performance and satisfaction of grade 7 students in biology in a private school in Lebanon, as well as teachers' willingness to implement this new methodology. An exploratory study was performed whereby two…

Is a Team-based Learning Approach to Anatomy Teaching Superior to Didactic Lecturing?

PubMed

Ghorbani, Naghme; Karbalay-Doust, Saied; Noorafshan, Ali

2014-02-01

Team-based learning (TBL) is used in the medical field to implement interactive learning in small groups. The learning of anatomy and its subsequent application requires the students to recall a great deal of factual content. The aims of this study were to evaluate the students' satisfaction, engagement and knowledge gain in anatomy through the medium of TBL in comparison to the traditional lecture method. This study, carried out from February to June 2012, included 30 physical therapy students of the Shiraz University of Medical Science, School of Rehabilitation Sciences. Classic TBL techniques were modified to cover lower limb anatomy topics in the first year of the physical therapy curriculum. Anatomy lectures were replaced with TBL, which required the preparation of assigned content, specific discussion topics, an individual self-assessment test (IRAT) and the analysis of discussion topics. The teams then subsequently retook the assessment test as a group (GRAT). The first eight weeks of the curriculum were taught using traditional didactic lecturing, while during the second eight weeks the modified TBL method was used. The students evaluated these sessions through a questionnaire. The impact of TBL on student engagement and educational achievement was determined using numerical data, including the IRAT, GRAT and final examination scores. Students had a higher satisfaction rate with the TBL teaching according to the Likert scale. Additionally, higher scores were obtained in the TBL-based final examination in comparison to the lecture-based midterm exam. The students' responses showed that the TBL technique could be used alone or in conjunction with traditional didactic lecturing in order to teach anatomy more effectively.

A Pilot Use of Team-Based Learning in Psychiatry Resident Psychodynamic Psychotherapy Education

ERIC Educational Resources Information Center

Touchet, Bryan K.; Coon, Kim A.

2005-01-01

Objective: Demonstrating psychotherapy competency in trainees will test the resources of psychiatry training programs. The authors outline the phases of team-based learning (TBL). Methods: The University of Oklahoma College of Medicine, Tulsa (OUCM-T), Department of Psychiatry reorganized its psychodynamic psychotherapy didactic course using TBL.…

Implementing Team-Based Learning in Middle School Social Studies Classes

ERIC Educational Resources Information Center

Wanzek, Jeanne; Kent, Shawn C.; Vaughn, Sharon; Swanson, Elizabeth A.; Roberts, Greg; Haynes, Martha

2015-01-01

The authors examined the effects of team-based learning (TBL) implemented in Grade 8 social studies classes on student content acquisition. Twenty-four classes were randomly assigned to treatment or comparison blocking on teacher. In the treatment classes teachers integrated TBL practices in the content instruction. The authors examined teacher…

Effects of team-based learning on fixed prosthodontic education in a Japanese School of Dentistry.

PubMed

Takeuchi, Hisahiro; Omoto, Katsuhiro; Okura, Kazuo; Tajima, Toyoko; Suzuki, Yoshitaka; Hosoki, Maki; Koori, Motoharu; Shigemoto, Shuji; Ueda, Mayu; Nishigawa, Keisuke; Rodis, Omar Marianito Maningo; Matsuka, Yoshizo

2015-04-01

The aims of this study were to evaluate the quality of team-based learning (TBL) in prosthodontics education for fourth-year dental students at Tokushima University School of Dentistry and to compare this teaching method with traditional lecture-based delivery. Participants in the study were 36 students (22 males and 14 females) who attended the TBL-style fixed prosthodontics course. Ten 60-minute classes were held. The first three were traditional lecture-style classes and were followed by one class introducing the TBL style. The remaining six classes constituted the TBL-format fixed prosthodontics course. The effectiveness of TBL was evaluated through student questionnaires at the end of each class and the results of the term-end examination. The questionnaire revealed high student approval for TBL-style learning, and active group discussion among students during TBL was a key factor in these ratings. In the results of the term-end examination, there were significantly higher scores on the questions that covered TBL-taught material than those covering traditional lecture-taught topics. The results of this study suggest that TBL-style lecture was more effective than traditional-style lecture for teaching fixed prosthodontics and that TBL was a more efficient mode of delivering dental education than traditional lecture-based teaching.

Developing professional attributes in critical care nurses using Team-Based Learning.

PubMed

Currey, Judy; Eustace, Paula; Oldland, Elizabeth; Glanville, David; Story, Ian

2015-05-01

Australian nurses prepare for specialty practice by undertaking postgraduate theoretical and clinical education in partnership models between universities and hospitals. In our global healthcare system, nurses require advanced critical thinking and strong communication skills to provide safe, high quality patient care. Yet, few education programs focus on developing these skills. Team-Based Learning (TBL) is a specific educational strategy that encourages and rewards students to think critically and solve clinical problems individually and in teams. The aim of this study was to investigate critical care nursing students' perceptions and experiences of TBL after it was introduced into the second half of their postgraduate specialty course. Following Ethics Committee approval, thirty-two students were invited to participate in an extended response questionnaire on their perceptions of TBL as part of a larger study. Data were analyzed thematically. Postgraduate students perceived their professional growth was accelerated due to the skills and knowledge acquired through TBL. Four themes underpinned the development and accelerated acquisition of specialty nurse attributes due to TBL: Engagement, Learning Effectiveness, Critical Thinking, and Motivation to Participate. Team-Based Learning offered deep and satisfying learning experiences for students. The early acquisition of advanced critical thinking, teamwork and communication skills, and specialty practice knowledge empowered nurses to provide safe patient care with confidence. Copyright © 2015 Elsevier Ltd. All rights reserved.

Applying established guidelines to team-based learning programs in medical schools: a systematic review.

PubMed

Burgess, Annette W; McGregor, Deborah M; Mellis, Craig M

2014-04-01

Team-based learning (TBL), a structured form of small-group learning, has gained popularity in medical education in recent years. A growing number of medical schools have adopted TBL in a variety of combinations and permutations across a diversity of settings, learners, and content areas. The authors conducted this systematic review to establish the extent, design, and practice of TBL programs within medical schools to inform curriculum planners and education designers. The authors searched the MEDLINE, PubMed, Web of Knowledge, and ERIC databases for articles on TBL in undergraduate medical education published between 2002 and 2012. They selected and reviewed articles that included original research on TBL programs and assessed the articles according to the seven core TBL design elements (team formation, readiness assurance, immediate feedback, sequencing of in-class problem solving, the four S's [significant problem, same problem, specific choice, and simultaneous reporting], incentive structure, and peer review) described in established guidelines. The authors identified 20 articles that satisfied the inclusion criteria. They found significant variability across the articles in terms of the application of the seven core design elements and the depth with which they were described. The majority of the articles, however, reported that TBL provided a positive learning experience for students. In the future, faculty should adhere to a standardized TBL framework to better understand the impact and relative merits of each feature of their program.

The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective

PubMed Central

Jeno, Lucas M.; Raaheim, Arild; Kristensen, Sara Madeleine; Kristensen, Kjell Daniel; Hole, Torstein Nielsen; Haugland, Mildrid J.; Mæland, Silje

2017-01-01

We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest–posttest design. The results show that the students’ intrinsic motivation, identified regulation, perceived competence, and perceived autonomy support significantly increased going from lectures to TBL. The results further show that students’ engagement and perceived learning significantly increased. Finally, students’ amotivation decreased from pretest to posttest; however, students reported higher external regulation as a function of TBL. Path analysis shows that increases in intrinsic motivation, perceived competence, and external regulation positively predict increases in engagement, which in turn predict increases in perceived learning. We argue that the characteristics of TBL, as opposed to lectures, are likely to engage students and facilitate feelings of competence. TBL is an active-learning approach, as opposed to more passive learning in lectures, which might explain the increase in students’ perception of teachers as autonomy supportive. In contrast, the greater demands TBL puts on students might account for the increase in external regulation. Limitations and practical implications of the results are discussed. PMID:29146665

Uncover it, students would learn leadership from Team-Based Learning (TBL): The effect of guided reflection and feedback.

PubMed

Alizadeh, Maryam; Mirzazadeh, Azim; Parmelee, Dean X; Peyton, Elizabeth; Janani, Leila; Hassanzadeh, Gholamreza; Nedjat, Saharnaz

2017-04-01

Little is known about best practices for teaching and learning leadership through Team-Based learning™ (TBL™) with medical students. We hypothesized that guided reflection and feedback would improve shared leadership and shared leadership capacity, and enhance team decision quality in TBL teams. We used the Kolb experiential learning theory as the theoretical framework. The study was conducted at Tehran University of Medical Sciences. Three TBL sessions with 206 students (39 teams) participated in the study. Using a quasi-experimental design, one batch received guided reflection and feedback on their team leadership processes (n = 20 teams) and the other received only TBL (n = 19 teams). Observers measured shared leadership using a checklist. Shared leadership capacity was measured using a questionnaire. Scores on a team application exercise were used to assess quality of team decisions. Evidence did not support our first hypothesis that reflection and feedback enhance shared leadership in TBL teams. Percentages of teams displaying shared leadership did not differ between intervention and control groups in sessions 1 (p = 0.6), 2 (p = 1) or 3 (p = 1). The results did not support the second hypothesis. We found no difference in quality of decision making between the intervention and control groups for sessions 1 (p = 0.77), 2 (p = 0.23), or 3 (p = 0.07). The third hypothesis that the reflection and feedback would have an effect on shared leadership capacity was supported (T = -8.55, p > 0.001 adjusted on baseline; T = -8.55, p > 0.001 adjusted on gender). We found that reflection and feedback improved shared leadership capacity but not shared leadership behaviors or team decision quality. We propose medical educators who apply TBL, should provide guided exercise in reflection and feedback so that students may better understand the benefits of working in teams as preparation for their future roles as leaders and members of health care teams.

Incentive structure in team-based learning: graded versus ungraded Group Application exercises.

PubMed

Deardorff, Adam S; Moore, Jeremy A; McCormick, Colleen; Koles, Paul G; Borges, Nicole J

2014-04-21

Previous studies on team-based learning (TBL) in medical education demonstrated improved learner engagement, learner satisfaction, and academic performance; however, a paucity of information exists on modifications of the incentive structure of "traditional" TBL practices. The current study investigates the impact of modification to conventional Group Application exercises by examining student preference and student perceptions of TBL outcomes when Group Application exercises are excluded from TBL grades. During the 2009-2010 and 2010-2011 academic years, 175 students (95.6% response rate) completed a 22-item multiple choice survey followed by 3 open response questions at the end of their second year of medical school. These students had participated in a TBL supplemented preclinical curriculum with graded Group Application exercises during year one and ungraded Group Application exercises during year two of medical school. Chi-square analyses showed significant differences between grading categories for general assessment of TBL, participation and communication, intra-team discussion, inter-team discussion, student perceptions of their own effort and development of teamwork skills. Furthermore, 83.8% of students polled prefer ungraded Group Application exercises with only 7.2% preferring graded and 9.0% indicating no preference. The use of ungraded Group Application exercises appears to be a successful modification of TBL, making it more "student-friendly" while maintaining the goals of active learning and development of teamwork skills.

Development of emotional intelligence in a team-based learning internal medicine clerkship.

PubMed

Borges, Nicole J; Kirkham, Karen; Deardorff, Adam S; Moore, Jeremy A

2012-01-01

Although increasing number of articles have been published on team-based learning (TBL), none has explored team emotional intelligence. We extend the literature by examining changes in team emotional intelligence during a third year clerkship where TBL is a primary instructional strategy. We hypothesized that team emotional intelligence will change in a positive direction (i.e., increase) during the clerkship. With IRB approval, during the 2009-2010 academic year third-year students in their internal medicine clerkship (N = 105, 100% response rate) completed the Workgroup Emotional Intelligence Profile - Short Version (WEIP-S) at the beginning and at the end of their 12-week clerkship. TBL is an instructional strategy utilized during the internal medicine clerkship. Paired t-tests showed that team emotional intelligence increased significantly pre to post clerkship for three of the four areas: awareness of own emotions (p = 0.018), recognizing emotions in others (p = 0.031), and ability to manage other's emotions (p = 0.013). There was no change for ability to control own emotions (p = 0.570). In an internal medicine clerkship, where TBL is utilized as an instructional strategy, team emotional intelligence increases. This supports TBL as an adjunctive tool to traditional medical education pedagogy.

Team Emotional Intelligence, Team Interactions, and Gender in Medical Students During a Psychiatry Clerkship.

PubMed

Borges, Nicole J; Thompson, Britta M; Roman, Brenda J; Townsend, Mark H; Carchedi, Lisa R; Cluver, Jeff S; Frank, Julia B; Haidet, Paul M; Levine, Ruth E

2015-12-01

This study examined the relationship between team emotional intelligence, quality of team interactions, and gender. Psychiatry clerkship students participating in Team-Based Learning (TBL, n = 484) or no TBL (control, n = 265) completed the Workgroup Emotional Intelligence Profile (WEIP-S) and the Team Performance Scale (TPS). Significant correlations (p < 0.01) existed between quality of team interactions (i.e., TPS) and team emotional intelligence (i.e., WEIP-S) subscales, but not gender. Control and TBL groups experienced significant increases in WEIP-S subscales pre to post (p < 0.01, η (2) = .08), with the TBL group experiencing significantly higher gains in three of four subscales. Control group scored higher on TPS. A significant relationship exists between team emotional intelligence and quality of team interactions. Gender was unrelated to TPS or WEIP-S subscales. TBL group experienced higher gains in WEIP-S subscales while the control group experienced slightly higher TPS scores. Results suggest implications for medical educators who use TBL.

Modified Team-Based Learning Strategy to Improve Human Anatomy Learning: A Pilot Study at the Universidad Del Norte in Barranquilla, Colombia

ERIC Educational Resources Information Center

Martínez, Emilio G.; Tuesca, Rafael

2014-01-01

As part of an institutional program sponsored by the Centre for Teaching Excellence at the Universidad del Norte, Barranquilla, Colombia, we developed an educational research study on two sessions of human anatomy in which we combined team-based learning (TBL) and the use of iPads. Study data included the TBL, assessments applied during the…

Use of Team-Based Learning Pedagogy for Internal Medicine Ambulatory Resident Teaching.

PubMed

Balwan, Sandy; Fornari, Alice; DiMarzio, Paola; Verbsky, Jennifer; Pekmezaris, Renee; Stein, Joanna; Chaudhry, Saima

2015-12-01

Team-based learning (TBL) is used in undergraduate medical education to facilitate higher-order content learning, promote learner engagement and collaboration, and foster positive learner attitudes. There is a paucity of data on the use of TBL in graduate medical education. Our aim was to assess resident engagement, learning, and faculty/resident satisfaction with TBL in internal medicine residency ambulatory education. Survey and nominal group technique methodologies were used to assess learner engagement and faculty/resident satisfaction. We assessed medical learning using individual (IRAT) and group (GRAT) readiness assurance tests. Residents (N = 111) involved in TBL sessions reported contributing to group discussions and actively discussing the subject material with other residents. Faculty echoed similar responses, and residents and faculty reported a preference for future teaching sessions to be offered using the TBL pedagogy. The average GRAT score was significantly higher than the average IRAT score by 22%. Feedback from our nominal group technique rank ordered the following TBL strengths by both residents and faculty: (1) interactive format, (2) content of sessions, and (3) competitive nature of sessions. We successfully implemented TBL pedagogy in the internal medicine ambulatory residency curriculum, with learning focused on the care of patients in the ambulatory setting. TBL resulted in active resident engagement, facilitated group learning, and increased satisfaction by residents and faculty. To our knowledge this is the first study that implemented a TBL program in an internal medicine residency curriculum.

A Comparison of Team-Based Learning Formats: Can We Minimize Stress While Maximizing Results?

ERIC Educational Resources Information Center

Miller, Cynthia J.; Falcone, Jeff C.; Metz, Michael J.

2015-01-01

Team-Based Learning (TBL) is a collaborative teaching method in which students utilize course content to solve challenging problems. A modified version of TBL is used at the University of Louisville School of Medicine. Students complete questions on the Individual Readiness Assurance Test (iRAT) then gather in pre-assigned groups to retake the…

Teaching Note--An Exploration of Team-Based Learning and Social Work Education: A Natural Fit

ERIC Educational Resources Information Center

Robinson, Michael A.; Robinson, Michelle Bachelor; McCaskill, Gina M.

2013-01-01

The literature on team-based learning (TBL) as a pedagogical methodology in social work education is limited; however, TBL, which was developed as a model for business, has been successfully used as a teaching methodology in nursing, business, engineering, medical school, and many other disciplines in academia. This project examines the use of TBL…

Team-based learning for psychiatry residents: a mixed methods study

PubMed Central

2013-01-01

Background Team-based learning (TBL) is an effective teaching method for medical students. It improves knowledge acquisition and has benefits regarding learner engagement and teamwork skills. In medical education it is predominately used with undergraduates but has potential benefits for training clinicians. The aims of this study were to examine the impact of TBL in a sample of psychiatrists in terms of classroom engagement, attitudes towards teamwork, learner views and experiences of TBL. Methods Forty-four psychiatry residents participated in an Addictions Psychiatry TBL module. Mixed-methods were used for evaluation. Self-rated measures of classroom engagement (Classroom Engagement Survey, CES) were compared with conventional lectures, and attitudes regarding the value of teams (Value of Teams Scale, VTS) were compared before and after the module. Independent t-tests were used to compare ‘lecture’ CES scores with TBL CES scores and pre and post scores for the VTS. Feedback questionnaires were completed. Interviews were conducted with a subset of residents and transcripts analysed using thematic analysis. Results Twenty-eight residents completed post-course measures (response rate 63.6%). Seven participants volunteered for qualitative interviews–one from each team. There was a significant difference in the mean CES score lectures compared to TBL (p < 0.001) but no difference was found in mean VTS score pre and post for either subscale (p = 0.519; p = 0.809). All items on the feedback questionnaire were positively rated except two regarding session preparation. The qualitative analysis generated seven themes under four domains: ‘Learning in teams’, ‘Impact on the individual learner’, ‘Relationship with the teacher’ and ‘Efficiency and effectiveness of the learning process’. Conclusions In this group of residents, TBL significantly improved learner-rated classroom engagement and seemed to promote interactivity between learners. TBL was generally well-received, although required learners to prepare for class which was difficult for some. TBL did not change these clinicians’ views about teamwork. PMID:24025540

Nurses' perceptions of the impact of Team-Based Learning participation on learning style, team behaviours and clinical performance: An exploration of written reflections.

PubMed

Oldland, Elizabeth; Currey, Judy; Considine, Julie; Allen, Josh

2017-05-01

Team-Based Learning (TBL) is a teaching strategy designed to promote problem solving, critical thinking and effective teamwork and communication skills; attributes essential for safe healthcare. The aim was to explore postgraduate student perceptions of the role of TBL in shaping learning style, team skills, and professional and clinical behaviours. An exploratory descriptive approach was selected. Critical care students were invited to provide consent for the use for research purposes of written reflections submitted for course work requirements. Reflections of whether and how TBL influenced their learning style, teamwork skills and professional behaviours during classroom learning and clinical practice were analysed for content and themes. Of 174 students, 159 participated. Analysis revealed three themes: Deep Learning, the adaptations students made to their learning that resulted in mastery of specialist knowledge; Confidence, in knowledge, problem solving and rationales for practice decisions; and Professional and Clinical Behaviours, including positive changes in their interactions with colleagues and patients described as patient advocacy, multidisciplinary communication skills and peer mentorship. TBL facilitated a virtuous cycle of feedback encouraging deep learning that increased confidence. Increased confidence improved deep learning that, in turn, led to the development of professional and clinical behaviours characteristic of high quality practice. Copyright © 2017 Elsevier Ltd. All rights reserved.

Team-based Learning Strategy in Biochemistry: Perceptions and Attitudes of Faculty and 1st-Year Medical Students.

PubMed

Chhabra, Namrata; Kukreja, Sahiba; Chhabra, Sarah; Chhabra, Sahil; Khodabux, Sameenah; Sabane, Harshal

2017-12-01

Team-based learning (TBL) strategy has been widely adapted by medical schools all over the world, but the reports regarding the perceptions and the attitudes of faculty and undergraduate medical students towards TBL approach have been conflicting. The study aimed to introduce TBL strategy in curriculum of Biochemistry after evaluating its effectiveness through perceptions and attitudes of faculty and 1 st -year medical students. One hundred and fifty students of first professional M.B.B.S and five faculty members participated in the study. Their responses regarding perceptions and attitudes towards TBL strategy were collected using structured questionnaires, focus group discussions, and in-depth interviews. Data were analyzed using Wilcoxon signed-rank test, paired sample t -test, and Mann-Whitney U-test. Majority of the students expressed satisfaction with team approach and reported improvement in the academic scores, learning styles, and development of problem-solving, interpersonal, and professional skills. The faculty, however, recommended a modified TBL approach to benefit all sections of the students for the overall success of this intervention. TBL is an effective technique to enable the students to master the core concepts and develop professional and critical thinking skills; however, for the 1 st -year medical students, a modified TBL approach might be more appropriate for the effective outcomes.

Comparison of long-term knowledge retention in lecture-based versus flipped team-based learning course delivery.

PubMed

Taglieri, Catherine; Schnee, David; Dvorkin Camiel, Lana; Zaiken, Kathy; Mistry, Amee; Nigro, Stefanie; Tataronis, Gary; Patel, Dhiren; Jacobson, Susan; Goldman, Jennifer

2017-05-01

To determine whether team based learning (TBL) is superior to traditional lecture -based learning in confidence and knowledge retention one year later. A survey was administered 17 months after a completion of a required over-the-counter /self-care (OTC) course to two different cohorts of students. The survey assessed confidence and knowledge related to OTC topics. The lecture group had a traditional lecture based classroom experience; the intervention group experienced a TBL format throughout the entire course. One hundred forty-seven students of 283 enrolled (51.9%) in the lecture group and 222 of 305 (72.8%) students in the TBL group participated in the knowledge assessment and survey. Demographic data including student grade point averages (GPA) and confidence were similar in both groups. Mean assessment scores (±SD) on OTC knowledge was significantly higher in the traditional lecture based group versus the TBL group; 62.9±19.3 vs. 54.9±15.7 (p=0.001). Although TBL is thought to improve student engagement and mastery of material, after an initial implementation of TBL, knowledge retention in the long term appears to be lower than lecture based learning. Copyright © 2017 Elsevier Inc. All rights reserved.

Effectiveness of team-based learning in microbiology: a non-randomized control study.

PubMed

Harakuni, Sheetal U; Nagamoti, Jyoti M; Mallapur, Maheshwar D

2015-01-01

As per the present curriculum in India, pre- and paraclinical subjects are taught away from the clinical setting. Therefore, students fail to connect the subject taught through didactic lectures to the clinical setting. Team-based learning (TBL) can be used in conjunction with lectures to teach applied microbiology. This study aims to evaluate the effectiveness of TBL sessions in conjunction with lectures to enhance learning of applied microbiology, among Indian students. All students enrolled in the study were taught systemic bacteriology through lectures. Of the 88 students, 49 students (study group) attended TBL sessions on the topics of diarrhea, fever of unknown origin, urinary tract infection and 39 students (control group) preferred self-study on the topics without attending the TBL sessions. Students' feedback on their perception on TBL sessions was collected using a questionnaire of 10 items. The performance of both the groups on the pre- and post-test were analyzed using unpaired t-test and analysis of variance (ANOVA). Gender-wise performance within the teams was analyzed by paired t-test using SPSS version 12. The TBL group outperformed the self-study group on the post-test [F 1 = 5.521, P = 0.021]. Female students as a whole performed better than males on the pre-test, scoring higher within both the TBL and self-study groups. Male students in the TBL group performed significantly better on the post-test than female students who participated in TBL sessions (P = 0.013). Students generally enjoyed and appreciated the TBL sessions. TBL sessions can be used judiciously in combination with the lectures to enhance learning of applied microbiology in India. In this study, TBL improved the performance of male students over self-study, but performance for female students following TBL was no better than when they simply studied by themselves.

Evaluation of the role of incentive structure on student participation and performance in active learning strategies: A comparison of case-based and team-based learning.

PubMed

Carrasco, Gonzalo A; Behling, Kathryn C; Lopez, Osvaldo J

2018-04-01

Student participation is important for the success of active learning strategies, but participation is often linked to the level of preparation. At our institution, we use two types of active learning activities, a modified case-based learning exercise called active learning groups (ALG) and team-based learning (TBL). These strategies have different assessment and incentive structures for participation. Non-cognitive skills are assessed in ALG using a subjective five-point Likert scale. In TBL, assessment of individual student preparation is based on a multiple choice quiz conducted at the beginning of each session. We studied first-year medical student participation and performance in ALG and TBL as well as performance on course final examinations. Student performance in TBL, but not in ALG, was strongly correlated with final examination scores. Additionally, in students who performed in the upper 33rd percentile on the final examination, there was a positive correlation between final examination performance and participation in TBL and ALG. This correlation was not seen in students who performed in the lower 33rd percentile on the final examinations. Our results suggest that assessments of medical knowledge during active learning exercises could supplement non-cognitive assessments and could be good predictors of performance on summative examinations.

Team-based learning in the gross anatomy laboratory improves academic performance and students' attitudes toward teamwork.

PubMed

Huitt, Tiffany W; Killins, Anita; Brooks, William S

2015-01-01

As the healthcare climate shifts toward increased interdisciplinary patient care, it is essential that students become accomplished at group problem solving and develop positive attitudes toward teamwork. Team-based learning (TBL) has become a popular approach to medical education because of its ability to promote active learning, problem-solving skills, communication, and teamwork. However, its documented use in the laboratory setting and physical therapy education is limited. We used TBL as a substitute for one-third of cadaveric dissections in the gross anatomy laboratories at two Doctor of Physical Therapy programs to study its effect on both students' perceptions and academic performance. We surveyed students at the beginning and completion of their anatomy course as well as students who had previously completed a traditional anatomy course to measure the impact of TBL on students' perceptions of teamwork. We found that the inclusion of TBL in the anatomy laboratory improves students' attitudes toward working with peers (P < 0.01). Non-TBL students had significantly lower attitudes toward teamwork (P < 0.01). Comparison of academic performance between TBL and non-TBL students revealed that students who participated in TBL scored significantly higher on their first anatomy practical examination and on their head/neck written examination (P < 0.001). When asked to rate their role in a team, a 10.5% increase in the mean rank score for Problem Solver resulted after the completion of the TBL-based anatomy course. Our data indicate that TBL is an effective supplement to cadaveric dissection in the laboratory portion of gross anatomy, improving both students' grades and perceptions of teamwork. © 2014 American Association of Anatomists.

Comparison of student confidence and perceptions of biochemistry concepts using a team-based learning versus traditional lecture-based format.

PubMed

Gryka, Rebecca; Kiersma, Mary E; Frame, Tracy R; Cailor, Stephanie M; Chen, Aleda M H

To evaluate differences in student confidence and perceptions of biochemistry concepts using a team-based learning (TBL) format versus a traditional lecture-based format at two universities. Two pedagogies (TBL vs lecture-based) were utilized to deliver biochemistry concepts at two universities in a first-professional year, semester-long biochemistry course. A 21-item instrument was created and administered pre-post semester to assess changes in confidence in learning biochemistry concepts using Bandura's Social Cognitive Theory (eight items, 5-point, Likert-type) and changes in student perceptions of biochemistry utilizing the theory of planned behavior (TPB) domains (13 items, 7- point, Likert-type). Wilcoxon signed-rank tests were used to evaluate pre-post changes, and Mann Whitney U tests for differences between universities. All students (N=111) had more confidence in biochemistry concepts post-semester, but TBL students (N=53) were significantly more confident. TBL students also had greater agreement that they are expected to actively engage in science courses post-semester, according to the perceptions of biochemistry subscale. No other differences between lecture and TBL were observed post-semester. Students in a TBL course had greater gains in confidence. Since students often engage in tasks where they feel confident, TBL can be a useful pedagogy to promote student learning. Copyright © 2017 Elsevier Inc. All rights reserved.

[Practical chemistry education provided by team-based learning (TBL) and peer evaluation].

PubMed

Yasuhara, Tomohisa; Konishi, Motomi; Nishida, Takahiro; Kushihata, Taro; Sone, Tomomichi; Kurio, Wasako; Yamamoto, Yumi; Nishikawa, Tomoe; Yanada, Kazuo; Nakamura, Mitsutaka

2014-01-01

Learning chemistry is cumulative: basic knowledge and chemical calculation skills are required to gain understanding of higher content. However, we often suffer from students' lack of learning skills to acquire these concepts. One of the reasons is the lack of adequate training in the knowledge and skills of chemistry, and one of the reasons for this lack is the lack of adequate evaluation of training procedures and content. Team-based learning (TBL) is a strong method for providing training in the knowledge and skills of chemistry and reaffirms the knowledge and skills of students of various levels. In our faculty, TBL exercises are provided for first-year students concurrently with lectures in physical chemistry and analytical chemistry. In this study, we researched the adoption of a peer evaluation process for this participatory learning model. Questionnaires taken after TBL exercises in the previous year showed a positive response to TBL. Further, a questionnaire taken after TBL exercises in the spring semester of the current year also yielded a positive response not only to TBL but also to peer evaluation. In addition, a significant correlation was observed between the improvement of students' grades in chemistry classes and the feeling the percentage (20%) of peer evaluation in overall evaluation low (logistic regression analysis, p=0.022). On the basis of the findings, we argue that TBL provides a generic, practical learning environment including an effective focus on learning strategy and evaluation of knowledge, skills, and attitudes, and studies on the educational effects of TBL and peer evaluation.

JGME-ALiEM Hot Topics in Medical Education: Analysis of a Multimodal Online Discussion About Team-Based Learning.

PubMed

Riddell, Jeff; Patocka, Catherine; Lin, Michelle; Sherbino, Jonathan

2017-02-01

Team-based learning (TBL) is an instructional method that is being increasingly incorporated in health professions education, although use in graduate medical education (GME) has been more limited. To curate and describe themes that emerged from a virtual journal club discussion about TBL in GME, held across multiple digital platforms, while also evaluating the use of social media in online academic discussions. The Journal of Graduate Medical Education ( JGME ) and the Academic Life in Emergency Medicine blog facilitated a weeklong, open-access, virtual journal club on the 2015 JGME article "Use of Team-Based Learning Pedagogy for Internal Medicine Ambulatory Resident Teaching." Using 4 stimulus questions (hosted on a blog as a starting framework), we facilitated discussions via the blog, Twitter, and Google Hangouts on Air platforms. We evaluated 2-week web analytics and performed a thematic analysis of the discussion. The virtual journal club reached a large international audience as exemplified by the blog page garnering 685 page views from 241 cities in 42 countries. Our thematic analysis identified 4 domains relevant to TBL in GME: (1) the benefits and barriers to TBL; (2) the design of teams; (3) the role of assessment and peer evaluation; and (4) crowdsourced TBL resources. The virtual journal club provided a novel forum across multiple social media platforms, engaging authors, content experts, and the health professions education community in a discussion about the importance, impediments to implementation, available resources, and logistics of adopting TBL in GME.

Team-Based Learning in a Pipeline Course in Medical Microbiology for Under-Represented Student Populations in Medicine Improves Learning of Microbiology Concepts.

PubMed

Behling, K C; Murphy, M M; Mitchell-Williams, J; Rogers-McQuade, H; Lopez, O J

2016-12-01

As part of an undergraduate pipeline program at our institution for students from underrepresented minorities in medicine backgrounds, we created an intensive four-week medical microbiology course. Team-based learning (TBL) was implemented in this course to enhance student learning of course content. Three different student cohorts participated in the study, and there were no significant differences in their prior academic achievement based on their undergraduate grade point average (GPA) and pre-course examination scores. Teaching techniques included engaged lectures using an audience response system, TBL, and guided self-directed learning. We hypothesized that more active learning exercises, irrespective of the amount of lecture time, would help students master course content. In year 2 as compared with year 1, TBL exercises were decreased from six to three with a concomitant increase in lecture time, while in year 3, TBL exercises were increased from three to six while maintaining the same amount of lecture time as in year 2. As we hypothesized, there was significant ( p < 0.01) improvement in performance on the post-course examination in years 1 and 3 compared with year 2, when only three TBL exercises were used. In contrast to the students' perceptions that more lecture time enhances learning of course content, our findings suggest that active learning strategies, such as TBL, are more effective than engaged lectures in improving student understanding of course content, as measured by post-course examination performance. Introduction of TBL in pipeline program courses may help achieve better student learning outcomes.

Team-based Learning Strategy in Biochemistry: Perceptions and Attitudes of Faculty and 1st-Year Medical Students

PubMed Central

Chhabra, Namrata; Kukreja, Sahiba; Chhabra, Sarah; Chhabra, Sahil; Khodabux, Sameenah; Sabane, Harshal

2017-01-01

Background: Team-based learning (TBL) strategy has been widely adapted by medical schools all over the world, but the reports regarding the perceptions and the attitudes of faculty and undergraduate medical students towards TBL approach have been conflicting. Aim: The study aimed to introduce TBL strategy in curriculum of Biochemistry after evaluating its effectiveness through perceptions and attitudes of faculty and 1st-year medical students. Materials and Methods: One hundred and fifty students of first professional M.B.B.S and five faculty members participated in the study. Their responses regarding perceptions and attitudes towards TBL strategy were collected using structured questionnaires, focus group discussions, and in-depth interviews. Data were analyzed using Wilcoxon signed-rank test, paired sample t-test, and Mann–Whitney U-test. Results: Majority of the students expressed satisfaction with team approach and reported improvement in the academic scores, learning styles, and development of problem-solving, interpersonal, and professional skills. The faculty, however, recommended a modified TBL approach to benefit all sections of the students for the overall success of this intervention. Conclusion: TBL is an effective technique to enable the students to master the core concepts and develop professional and critical thinking skills; however, for the 1st-year medical students, a modified TBL approach might be more appropriate for the effective outcomes. PMID:29344463

Team-based learning to improve learning outcomes in a therapeutics course sequence.

PubMed

Bleske, Barry E; Remington, Tami L; Wells, Trisha D; Dorsch, Michael P; Guthrie, Sally K; Stumpf, Janice L; Alaniz, Marissa C; Ellingrod, Vicki L; Tingen, Jeffrey M

2014-02-12

To compare the effectiveness of team-based learning (TBL) to that of traditional lectures on learning outcomes in a therapeutics course sequence. A revised TBL curriculum was implemented in a therapeutic course sequence. Multiple choice and essay questions identical to those used to test third-year students (P3) taught using a traditional lecture format were administered to the second-year pharmacy students (P2) taught using the new TBL format. One hundred thirty-one multiple-choice questions were evaluated; 79 tested recall of knowledge and 52 tested higher level, application of knowledge. For the recall questions, students taught through traditional lectures scored significantly higher compared to the TBL students (88%±12% vs. 82%±16%, p=0.01). For the questions assessing application of knowledge, no differences were seen between teaching pedagogies (81%±16% vs. 77%±20%, p=0.24). Scores on essay questions and the number of students who achieved 100% were also similar between groups. Transition to a TBL format from a traditional lecture-based pedagogy allowed P2 students to perform at a similar level as students with an additional year of pharmacy education on application of knowledge type questions. However, P3 students outperformed P2 students regarding recall type questions and overall. Further assessment of long-term learning outcomes is needed to determine if TBL produces more persistent learning and improved application in clinical settings.

A Narrative Review and Novel Framework for Application of Team-Based Learning in Graduate Medical Education.

PubMed

Poeppelman, Rachel Stork; Liebert, Cara A; Vegas, Daniel Brandt; Germann, Carl A; Volerman, Anna

2016-10-01

Team-based learning (TBL) promotes problem solving and teamwork, and has been applied as an instructional method in undergraduate medical education with purported benefits. Although TBL curricula have been implemented for residents, no published systematic reviews or guidelines exist for the development and use of TBL in graduate medical education (GME). To review TBL curricula in GME, identify gaps in the literature, and synthesize a framework to guide the development of TBL curricula at the GME level. We searched PubMed, MEDLINE, and ERIC databases from 1990 to 2014 for relevant articles. References were reviewed to identify additional studies. The inclusion criteria were peer-reviewed publications in English that described TBL curriculum implementation in GME. Data were systematically abstracted and reviewed for consensus. Based on included publications, a 4-element framework-system, residents, significance, and scaffolding-was developed to serve as a step-wise guide to planning a TBL curriculum in GME. Nine publications describing 7 unique TBL curricula in residency met inclusion criteria. Outcomes included feasibility, satisfaction, clinical behavior, teamwork, and knowledge application. TBL appears feasible in the GME environment, with learner reactions ranging from positive to neutral. Gaps in the literature occur within each of the 4 elements of the suggested framework, including: system , faculty preparation time and minimum length of effective TBL sessions; residents , impact of team heterogeneity and inconsistent attendance; significance , comparison to other instructional methods and outcomes measuring knowledge retention, knowledge application, and skill development; and scaffolding , factors that influence the completion of preparatory work.

Team-based learning increases active engagement and enhances development of teamwork and communication skills in a first-year course for veterinary and animal science undergraduates.

PubMed

Hazel, Susan J; Heberle, Nicole; McEwen, Margaret-Mary; Adams, Karen

2013-01-01

Team-based learning (TBL) was implemented into a first-year course (Principles in Animal Behaviour, Welfare and Ethics) for BSc Veterinary Bioscience (VB) and Animal Science (AS) students. TBL is now used widely in teaching medical students, but has had more limited uptake in veterinary education. This study reports its use over 2 years with cohorts of 126 and 138 students in 2011 and 2012, respectively. Average individual marks for multiple-choice question (MCQ) tests in the Readiness Assurance component of TBL were higher for the teams than for individuals for each session, explicitly demonstrating the advantages of teamwork. Students reported that they felt actively involved and that TBL helped them both with their learning and in developing other important skills, such as teamwork and communication. Qualitative analysis of written feedback from the students revealed positive themes of discussion, application, revelation, socializing, engagement, clarification, and retention/revision. In 2011 negative comments included the need to shorten the TBL sessions, but in 2012 tightening of the timelines meant that this was no longer a major concern. Requests to provide better introductory and background materials and ambiguity in questions in the TBL activities were what students least liked about the TBL. However, most comments were positive rather than negative in nature, and many students preferred the TBL to lectures. With requirements for curricula to teach professional skills, such as communication and teamwork, and the positive results from TBL's implementation, it is hoped that this study will encourage others to trial the use of TBL in veterinary education.

Evaluation of postgraduate critical care nursing students' attitudes to, and engagement with, Team-Based Learning: a descriptive study.

PubMed

Currey, Judy; Oldland, Elizabeth; Considine, Julie; Glanville, David; Story, Ian

2015-02-01

The aim of this study was to evaluate postgraduate critical care nursing students' attitudes to, and engagement with, Team-Based Learning (TBL). A descriptive pre and post interventional design was used. Study data were collected by surveys and observation. University postgraduate critical care nursing programme. Students' attitudes to learning within teams (Team Experience Questionnaire) and student engagement (observed and self-reports). Twenty-eight of 32 students agreed to participate (87% response rate). There were significant changes in students' attitudes to learning within teams including increases in overall satisfaction with team experience, team impact on quality of learning, team impact on clinical reasoning ability and professional development. There was no significant increase in satisfaction with peer evaluation. Observation and survey results showed higher student engagement in TBL classes compared with standard lecturing. Postgraduate critical care nursing students responded positively to the introduction of TBL and showed increased engagement with learning. In turn, these factors enhanced nurses' professional skills in teamwork, communication, problem solving and higher order critical thinking. Developing professional skills and advancing knowledge should be core to all critical care nursing education programmes to improve the quality and safety of patient care. Copyright © 2014 Elsevier Ltd. All rights reserved.

Feasibility, acceptance and impact of team-based learning in neurology: a pilot study.

PubMed

Brich, Jochen

2013-01-01

BACKGROUND/GOAL: Neurology is rated as one of the most difficult specialties by medical students, as well as by medical practitioners in other areas. Team-based learning (TBL) as a method of active and group-based learning seems to be a suitable method to achieve greater learning success and a better understanding of neurology. The TBL neurology course was designed as a supplemental program within the regular neurology course for third-year medical students. This supplemental course consisted of six 90-minute units as a pilot study during the 2011-12 winter semester and was evaluated in terms of time and effort. The acceptance of the TBL concept in general, as well as of the TBL neurology course in particular, was assessed using written evaluations. The results of the final exam were analyzed with regard to participation in TBL and the content imparted therein. The preparation time was approximately 8 hours per unit. The implementation was without difficulty. The high rate of regular attendance and the consistently very positive evaluation results indicated a high acceptance of the TBL concept in general, as well as of the TBL neurology course in particular. TBL participants displayed better results on the final exam in topics also covered in the TBL units. The resulting achievement of a subjectively better understanding and a simultaneously higher level of interest in neurology justified the one-time, relatively intense preparation effort for TBL. The high acceptance among students inexperienced in teamwork suggests an unproblematic transfer to other preclinical or clinical courses. The impact on measurably improved results in clinical reasoning and problem-solving skills should be further investigated in the context of controlled studies.

Preparing nursing students to be competent for future professional practice: applying the team-based learning-teaching strategy.

PubMed

Cheng, Ching-Yu; Liou, Shwu-Ru; Hsu, Tsui-Hua; Pan, Mei-Yu; Liu, Hsiu-Chen; Chang, Chia-Hao

2014-01-01

Team-based learning (TBL) has been used for many years in business and science, but little research has focused on its application in nursing education. This quasi-experimental study was to apply the TBL in four nursing courses at a university in Taiwan and to evaluate its effect on students' learning outcomes and behaviors. Adult health nursing, maternal-child nursing, community health nursing, and medical-surgical nursing were the 4 designated courses for this study. Three hundred ninety-nine students in 2-year registered nurse-bachelor of science in nursing, and regular 4-year nursing programs enrolled in the designated courses were contacted. Three hundred eighty-seven students agreed to participate in the data collection. Results showed that the TBL significantly improved the learning behaviors of students in both programs, including class engagement (p < .001) and self-directed learning (p < .001). The group readiness assurance test score was significantly higher than the mean individual readiness assurance test (IRAT) score. The final examination score was significantly higher than the IRAT score, which means that TBL is effective in improving students' academic performance. The study revealed that TBL generally improves students' learning behaviors and academic performance. These learning behaviors are important and beneficial for the students' future professional development. The TBL method can be considered for broader application in nursing education. Copyright © 2014 Elsevier Inc. All rights reserved.

JGME-ALiEM Hot Topics in Medical Education: Analysis of a Multimodal Online Discussion About Team-Based Learning

PubMed Central

Riddell, Jeff; Patocka, Catherine; Lin, Michelle; Sherbino, Jonathan

2017-01-01

Background  Team-based learning (TBL) is an instructional method that is being increasingly incorporated in health professions education, although use in graduate medical education (GME) has been more limited. Objective  To curate and describe themes that emerged from a virtual journal club discussion about TBL in GME, held across multiple digital platforms, while also evaluating the use of social media in online academic discussions. Methods  The Journal of Graduate Medical Education (JGME) and the Academic Life in Emergency Medicine blog facilitated a weeklong, open-access, virtual journal club on the 2015 JGME article “Use of Team-Based Learning Pedagogy for Internal Medicine Ambulatory Resident Teaching.” Using 4 stimulus questions (hosted on a blog as a starting framework), we facilitated discussions via the blog, Twitter, and Google Hangouts on Air platforms. We evaluated 2-week web analytics and performed a thematic analysis of the discussion. Results  The virtual journal club reached a large international audience as exemplified by the blog page garnering 685 page views from 241 cities in 42 countries. Our thematic analysis identified 4 domains relevant to TBL in GME: (1) the benefits and barriers to TBL; (2) the design of teams; (3) the role of assessment and peer evaluation; and (4) crowdsourced TBL resources. Conclusions  The virtual journal club provided a novel forum across multiple social media platforms, engaging authors, content experts, and the health professions education community in a discussion about the importance, impediments to implementation, available resources, and logistics of adopting TBL in GME. PMID:28261403

Effects of team-based learning on problem-solving, knowledge and clinical performance of Korean nursing students.

PubMed

Kim, Hae-Ran; Song, Yeoungsuk; Lindquist, Ruth; Kang, Hee-Young

2016-03-01

Team-based learning (TBL) has been used as a learner-centered teaching strategy in efforts to improve students' problem-solving, knowledge and practice performance. Although TBL has been used in nursing education in Korea for a decade, few studies have studied its effects on Korean nursing students' learning outcomes. To examine the effects of TBL on problem-solving ability and learning outcomes (knowledge and clinical performance) of Korean nursing students. Randomized controlled trial. 63 third-year undergraduate nursing students attending a single university were randomly assigned to the TBL group (n=32), or a control group (n=31). The TBL and control groups attended 2h of class weekly for 3weeks. Three scenarios with pulmonary disease content were employed in both groups. However, the control group received lectures and traditional case study teaching/learning strategies instead of TBL. A questionnaire of problem-solving ability was administered at baseline, prior to students' exposure to the teaching strategies. Students' problem-solving ability, knowledge of pulmonary nursing care, and clinical performance were assessed following completion of the three-week pulmonary unit. After the three-week educational interventions, the scores on problem-solving ability in the TBL group were significantly improved relative to that of the control group (t=10.89, p<.001). In addition, there were significant differences in knowledge, and in clinical performance with standardized patients between the two groups (t=2.48, p=.016, t=12.22, p<.001). This study demonstrated that TBL is an effective teaching strategy to enhance problem-solving ability, knowledge and clinical performance. More research on other specific learning outcomes of TBL for nursing students is recommended. Copyright © 2015 Elsevier Ltd. All rights reserved.

Using Team-based Learning to teach a Large-enrollment Environmental Science Course Online

NASA Astrophysics Data System (ADS)

Harder, V.

2013-12-01

Student enrollment in many online courses is usually limited to small classes, ranging from 20-25 students. Over two summers Environmental Science 1301, with an enrollment of 50, has been piloted online using team-based learning (TBL) methods. Teams, consisting of 7 members, were assigned randomly using the group manager tool found in the learning management system. The course was organized around Learning Modules, which consisted of a quiz (individual) over the reading, a team assignment, which covered a topic from one of the chapters was completed for each learning module, and a class/group discussion. The discussion usually entailed a presentation of findings to the class by each team. This allowed teams to interact with one another and was also designed to encourage competition among the teams. Over the course of the class it was observed that as the students became comfortable with the course procedures they developed a commitment to the goals and welfare of their team. They found that as a team they could accomplish much more than an individual; they discovered strengths in their team mates that they, themselves, lacked, and they helped those team mates who struggled with the material. The teams tackled problems that would be overwhelming to an individual in the time allotted, such as running multiple scenarios with the simulations and tackling a large amount of data. Using TBL shifted the majority of responsibility of learning the material to the student with the instructor functioning as a facilitator instead of dispenser of knowledge. Dividing the class into teams made the course load manageable for the instructor while at the same time created a small-class environment for the students. In comparing this course to other, nonTBL-based online courses taught, the work load was very manageable. There were only 7-10 items to be graded per Learning Module and only 7-10 teams to monitor and provide guidance to instead of 50 individuals. Retention rates (86%) were much higher for this course than for nonTBL-based online courses taught by the same instructor and students didn't fall behind.

Applying interprofessional Team-Based Learning in patient safety: a pilot evaluation study.

PubMed

Lochner, Lukas; Girardi, Sandra; Pavcovich, Alessandra; Meier, Horand; Mantovan, Franco; Ausserhofer, Dietmar

2018-03-27

Interprofessional education (IPE) interventions are not always successful in achieving learning outcomes. Team-Based Learning (TBL) would appear to be a suitable pedagogical method for IPE, as it focuses on team performance; however, little is known about interprofessional TBL as an instructional framework for patient safety. In this pilot-study, we aimed to (1) describe participants' reactions to TBL, (2) observe their achievement with respect to interprofessional education learning objectives, and (3) document their attitudinal shifts with regard to patient safety behaviours. We developed and implemented a three-day course for pre-qualifying, non-medical healthcare students to give instruction on non-technical skills related to 'learning from errors'. The course consisted of three sequential modules: 'Recognizing Errors', 'Analysing Errors', and 'Reporting Errors'. The evaluation took place within a quasi-experimental pre-test-post-test study design. Participants completed self-assessments through valid and reliable instruments such as the Mennenga's TBL Student Assessment Instrument and the University of the West of England's Interprofessional Questionnaire. The mean scores of the individual readiness assurance tests were compared with the scores of the group readiness assurance test in order to explore if students learned from each other during group discussions. Data was analysed using descriptive (i.e. mean, standard deviation), parametric (i.e. paired t-test), and non-parametric (i.e. Wilcoxon signed-rank test) methods. Thirty-nine students from five different bachelor's programs attended the course. The participants positively rated TBL as an instructional approach. All teams outperformed the mean score of their individual members during the readiness assurance process. We observed significant improvements in 'communication and teamwork' and 'interprofessional learning' but not in 'interprofessional interaction' and 'interprofessional relationships.' Findings on safety attitudes and behaviours were mixed. TBL was well received by the students. Our first findings indicate that interprofessional TBL seems to be a promising pedagogical method to achieve patient safety learning objectives. It is crucial to develop relevant clinical cases that involve all professions. Further research with larger sample sizes (e.g. including medical students) and more rigorous study designs (e.g. pre-test post-test with a control group) is needed to confirm our preliminary findings.

Comparison of medical students' learning approaches between electronic and hard copy team-based learning.

PubMed

Sharaf, Fawzy; Alnohair, Sultan

2017-01-01

To compare the students' perception of team-based learning (TBL): The paper (hard copy) compared with the e-copy (electronic copy) in the family medicine course of the fifth year medical students, Qassim University College of Medicine. A cross-sectional study was conducted during the family medicine course in 2015-2016 to compare the hard copy and the e-copy TBL sessions. We used Google drive to distribute, collect and analyze the questionnaire. The results of the e-copy TBL are shown and displayed directly with each session to the students, which was not the same as practiced with hard copy. We used also SPSS (version 17 for Windows) for more statistical analysis. The total number of respondents of students in each was 96; a phase of TBL phase 1 (hard copy) and phase 2 (e-copy). Male were 64 (66.7%) and females 32 (33.3%). The first three knowledge questions showed no difference between the mean score between paper and e-copy TBL, but of the perception questions showed a significant difference between the paper and e-copy TBL. The results of the survey showed that the students prefer e-copy TBL as a course format, as it was an attraction for most of the students and making them even more successful in the key exam and e-copy TBL develop the skills needed to work productively in task-groups.

Effectiveness of simulation with team-based learning in newborn nursing care.

PubMed

Kang, Kyung-Ah; Kim, Shin-Jeong; Oh, Jina; Kim, Sunghee; Lee, Myung-Nam

2016-06-01

This study determines the effect of simulation with team-based learning (TBL) on newborn nursing care. This randomized controlled trial included 74 nursing students from one university located in Seoul, South Korea. Participants were categorized into two groups according to educational modality: one group involved both simulation and TBL, and the other involved simulation alone. Learning attitudes, academic achievement, and simulation performance were examined to assess effectiveness. The mean difference in learning attitudes between the two groups was non-significant. Low academic achievement differed significantly between the two groups (t = 3.445, P = 0.002). There was no significant difference in mean scores for simulation performance between the two groups. In this study, simulation with TBL was effective in improving learning outcomes. In current nursing education, various learning methods are employed within complex nursing situations and require flexibility and problem-solving approaches. © 2015 Wiley Publishing Asia Pty Ltd.

Evaluation of Team-Based Learning and Traditional Instruction in Teaching Removable Partial Denture Concepts.

PubMed

Echeto, Luisa F; Sposetti, Venita; Childs, Gail; Aguilar, Maria L; Behar-Horenstein, Linda S; Rueda, Luis; Nimmo, Arthur

2015-09-01

The aim of this study was to evaluate the effectiveness of team-based learning (TBL) methodology on dental students' retention of knowledge regarding removable partial denture (RPD) treatment. The process of learning RPD treatment requires that students first acquire foundational knowledge and then use critical thinking skills to apply that knowledge to a variety of clinical situations. The traditional approach to teaching, characterized by a reliance on lectures, is not the most effective method for learning clinical applications. To address the limitations of that approach, the teaching methodology of the RPD preclinical course at the University of Florida was changed to TBL, which has been shown to motivate student learning and improve clinical performance. A written examination was constructed to compare the impact of TBL with that of traditional teaching regarding students' retention of knowledge and their ability to evaluate, diagnose, and treatment plan a partially edentulous patient with an RPD prosthesis. Students taught using traditional and TBL methods took the same examination. The response rate (those who completed the examination) for the class of 2013 (traditional method) was 94% (79 students of 84); for the class of 2014 (TBL method), it was 95% (78 students of 82). The results showed that students who learned RPD with TBL scored higher on the examination than those who learned RPD with traditional methods. Compared to the students taught with the traditional method, the TBL students' proportion of passing grades was statistically significantly higher (p=0.002), and 23.7% more TBL students passed the examination. The mean score for the TBL class (0.758) compared to the conventional class (0.700) was statistically significant with a large effect size, also demonstrating the practical significance of the findings. The results of the study suggest that TBL methodology is a promising approach to teaching RPD with successful outcomes.

Applying team-based learning in primary care residency programs to increase patient alcohol screenings and brief interventions.

PubMed

Shellenberger, Sylvia; Seale, J Paul; Harris, Dona L; Johnson, J Aaron; Dodrill, Carrie L; Velasquez, Mary M

2009-03-01

Educational research demonstrates little evidence of long-term retention from traditional lectures in residency programs. Team-based learning (TBL), an alternative, active learning technique, incites competition and generates discussion. This report presents data evaluating the ability of TBL to reinforce and enhance concepts taught during initial training in a National Institutes of Health-funded alcohol screening and brief intervention (SBI) program conducted in eight residency programs from 2005 to 2007 under the auspices of Mercer University School of Medicine. After initial training of three hours, the authors conducted three TBL booster sessions of one and a quarter hours, spaced four months apart at each site. They assessed feasibility through the amount of preparation time for faculty and staff, residents' evaluations of their training, self-reported use of SBI, residents' performance on individual quizzes compared with group quizzes, booster session evaluations, and levels of confidence in conducting SBI. After initial training and three TBL reinforcement sessions, 42 residents (63%) reported that they performed SBI and that their levels of confidence in performing interventions in their current and future practices was moderately high. Participants preferred TBL formats over lectures. Group performance was superior to individual performance on initial assessments. When invited to select a model for conducting SBI in current and future practices, all residents opted for procedures that included clinician involvement. Faculty found TBL to be efficient but labor-intensive for training large groups. TBL was well received by residents and helped maintain a newly learned clinical skill. Future research should compare TBL to other learning methods.

Meta-analysis on the effectiveness of team-based learning on medical education in China.

PubMed

Chen, Minjian; Ni, Chunhui; Hu, Yanhui; Wang, Meilin; Liu, Lu; Ji, Xiaoming; Chu, Haiyan; Wu, Wei; Lu, Chuncheng; Wang, Shouyu; Wang, Shoulin; Zhao, Liping; Li, Zhong; Zhu, Huijuan; Wang, Jianming; Xia, Yankai; Wang, Xinru

2018-04-10

Team-based learning (TBL) has been adopted as a new medical pedagogical approach in China. However, there are no studies or reviews summarizing the effectiveness of TBL on medical education. This study aims to obtain an overall estimation of the effectiveness of TBL on outcomes of theoretical teaching of medical education in China. We retrieved the studies from inception through December, 2015. Chinese National Knowledge Infrastructure, Chinese Biomedical Literature Database, Chinese Wanfang Database, Chinese Scientific Journal Database, PubMed, EMBASE and Cochrane Database were searched. The quality of included studies was assessed by the Newcastle-Ottawa scale. Standardized mean difference (SMD) was applied for the estimation of the pooled effects. Heterogeneity assumption was detected by I 2 statistics, and was further explored by meta-regression analysis. A total of 13 articles including 1545 participants eventually entered into the meta-analysis. The quality scores of these studies ranged from 6 to 10. Altogether, TBL significantly increased students' theoretical examination scores when compared with lecture-based learning (LBL) (SMD = 2.46, 95% CI: 1.53-3.40). Additionally, TBL significantly increased students' learning attitude (SMD = 3.23, 95% CI: 2.27-4.20), and learning skill (SMD = 2.70, 95% CI: 1.33-4.07). The meta-regression results showed that randomization, education classification and gender diversity were the factors that caused heterogeneity. TBL in theoretical teaching of medical education seems to be more effective than LBL in improving the knowledge, attitude and skill of students in China, providing evidence for the implement of TBL in medical education in China. The medical schools should implement TBL with the consideration on the practical teaching situations such as students' education level.

Creation of Exercises for Team-Based Learning in Business

ERIC Educational Resources Information Center

Timmerman, John E.; Morris, R. Franklin, Jr.

2015-01-01

Team-based learning (TBL) is an approach that builds on both the case method and problem-based learning and has been widely adopted in the sciences and healthcare disciplines. In recent years business disciplines have also discovered the value of this approach. One of the key characteristics of the team-based learning approach consists of…

Validity of Peer Evaluation for Team-Based Learning in a Dental School in Japan.

PubMed

Nishigawa, Keisuke; Hayama, Rika; Omoto, Katsuhiro; Okura, Kazuo; Tajima, Toyoko; Suzuki, Yoshitaka; Hosoki, Maki; Ueda, Mayu; Inoue, Miho; Rodis, Omar Marianito Maningo; Matsuka, Yoshizo

2017-12-01

The aim of this study was to determine the validity of peer evaluation for team-based learning (TBL) classes in dental education in comparison with the term-end examination records and TBL class scores. Examination and TBL class records of 256 third- and fourth-year dental students in six fixed prosthodontics courses from 2013 to 2015 in one dental school in Japan were investigated. Results of the term-end examination during those courses, individual readiness assurance test (IRAT), group readiness assurance test (GRAT), group assignment projects (GAP), and peer evaluation of group members in TBL classes were collected. Significant positive correlations were found between all combinations of peer evaluation, IRAT, and term-end examination. Individual scores also showed a positive correlation with group score (total of GRAT and GAP). From the investigation of the correlations in the six courses, significant positive correlations between peer evaluation and individual score were found in four of the six courses. In this study, peer evaluation seemed to be a valid index for learning performance in TBL classes. To verify the effectiveness of peer evaluation, all students have to realize the significance of scoring the team member's performance. Clear criteria and detailed instruction for appropriate evaluation are also required.

Applying team-based learning of diagnostics for undergraduate students: assessing teaching effectiveness by a randomized controlled trial study

PubMed Central

Zeng, Rui; Xiang, Lian-rui; Zeng, Jing; Zuo, Chuan

2017-01-01

Background We aimed to introduce team-based learning (TBL) as one of the teaching methods for diagnostics and to compare its teaching effectiveness with that of the traditional teaching methods. Methods We conducted a randomized controlled trial on diagnostics teaching involving 111 third-year medical undergraduates, using TBL as the experimental intervention, compared with lecture-based learning as the control, for teaching the two topics of symptomatology. Individual Readiness Assurance Test (IRAT)-baseline and Group Readiness Assurance Test (GRAT) were performed in members of each TBL subgroup. The scores in Individual Terminal Test 1 (ITT1) immediately after class and Individual Terminal Test 2 (ITT2) 1 week later were compared between the two groups. The questionnaire and interview were also implemented to survey the attitude of students and teachers toward TBL. Results There was no significant difference between the two groups in ITT1 (19.85±4.20 vs 19.70±4.61), while the score of the TBL group was significantly higher than that of the control group in ITT2 (19.15±3.93 vs 17.46±4.65). In the TBL group, the scores of the two terminal tests after the teaching intervention were significantly higher than the baseline test score of individuals. IRAT-baseline, ITT1, and ITT2 scores of students at different academic levels in the TBL teaching exhibited significant differences, but the ITT1-IRAT-baseline and ITT2-IRAT-baseline indicated no significant differences among the three subgroups. Conclusion Our TBL in symptomatology approach was highly accepted by students in the improvement of interest and self-directed learning and resulted in an increase in knowledge acquirements, which significantly improved short-term test scores compared with lecture-based learning. TBL is regarded as an effective teaching method worthy of promoting. PMID:28331383

Applying team-based learning of diagnostics for undergraduate students: assessing teaching effectiveness by a randomized controlled trial study.

PubMed

Zeng, Rui; Xiang, Lian-Rui; Zeng, Jing; Zuo, Chuan

2017-01-01

We aimed to introduce team-based learning (TBL) as one of the teaching methods for diagnostics and to compare its teaching effectiveness with that of the traditional teaching methods. We conducted a randomized controlled trial on diagnostics teaching involving 111 third-year medical undergraduates, using TBL as the experimental intervention, compared with lecture-based learning as the control, for teaching the two topics of symptomatology. Individual Readiness Assurance Test (IRAT)-baseline and Group Readiness Assurance Test (GRAT) were performed in members of each TBL subgroup. The scores in Individual Terminal Test 1 (ITT1) immediately after class and Individual Terminal Test 2 (ITT2) 1 week later were compared between the two groups. The questionnaire and interview were also implemented to survey the attitude of students and teachers toward TBL. There was no significant difference between the two groups in ITT1 (19.85±4.20 vs 19.70±4.61), while the score of the TBL group was significantly higher than that of the control group in ITT2 (19.15±3.93 vs 17.46±4.65). In the TBL group, the scores of the two terminal tests after the teaching intervention were significantly higher than the baseline test score of individuals. IRAT-baseline, ITT1, and ITT2 scores of students at different academic levels in the TBL teaching exhibited significant differences, but the ITT1-IRAT-baseline and ITT2-IRAT-baseline indicated no significant differences among the three subgroups. Our TBL in symptomatology approach was highly accepted by students in the improvement of interest and self-directed learning and resulted in an increase in knowledge acquirements, which significantly improved short-term test scores compared with lecture-based learning. TBL is regarded as an effective teaching method worthy of promoting.

Tackling student neurophobia in neurosciences block with team-based learning

PubMed Central

Anwar, Khurshid; Shaikh, Abdul A.; Sajid, Muhammad R.; Cahusac, Peter; Alarifi, Norah A.; Al Shedoukhy, Ahlam

2015-01-01

Introduction Traditionally, neurosciences is perceived as a difficult course in undergraduate medical education with literature suggesting use of the term “Neurophobia” (fear of neurology among medical students). Instructional strategies employed for the teaching of neurosciences in undergraduate curricula traditionally include a combination of lectures, demonstrations, practical classes, problem-based learning and clinico-pathological conferences. Recently, team-based learning (TBL), a student-centered instructional strategy, has increasingly been regarded by many undergraduate medical courses as an effective method to assist student learning. Methods In this study, 156 students of year-three neuroscience block were divided into seven male and seven female groups, comprising 11–12 students in each group. TBL was introduced during the 6 weeks of this block, and a total of eight TBL sessions were conducted during this duration. We evaluated the effect of TBL on student learning and correlated it with the student's performance in summative assessment. Moreover, the students’ perceptions regarding the process of TBL was assessed by online survey. Results We found that students who attended TBL sessions performed better in the summative examinations as compared to those who did not. Furthermore, students performed better in team activities compared to individual testing, with male students performing better with a more favorable impact on their grades in the summative examination. There was an increase in the number of students achieving higher grades (grade B and above) in this block when compared to the previous block (51.7% vs. 25%). Moreover, the number of students at risk for lower grades (Grade B- and below) decreased in this block when compared to the previous block (30.6% vs. 55%). Students generally elicited a favorable response regarding the TBL process, as well as expressed satisfaction with the content covered and felt that such activities led to improvement in communication and interpersonal skills. Conclusion We conclude that implementing TBL strategy increased students’ responsibility for their own learning and helped the students in bridging the gap in their cognitive knowledge to tackle ‘neurophobia’ in a difficult neurosciences block evidenced by their improved performance in the summative assessment. PMID:26232115

Tackling student neurophobia in neurosciences block with team-based learning.

PubMed

Anwar, Khurshid; Shaikh, Abdul A; Sajid, Muhammad R; Cahusac, Peter; Alarifi, Norah A; Al Shedoukhy, Ahlam

2015-01-01

Traditionally, neurosciences is perceived as a difficult course in undergraduate medical education with literature suggesting use of the term "Neurophobia" (fear of neurology among medical students). Instructional strategies employed for the teaching of neurosciences in undergraduate curricula traditionally include a combination of lectures, demonstrations, practical classes, problem-based learning and clinico-pathological conferences. Recently, team-based learning (TBL), a student-centered instructional strategy, has increasingly been regarded by many undergraduate medical courses as an effective method to assist student learning. In this study, 156 students of year-three neuroscience block were divided into seven male and seven female groups, comprising 11-12 students in each group. TBL was introduced during the 6 weeks of this block, and a total of eight TBL sessions were conducted during this duration. We evaluated the effect of TBL on student learning and correlated it with the student's performance in summative assessment. Moreover, the students' perceptions regarding the process of TBL was assessed by online survey. We found that students who attended TBL sessions performed better in the summative examinations as compared to those who did not. Furthermore, students performed better in team activities compared to individual testing, with male students performing better with a more favorable impact on their grades in the summative examination. There was an increase in the number of students achieving higher grades (grade B and above) in this block when compared to the previous block (51.7% vs. 25%). Moreover, the number of students at risk for lower grades (Grade B- and below) decreased in this block when compared to the previous block (30.6% vs. 55%). Students generally elicited a favorable response regarding the TBL process, as well as expressed satisfaction with the content covered and felt that such activities led to improvement in communication and interpersonal skills. We conclude that implementing TBL strategy increased students' responsibility for their own learning and helped the students in bridging the gap in their cognitive knowledge to tackle 'neurophobia' in a difficult neurosciences block evidenced by their improved performance in the summative assessment.

Student preparation time for traditional lecture versus team-based learning in a pharmacotherapy course.

PubMed

DeJongh, Beth; Lemoine, Nicia; Buckley, Elizabeth; Traynor, Laura

2018-03-01

Determine how much time students spent preparing for traditional lecture versus team-based learning (TBL) for a pharmacotherapy course and determine if time spent in each pedagogy was within stated expectations for the course. Instructors used a combination of traditional lecture and TBL to deliver material. Before each lecture, instructors recorded the amount of time students spent preparing for each method using a one-question clicker-response survey. Instructors delivered 16 hours of TBL, 32 hours of traditional lecture, and eight hours of a mix of TBL and traditional lecture. The median of students completing the survey each week was 89. A large percentage of the class (40.9%) did not prepare for traditional lecture while only 3.4% did not prepare for TBL. About 61% of students spent between 30 min and two hours preparing for a two-hour TBL session and only 10% spent more than three hours preparing. Results of this project show students spend little time preparing for traditional lectures without in-class accountability, which may give students the perception that TBL requires too much preparation time. Copyright © 2017. Published by Elsevier Inc.

Modified Team-Based Learning in an Ophthalmology Clerkship in China

PubMed Central

Zhou, Yuxian; Ao, Yong; Xin, Wei; Jia, Yu; Yang, Ying; Cai, Yu; Xu, Chaochao; Yang, Yangfan; Lin, Haotian

2016-01-01

Objective Team-based learning (TBL) is an increasingly popular teaching method in medical education. However, TBL hasn’t been well-studied in the ophthalmology clerkship context. This study was to examine the impact of modified TBL in such context and to assess the student evaluations of TBL. Methods Ninety-nine students of an 8-year clinical medicine program from Zhongshan Ophthalmic Centre, Sun Yat-sen University, were randomly divided into four sequential units and assigned to six teams with the same faculty. The one-week ophthalmology clerkship module included traditional lectures, gross anatomy and a TBL module. The effects of the TBL module on student performance were measured by the Individual Readiness Assurance Test (IRAT), the Group Readiness Assurance Test (GRAT), the Group Application Problem (GAP) and final examination scores (FESs). Students’ evaluations of TBL were measured by a 16-item questionnaire. IRAT and GRAT scores were compared using a paired t-test. One-way analysis of variance (ANOVA) and subgroup analysis compared the effects among quartiles that were stratified by the Basic Ophthalmology Levels (BOLs). The BOLs were evaluated before the ophthalmology clerkship. Results In TBL classes, the GRAT scores were significantly higher than the IRAT scores in both the full example and the BOL-stratified groups. It highlighted the advantages of TBL compared to the individual learning. Quartile-stratified ANOVA comparisons showed significant differences at FES scores (P < 0.01). In terms to IRAT, GRAT and GAP scores, there was no significant result. Moreover, IRAT scores only significantly differed between the first and fourth groups. The FES scores of the first three groups are significantly higher than the fourth group. Gender-specific differences were significant in FES but not the IRAT. Overall, 57.65% of student respondents agreed that TBL was helpful. Male students tended to rate TBL higher than female students. Conclusion The application of modified TBL to the ophthalmology clerkship curriculum improved students’ performance and increased students’ engagement and satisfaction. TBL should be further optimized and developed to enhance the educational outcomes among multi-BOLs medical students. PMID:27100286

The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective.

PubMed

Jeno, Lucas M; Raaheim, Arild; Kristensen, Sara Madeleine; Kristensen, Kjell Daniel; Hole, Torstein Nielsen; Haugland, Mildrid J; Mæland, Silje

2017-01-01

We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest-posttest design. The results show that the students' intrinsic motivation, identified regulation, perceived competence, and perceived autonomy support significantly increased going from lectures to TBL. The results further show that students' engagement and perceived learning significantly increased. Finally, students' amotivation decreased from pretest to posttest; however, students reported higher external regulation as a function of TBL. Path analysis shows that increases in intrinsic motivation, perceived competence, and external regulation positively predict increases in engagement, which in turn predict increases in perceived learning. We argue that the characteristics of TBL, as opposed to lectures, are likely to engage students and facilitate feelings of competence. TBL is an active-learning approach, as opposed to more passive learning in lectures, which might explain the increase in students' perception of teachers as autonomy supportive. In contrast, the greater demands TBL puts on students might account for the increase in external regulation. Limitations and practical implications of the results are discussed. © 2017 L. M. Jeno et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

The Effectiveness of TBL with Real Patients in Neurology Education in Terms of Knowledge Retention, In-Class Engagement, and Learner Reactions

ERIC Educational Resources Information Center

Alimoglu, Mustafa Kemal; Yardim, Selda; Uysal, Hilmi

2017-01-01

In our medical school, we changed from a lecture-based method to a team-based learning (TBL) method to teach "polyneuropathies" in the neurology clerkship starting from the 2014 to 2015 academic year. Real patients were used instead of written scenarios in TBL sessions. This study aimed to compare former lecture-based and the current TBL…

Computer-Supported Team-Based Learning: The Impact of Motivation, Enjoyment and Team Contributions on Learning Outcomes

ERIC Educational Resources Information Center

Gomez, Elizabeth Avery; Wu, Dezhi; Passerini, Katia

2010-01-01

The benefits of teamwork and collaboration have long been advocated by many educational theories, such as constructivist and social learning models. Among the various applications of collaborative learning, the iterative team-based learning (TBL) process proposed by Michaelsen, Fink, and Knight (2002) has been successfully used in the classroom…

Introduction of Team-Based Learning (TBL) at Kilimanjaro Christian Medical University College: Experience with the Ectoparasites Module

PubMed Central

Nyindo, Mramba; Kitau, Jovin; Lisasi, Esther; Kapanda, Gibson; Matowo, Johnston; Francis, Patrick; Bartlett, John

2014-01-01

Background Contemporary teaching in sub-Saharan African medical schools is largely through didactic and problem-based approaches. These schools face challenges from burgeoning student numbers, severe faculty shortages, faculty without instruction in teaching methods, and severe infrastructure inadequacies. Team-based learning (TBL) is a pedagogy which may be attractive because it spares faculty time. TBL was piloted in a module on ectoparasites at the Kilimanjaro Christian Medical University College (KCMU Co). Methods TBL orientation began 6 weeks before starting the module. Students were issued background readings and individual and group readiness assessment tests, followed by module application, discussion, and evaluation. At completion, student perceptions of TBL were assessed using a 5-point Likert scale evaluating 6 domains, with a score of 5 being most favorable. Strength of consensus measures (sCns) were applied. Final examination scores were compiled for 2011 (didactic) and 2012 (TBL). Results 158 students participated in the module. The mean student scores across the 6 domains ranged from 4.2–4.5, with a high degree of consensus (range 85–90%). The final examination scores improved between 2011 and 2012 Conclusions KCMU Co student perceptions of TBL were very positive, and final exam grades improved. These observations suggest future promise for TBL applications at KCMU Co and potentially other schools. PMID:24491164

A comparison of conventional lecture and team-based learning methods in terms of student learning and teaching satisfaction.

PubMed

Jafari, Zahra

2014-01-01

Team-based learning (TBL) is a structured type of cooperative learning that has growing application in medical education. This study compares levels of student learning and teaching satisfaction for a neurology course between conventional lecture and team-based learning. The study incorporated 70 students aged 19 to 22 years at the school of rehabilitation. One half of the 16 sessions of the neurology course was taught by lectures and the second half with team-based learning. Teaching satisfaction for the teaching methods was determined on a scale with 5 options in response to 20 questions. Significant difference was found between lecture-based and team-based learning in final scores (p<0.001). Content validity index of the scale of student satisfaction was 94%, and external and internal consistencies of the scale were 0.954 and 0.921 orderly (p<0.001). The degree of satisfaction from TBL compared to the lecture method was 81.3%. RESULTS revealed more success and student satisfaction from team-based learning compared to conventional lectures in teaching neurology to undergraduate students. It seems that application of new teaching methods such as team-based learning could be effectively introduced to improve levels of education and student learning.

A comparison of conventional lecture and team-based learning methods in terms of student learning and teaching satisfaction

PubMed Central

Jafari, Zahra

2014-01-01

Background: Team-based learning (TBL) is a structured type of cooperative learning that has growing application in medical education. This study compares levels of student learning and teaching satisfaction for a neurology course between conventional lecture and team-based learning. Methods: The study incorporated 70 students aged 19 to 22 years at the school of rehabilitation. One half of the 16 sessions of the neurology course was taught by lectures and the second half with team-based learning. Teaching satisfaction for the teaching methods was determined on a scale with 5 options in response to 20 questions. Results: Significant difference was found between lecture-based and team-based learning in final scores (p<0.001). Content validity index of the scale of student satisfaction was 94%, and external and internal consistencies of the scale were 0.954 and 0.921 orderly (p<0.001). The degree of satisfaction from TBL compared to the lecture method was 81.3%. Conclusion: Results revealed more success and student satisfaction from team-based learning compared to conventional lectures in teaching neurology to undergraduate students. It seems that application of new teaching methods such as team-based learning could be effectively introduced to improve levels of education and student learning PMID:25250250

Effects of additional team-based learning on students' clinical reasoning skills: a pilot study.

PubMed

Jost, Meike; Brüstle, Peter; Giesler, Marianne; Rijntjes, Michel; Brich, Jochen

2017-07-14

In the field of Neurology good clinical reasoning skills are essential for successful diagnosing and treatment. Team-based learning (TBL), an active learning and small group instructional strategy, is a promising method for fostering these skills. The aim of this pilot study was to examine the effects of a supplementary TBL-class on students' clinical decision-making skills. Fourth- and fifth-year medical students participated in this pilot study (static-group comparison design). The non-treatment group (n = 15) did not receive any additional training beyond regular teaching in the neurology course. The treatment group (n = 11) took part in a supplementary TBL-class optimized for teaching clinical reasoning in addition to the regular teaching in the neurology course. Clinical decision making skills were assessed using a key-feature problem examination. Factual and conceptual knowledge was assessed by a multiple-choice question examination. The TBL-group performed significantly better than the non-TBL-group (p = 0.026) in the key-feature problem examination. No significant differences between the results of the multiple-choice question examination of both groups were found. In this pilot study participants of a supplementary TBL-class significantly improved clinical decision-making skills, indicating that TBL may be an appropriate method for teaching clinical decision making in neurology. Further research is needed for replication in larger groups and other clinical fields.

Modified use of team-based learning in an ophthalmology course for fifth-year medical students.

PubMed

Altintas, Levent; Altintas, Ozgul; Caglar, Yusuf

2014-03-01

Team-based learning (TBL) is an interactive and analytic teaching strategy. TBL is a learner-centered strategy that uses a very structured individual and group accountability process and requires small groups to work together to solve problems. This study served to investigate whether the TBL concept could be modified and adopted to the fifth-year cornea module of an ophthalmology course. Questionnaires (using a Likert scale of 1-5) were distributed to 169 fifth-year medical students attending the cornea module applied as TBL in an ophthalmology course. The questionnaire consisted of two categories: the TBL format (7 items) and an open-ended question about the class (1 item). Feedback was then evaluated. The majority of students felt that modified TBL sessions were better at fulfilling learning objectives (121 students, 71.59%), enabled better understanding (134 students, 79.28%), were more interesting (146 students, 86.39%), ensured greater student participation (123 students, 72.78%), and involved greater effort on the part of students (148 students, 87.57%) compared with traditional teaching methods. Most of the students (129 students, 76.33%) agreed that more such sessions should be organized in the future. In conclusion, after adjustments to improve weaknesses, such as the short time allocation and students' lack of prior background, the outcomes of this modified TBL approach on the cornea module of an ophthalmology course provide a good basis for its continuation.

Cross-validation of the Student Perceptions of Team-Based Learning Scale in the United States.

PubMed

Lein, Donald H; Lowman, John D; Eidson, Christopher A; Yuen, Hon K

2017-01-01

The purpose of this study was to cross-validate the factor structure of the previously developed Student Perceptions of Team-Based Learning (TBL) Scale among students in an entry-level doctor of physical therapy (DPT) program in the United States. Toward the end of the semester in 2 patient/client management courses taught using TBL, 115 DPT students completed the Student Perceptions of TBL Scale, with a response rate of 87%. Principal component analysis (PCA) and confirmatory factor analysis (CFA) were conducted to replicate and confirm the underlying factor structure of the scale. Based on the PCA for the validation sample, the original 2-factor structure (preference for TBL and preference for teamwork) of the Student Perceptions of TBL Scale was replicated. The overall goodness-of-fit indices from the CFA suggested that the original 2-factor structure for the 15 items of the scale demonstrated a good model fit (comparative fit index, 0.95; non-normed fit index/Tucker-Lewis index, 0.93; root mean square error of approximation, 0.06; and standardized root mean square residual, 0.07). The 2 factors demonstrated high internal consistency (alpha= 0.83 and 0.88, respectively). DPT students taught using TBL viewed the factor of preference for teamwork more favorably than preference for TBL. Our findings provide evidence supporting the replicability of the internal structure of the Student Perceptions of TBL Scale when assessing perceptions of TBL among DPT students in patient/client management courses.

Comparison between flipped classroom and team-based learning in fixed prosthodontic education.

PubMed

Nishigawa, Keisuke; Omoto, Katsuhiro; Hayama, Rika; Okura, Kazuo; Tajima, Toyoko; Suzuki, Yoshitaka; Hosoki, Maki; Shigemoto, Shuji; Ueda, Mayu; Rodis, Omar Marianito Maningo; Matsuka, Yoshizo

2017-04-01

We previously investigated the effects of team-based learning (TBL) on fixed prosthodontic education and reported that TBL could have higher efficiency with high student satisfaction than traditional lecture. In the current report, we introduced flipped classroom to the fixed prosthodontic education and compared their effectiveness based on the final examination score in addition to TBL. Participants were 41 students from Tokushima University School of Dentistry who attended a fixed prosthodontics course. The first six classes adopted the flipped classroom style while the latter eight classes adopted TBL. To evaluate the relationship between learning styles and their effectiveness, we compared results from the term-end examination between the curriculum covered by flipped classroom and TBL-style classes. To draw comparisons, a referential examination with the same questions was conducted to eight faculty members who had not attended any of these classes. Term-end examination results showed that TBL classes had slightly higher scores than flipped classroom classes. Referential examination results also showed higher scores for the same curriculum and no significant interaction was found between class formats and the term-end and referential examination scores. Analysis revealed no noticeable difference in the effectiveness of the class formats. Our previous study reported that TBL had higher efficiency than traditional style lecture. In the current study, there was no statistical difference in the examination score between flipped classroom and TBL. Therefore, we conclude that both styles are highly effective than traditional style lecture and constitute valid formats for clinical dental education. Copyright © 2016 Japan Prosthodontic Society. Published by Elsevier Ltd. All rights reserved.

Team-Based Learning Enhances Performance in Introductory Biology

ERIC Educational Resources Information Center

Carmichael, Jeffrey

2009-01-01

Given the problems associated with the traditional lecture method, the constraints associated with large classes, and the effectiveness of active learning, continued development and testing of efficient student-centered learning approaches are needed. This study explores the effectiveness of team-based learning (TBL) in a large-enrollment…

Five heads are better than one: preliminary results of team-based learning in a communication disorders graduate course.

PubMed

Epstein, Baila

2016-01-01

Clinical problem-solving is fundamental to the role of the speech-language pathologist in both the diagnostic and treatment processes. The problem-solving often involves collaboration with clients and their families, supervisors, and other professionals. Considering the importance of cooperative problem-solving in the profession, graduate education in speech-language pathology should provide experiences to foster the development of these skills. One evidence-based pedagogical approach that directly targets these abilities is team-based learning (TBL). TBL is a small-group instructional method that focuses on students' in-class application of conceptual knowledge in solving complex problems that they will likely encounter in their future clinical careers. The purpose of this pilot study was to investigate the educational outcomes and students' perceptions of TBL in a communication disorders graduate course on speech and language-based learning disabilities. Nineteen graduate students (mean age = 26 years, SD = 4.93), divided into three groups of five students and one group of four students, who were enrolled in a required graduate course, participated by fulfilling the key components of TBL: individual student preparation; individual and team readiness assurance tests (iRATs and tRATs) that assessed preparedness to apply course content; and application activities that challenged teams to solve complex and authentic clinical problems using course material. Performance on the tRATs was significantly higher than the individual students' scores on the iRATs (p < .001, Cohen's d = 4.08). Students generally reported favourable perceptions of TBL on an end-of-semester questionnaire. Qualitative analysis of responses to open-ended questions organized thematically indicated students' high satisfaction with application activities, discontent with the RATs, and recommendations for increased lecture in the TBL process. The outcomes of this pilot study suggest the effectiveness of TBL as an instructional method that provides student teams with opportunities to apply course content in problem-solving activities followed by immediate feedback. This research also addresses the dearth of empirical information on how graduate programmes in speech-language pathology bridge students' didactic learning and clinical practice. Future studies should examine the utility of this approach in other courses within the field and with more heterogeneous student populations. © 2015 Royal College of Speech and Language Therapists.

An Exploratory Study Comparing the Effectiveness of Lecturing versus Team-Based Learning

ERIC Educational Resources Information Center

Huggins, Christopher M.; Stamatel, Janet P.

2015-01-01

Lecturing has been criticized for fostering a passive learning environment, emphasizing a one-way flow of information, and not adequately engaging students. In contrast, active-learning approaches, such as team-based learning (TBL), prioritize student interaction and engagement and create multidirectional flows of information. This paper presents…

Team-Based Learning in a Physical Therapy Gross Anatomy Course

ERIC Educational Resources Information Center

Killins, Anita M.

2015-01-01

As medical knowledge grows exponentially and healthcare systems continue to utilize interdisciplinary care, it is essential that physical therapy (PT) graduates be prepared to practice efficiently and effectively on healthcare teams. Team-based learning (TBL) is a teaching pedagogy used in medicine to improve academic performance and teamwork…

Conversations about Curriculum Change: Mathematical Thinking and Team-Based Learning in a Discrete Mathematics Course

ERIC Educational Resources Information Center

Paterson, Judy; Sneddon, Jamie

2011-01-01

This article reports on the learning conversations between a mathematician and a mathematics educator as they worked together to change the delivery model of a third year discrete mathematics course from a traditional lecture mode to team-based learning (TBL). This change prompted the mathematician to create team tasks which increasingly focused…

The Use of Team-Based Learning as an Approach to Increased Engagement and Learning for Marketing Students: A Case Study

ERIC Educational Resources Information Center

Chad, Paul

2012-01-01

Marketing educators are often faced with poor preclass preparation by students, declining student interest in attending classes as the semester progresses, and student complaints regarding previous bad experiences with team assessment activities. Team-based learning (TBL) is an innovative teaching strategy using semiformalized guidelines aimed to…

How Cognitive Engagement Fluctuates during a Team-Based Learning Session and How It Predicts Academic Achievement

ERIC Educational Resources Information Center

Rotgans, Jerome I.; Schmidt, Henk G.; Rajalingam, Preman; Hao, Joey Wong Ying; Canning, Claire Ann; Ferenczi, Michael A.; Low-Beer, Naomi

2018-01-01

The objective of the paper is to report findings of two studies that attempted to find answers to the following questions: (1) What are the levels of cognitive engagement in TBL?; (2) Are there differences between students who were more exposed to TBL than students who were less exposed to TBL?; (3) To which extent does cognitive engagement…

Teaching neurology to medical students with a simplified version of team-based learning.

PubMed

Brich, Jochen; Jost, Meike; Brüstle, Peter; Giesler, Marianne; Rijntjes, Michel

2017-08-08

To compare the effect of a simplified version of team-based learning (sTBL), an active learning/small group instructional strategy, with that of the traditionally used small group interactive seminars on the acquisition of knowledge and clinical reasoning (CR) skills. Third- and fourth-year medical students (n = 122) were randomly distributed into 2 groups. A crossover design was used in which 2 neurologic topics were taught by sTBL and 2 by small group interactive seminars. Knowledge was assessed with a multiple-choice question examination (MCQE), CR skills with a key feature problem examination (KFPE). Questionnaires were used for further methodologic evaluation. No group differences were found in the MCQE results. sTBL instruction of the topic "acute altered mental status" was associated with a significantly better student performance in the KFPE ( p = 0.008), with no differences in the other 3 topics covered. Although both teaching methods were highly rated by the students, a clear majority voted for sTBL as their preferred future teaching method. sTBL served as an equivalent alternative to small group interactive seminars for imparting knowledge and teaching CR skills, and was particularly advantageous for teaching CR in the setting of a complex neurologic topic. Furthermore, students reported a strong preference for the sTBL approach, making it a promising tool for effectively teaching neurology. © 2017 American Academy of Neurology.

Technological Alternatives to Paper-Based Components of Team-Based Learning

ERIC Educational Resources Information Center

Robinson, Daniel H.; Walker, Joshua D.

2008-01-01

The authors have been using components of team-based learning (TBL) in two undergraduate courses at the University of Texas for several years: an educational psychology survey course--Cognition, Human Learning and Motivation--and Introduction to Statistics. In this chapter, they describe how they used technology in classes of fifty to seventy…

Leadership Identity Development Through Reflection and Feedback in Team-Based Learning Medical Student Teams.

PubMed

Alizadeh, Maryam; Mirzazadeh, Azim; Parmelee, Dean X; Peyton, Elizabeth; Mehrdad, Neda; Janani, Leila; Shahsavari, Hooman

2018-01-01

Studies on leadership identity development through reflection with Team-Based Learning (TBL) in medical student education are rare. We assumed that reflection and feedback on the team leadership process would advance the progression through leadership identity development stages in medical students within the context of classes using TBL. This study is a quasi-experimental design with pretest-posttest control group. The pretest and posttest were reflection papers of medical students about their experience of leadership during their TBL sessions. In the intervention group, TBL and a team-based, guided reflection and feedback on the team leadership process were performed at the end of all TBL sessions. In the other group, only TBL was used. The Stata 12 software was used. Leadership Identity was treated both as a categorical and quantitative variable to control for differences in baseline and gender variables. Chi-square, t tests, and linear regression analysis were performed. The population was a cohort of 2015-2016 medical students in a TBL setting at Tehran University of Medical Sciences, School of Medicine. Teams of four to seven students were formed by random sorting at the beginning of the academic year (intervention group n = 20 teams, control group n = 19 teams). At baseline, most students in both groups were categorized in the Awareness and Exploration stage of leadership identity: 51 (52%) in the intervention group and 59 (55%) in the control group: uncorrected χ 2 (3) = 15.6, design-based F(2.83, 108) = 4.87, p = .003. In the posttest intervention group, 36 (36%) were in exploration, 33 (33%) were in L-identified, 20 (20%) were in Leadership Differentiated, and 10 (10%) were in the Generativity. None were in the Awareness or Integration stages. In the control group, 3 (20%) were in Awareness, 56 (53%) were in Exploration, 35 (33%) were in Leader Identified, 13 (12%) were in Leadership Differentiated. None were in the Generativity and Integration stages. Our hypothesis was supported by the data: uncorrected χ 2 (4) = 18.6, design-based F(3.77, 143) = 4.46, p = .002. The mean of the leadership identity in the pretest, intervention group equaled 1.93 (SD = 0.85) and the pretest, control group mean was 2.36 (SD = 0.86), p = .004. The mean of the posttest, intervention group was 3.04 (SD = 0.98) and posttest, control group mean was 2.54 (SD = 0.74), T = -4.00, design df = 38, p < .001, and adjusted on baseline and gender T = -8.97, design df = 38, p < .001. Reflection and feedback on the team leadership process in TBL advances the progression in stages of leadership identity development in medical students. Although the TBL strategy itself could have an impact on leadership identity development, this study demonstrates that when a reflection and feedback on leadership intervention are added, there is much greater impact.

Conversations about curriculum change: mathematical thinking and team-based learning in a discrete mathematics course

NASA Astrophysics Data System (ADS)

Paterson, Judy; Sneddon, Jamie

2011-10-01

This article reports on the learning conversations between a mathematician and a mathematics educator as they worked together to change the delivery model of a third year discrete mathematics course from a traditional lecture mode to team-based learning (TBL). This change prompted the mathematician to create team tasks which increasingly focused on what he calls the 'unspoken curriculum': mathematical thinking. We consider the ways in which the TBL model promoted and enabled this in the light of literature on mathematical thinking, sense-making and behaviours, and strongly suggest that this approach warrants more attention from the mathematics teaching community. We also discuss shifts in the mathematician's thinking about task construction as he refined the tasks to encourage students to think and behave like mathematicians.

Twelve Tips for Facilitating Team-Based Learning

ERIC Educational Resources Information Center

Gullo, Charles A.; Ha, Tam Cam; Cook, Sandy

2015-01-01

Background: Team-based learning (TBL) has become a more commonly recognized and implemented pedagogical approach in curricula of numerous disciplines. The desire to place more autonomy on the student and spend less in-class time delivering content has resulted in complete or partial adoption of this style of learning in many educational settings.…

Undergraduate Social Work Students' Perceptions of a Team-Based Learning Approach to Exploring Adult Development

ERIC Educational Resources Information Center

Watkins, Karen; Forge, Nicholas; Lewinson, Terri; Garner, Brittany; Carter, Larance D.; Greenwald, Lindsay

2018-01-01

Social work educators are challenged to adopt innovative instructional methods and pedagogies to prepare students to meet the contemporary needs of diverse client populations. A team-based learning (TBL) approach is a pedagogical strategy that utilizes cooperative and collaborative learning principles to inspire academic, professional, and…

Team-Based Learning in Large Enrollment Classes

ERIC Educational Resources Information Center

Kibble, Jonathan D.; Bellew, Christine; Asmar, Abdo; Barkley, Lisa

2016-01-01

The goal of this review is to highlight the key elements needed to successfully deploy team-based learning (TBL) in any class, but especially in large enrolment classes, where smooth logistics are essential. The text is based on a lecture and workshop given at the American Physiological Society's Institute on Teaching and Learning in Madison, WI,…

Team-Based Learning in a Community Health Nursing Course: Improving Academic Outcomes.

PubMed

Miles, Jane M; Larson, Kim L; Swanson, Melvin

2017-07-01

Population health concepts, such as upstream thinking, present challenging ideas to undergraduate nursing students grounded in an acute care orientation. The purpose of this study was to describe how team-based learning (TBL) influenced academic outcomes in a community health nursing course. A descriptive correlational design examined the relationship among student scores on individual readiness assurance tests (iRATs), team readiness assurance tests (tRATs), and the final examination. The sample included 221 nursing students who had completed the course. A large positive correlation was found between iRAT and final examination scores. For all students, the mean tRAT score was higher than the mean iRAT score. A moderate positive correlation existed between tRAT and final examination scores. The study contributes to understanding the effects of TBL pedagogy on student academic outcomes in nursing education. TBL is a valuable teaching method in a course requiring the application of challenging concepts. [J Nurs Educ. 2017;56(7):425-429.]. Copyright 2017, SLACK Incorporated.

Evaluation of a modified team based learning method for teaching general embryology to 1st year medical graduate students.

PubMed

Shankar, Nachiket; Roopa, R

2009-01-01

To encourage student participation in the learning process, the authors introduced a modified team based learning (TBL) method to cover two general embryology topics in the 1st year MBBS curriculum. The aim of this study was to evaluate students' perception of this method vis-à-vis the lecture method of teaching. A questionnaire was used to survey and evaluate the perceptions of 1st year MBBS students at the Department of Anatomy at our medical college in India. A total of eight classes were allotted to cover General Embryology. Six of these classes were conducted using the traditional didactic lecture method. Two topics were covered using the modified TBL method. Five teams of students were constituted, and each team was given handouts which contained basic factual material, four clinical case histories, and previous university exam questions from the topic. On the day of the session, these were discussed in the presence of the faculty facilitator. Students evaluated these sessions through a questionnaire. A majority of students felt that the modified TBL sessions were better at fulfilling learning objectives (46 students, 85%), enabled better understanding (43 students, 79%), were more interesting (43 students, 81%), ensured greater student participation (51 students, 94%) and involved greater effort on the part of students (53 students, 98%), as compared to traditional teaching methods. Most of the students (43 students, 79%) opined that more such sessions should be organized in the future. Responses from students show that the modified TBL classes could be utilized judiciously along with the traditional didactic lectures for teaching embryology.

Modified team-based learning strategy to improve human anatomy learning: A pilot study at the Universidad del Norte in Barranquilla, Colombia.

PubMed

Martínez, Emilio G; Tuesca, Rafael

2014-01-01

As part of an institutional program sponsored by the Centre for Teaching Excellence at the Universidad del Norte, Barranquilla, Colombia, we developed an educational research study on two sessions of human anatomy in which we combined team-based learning (TBL) and the use of iPads. Study data included the TBL, assessments applied during the course, student's grades on mid-term examinations and students' perceptions of their experiences. Students reported a positive attitude toward the use of the TBL sessions, and the results showed a significant improvement in their learning between the first and second sessions. Significantly positive correlations (P < 0.05) were obtained between (a) the individual students' readiness test performance 1 and mid-term examination 1, (b) the individual readiness test performances from Session 1 to Session 2, and (c) the group readiness test performances from the first and second sessions. These results point to positive learning experiences for these students. Analyses of the students' reflections on their activities also pointed toward future challenges. © 2014 American Association of Anatomists.

Team-Based Learning Instruction for Responsible Conduct of Research Positively Impacts Ethical Decision-Making

PubMed Central

McCormack, Wayne T.; Garvan, Cynthia W.

2013-01-01

Common practices for responsible conduct of research (RCR) instruction have recently been shown to have no positive impact on and possibly to undermine ethical decision-making (EDM). We show that a team-based learning (TBL) RCR curriculum results in some gains in decision ethicality, the use of more helpful meta-cognitive reasoning strategies in decision-making, and elimination of most negative effects of other forms of RCR instruction on social–behavioral responses. TBL supports the reasoning strategies and social mechanisms that underlie EDM and ethics instruction, and may provide a more effective method for RCR instruction than lectures and small group discussion. PMID:24073606

Team-Based Learning: The Importance of Attendance

ERIC Educational Resources Information Center

Jakobsen, Krisztina V.; McIlreavy, Megan; Marrs, Sarah

2014-01-01

Using a quasi-experimental design, the authors examined student performance (i.e., exam scores) in a traditional, lecture-based course (n = 43) and a team-based learning (TBL) course (n = 47). Students from James Madison University, USA--who were unaware that the two sections of the course were taught using different methods--self-selected into…

Exploring the Effects of Online Team-Based Learning and Co-Regulated Learning on Students' Development of Computing Skills

ERIC Educational Resources Information Center

Tsai, Chia-Wen

2016-01-01

As more and more educational institutions are providing online courses, it is necessary to design effective teaching methods integrated with technologies to benefit both teachers and students. The researcher in this study designed innovative online teaching methods of team-based learning (TBL) and co-regulated learning (CRL) to improve students'…

Modified Use of Team-Based Learning for Effective Delivery of Medical Gross Anatomy and Embryology

ERIC Educational Resources Information Center

Vasan, Nagaswami S.; DeFouw, David O.; Holland, Bart K.

2008-01-01

Team-based learning (TBL) is an instructional strategy that combines independent out-of-class preparation for in-class discussion in small groups. This approach has been successfully adopted by a number of medical educators. This strategy allowed us to eliminate anatomy lectures and incorporate small-group active learning. Although our strategy is…

Team-Based Learning in the Gross Anatomy Laboratory Improves Academic Performance and Students' Attitudes toward Teamwork

ERIC Educational Resources Information Center

Huitt, Tiffany W.; Killins, Anita; Brooks, William S.

2015-01-01

As the healthcare climate shifts toward increased interdisciplinary patient care, it is essential that students become accomplished at group problem solving and develop positive attitudes toward teamwork. Team-based learning (TBL) has become a popular approach to medical education because of its ability to promote active learning, problem-solving…

Making Students Do the Thinking: Team-Based Learning in a Laboratory Course

ERIC Educational Resources Information Center

Simonson, Shawn R.

2014-01-01

Team-based learning (TBL) is a teaching pedagogy for flipping the classroom that moves the focus of the classroom from the instructor conveying course concepts via lecture to the application of concepts by student teams. It has been used extensively in lecture courses; however, there is little evidence of its use in laboratory courses. The purpose…

Exploring Team-Based Learning at a State University

ERIC Educational Resources Information Center

Leisey, Monica; Mulcare, Dan; Comeford, Lorrie; Kudrimoti, Sanjay

2014-01-01

A small group of faculty at Salem State University representing the disciplines of Chemistry, Finance, Geography, Political Science, and Social Work implemented a Team-Based Learning (TBL) model in their courses to explore its efficacy for increasing student engagement. Surveys were used to collect pre- and post-data from students to determine the…

The effects of team-based learning techniques on nursing students' perception of the psycho-social climate of the classroom.

PubMed

Koohestani, Hamid Reza; Baghcheghi, Nayereh

2016-01-01

Background: Team-based learning is a structured type of cooperative learning that is becoming increasingly more popular in nursing education. This study compares levels of nursing students' perception of the psychosocial climate of the classroom between conventional lecture group and team-based learning group. Methods: In a quasi-experimental study with pretest-posttest design 38 nursing students of second year participated. One half of the 16 sessions of cardiovascular disease nursing course sessions was taught by lectures and the second half with team-based learning. The modified college and university classroom environment inventory (CUCEI) was used to measure the perception of classroom environment. This was completed after the final lecture and TBL sessions. Results: Results revealed a significant difference in the mean scores of psycho-social climate for the TBL method (Mean (SD): 179.8(8.27)) versus the mean score for the lecture method (Mean (SD): 154.213.44)). Also, the results showed significant differences between the two groups in the innovation (p<0.001), student cohesiveness (p=0.01), cooperation (p<0.001) and equity (p= 0.03) sub-scales scores (p<0.05). Conclusion: This study provides evidence that team-based learning does have a positive effect on nursing students' perceptions of their psycho-social climate of the classroom.

Simulating the Multi-Disciplinary Care Team Approach: Enhancing Student Understanding of Anatomy through an Ultrasound-Anchored Interprofessional Session

ERIC Educational Resources Information Center

Luetmer, Marianne T.; Cloud, Beth A.; Youdas, James W.; Pawlina, Wojciech; Lachman, Nirusha

2018-01-01

Quality of healthcare delivery is dependent on collaboration between professional disciplines. Integrating opportunities for interprofessional learning in health science education programs prepares future clinicians to function as effective members of a multi-disciplinary care team. This study aimed to create a modified team-based learning (TBL)…

Evaluation of team-based learning in a doctor of physical therapy curriculum in the United States.

PubMed

Lein, Donald H; Lowman, John D; Eidson, Christopher A; Yuen, Hon K

2017-01-01

The purpose of this retrospective study was to evaluate students' academic outcomes after implementation of the team-based learning (TBL) approach in patient/client management courses in an entry-level doctor of physical therapy (DPT) curriculum. The research design of this study involved comparing written and practical exam scores from DPT student cohorts taught with the traditional instructional methods (lecture-based) to those of students from subsequent cohorts taught using the TBL approach in two patient/client management courses: basic skills and cardiopulmonary. For this comparison, the exams used, the number of contact hours and labs, and the instructors who taught these courses remained the same during the transition between these two instructional methods (traditional vs. TBL). The average of all individual course exam scores was used for data analysis. In both courses, there were no meaningful differences in the mean exam scores among students across years of cohorts receiving the same instructional method, which allowed clustering students from different years of cohorts in each course receiving the same instructional method into one group. For both courses, the mean exam score was significantly higher in the TBL group than in the traditional instruction group: basic skills course (P<0.001) and cardiopulmonary course (P<0.001). Student cohorts taught using the TBL approach academically outperformed those who received the traditional instructional method in both entry-level DPT patient/client management courses.

Incorporating Health Information Technology and Pharmacy Informatics in a Pharmacy Professional Didactic Curriculum -with a Team-based Learning Approach.

PubMed

Hincapie, Ana L; Cutler, Timothy W; Fingado, Amanda R

2016-08-25

Objective. To incorporate a pharmacy informatics program in the didactic curriculum of a team-based learning institution and to assess students' knowledge of and confidence with health informatics during the course. Design. A previously developed online pharmacy informatics course was adapted and implemented into a team-based learning (TBL) 3-credit-hour drug information course for doctor of pharmacy (PharmD) students in their second didactic year. During a period of five weeks (15 contact hours), students used the online pharmacy informatics modules as part of their readiness assurance process. Additional material was developed to comply with the TBL principles. Online pre/postsurveys were administered to evaluate knowledge gained and students' perceptions of the informatics program. Assessment. Eighty-three second-year students (84% response rate) completed the surveys. Participants' knowledge of electronic health records, computerized physician order entry, pharmacy information systems, and clinical decision support was significantly improved. Additionally, their confidence significantly improved in terms of describing health informatics terminology, describing the benefits and barriers of using health information technology, and understanding reasons for systematically processing health information. Conclusion. Students responded favorably to the incorporation of pharmacy informatics content into a drug information course using a TBL approach. Students met the learning objectives of seven thematic areas and had positive attitudes toward the course after its completion.

Validity and reliability assessment of a peer evaluation method in team-based learning classes.

PubMed

Yoon, Hyun Bae; Park, Wan Beom; Myung, Sun-Jung; Moon, Sang Hui; Park, Jun-Bean

2018-03-01

Team-based learning (TBL) is increasingly employed in medical education because of its potential to promote active group learning. In TBL, learners are usually asked to assess the contributions of peers within their group to ensure accountability. The purpose of this study is to assess the validity and reliability of a peer evaluation instrument that was used in TBL classes in a single medical school. A total of 141 students were divided into 18 groups in 11 TBL classes. The students were asked to evaluate their peers in the group based on evaluation criteria that were provided to them. We analyzed the comments that were written for the highest and lowest achievers to assess the validity of the peer evaluation instrument. The reliability of the instrument was assessed by examining the agreement among peer ratings within each group of students via intraclass correlation coefficient (ICC) analysis. Most of the students provided reasonable and understandable comments for the high and low achievers within their group, and most of those comments were compatible with the evaluation criteria. The average ICC of each group ranged from 0.390 to 0.863, and the overall average was 0.659. There was no significant difference in inter-rater reliability according to the number of members in the group or the timing of the evaluation within the course. The peer evaluation instrument that was used in the TBL classes was valid and reliable. Providing evaluation criteria and rules seemed to improve the validity and reliability of the instrument.

The effects of team-based learning techniques on nursing students’ perception of the psycho-social climate of the classroom

PubMed Central

Koohestani, Hamid Reza; Baghcheghi, Nayereh

2016-01-01

Background: Team-based learning is a structured type of cooperative learning that is becoming increasingly more popular in nursing education. This study compares levels of nursing students’ perception of the psychosocial climate of the classroom between conventional lecture group and team-based learning group. Methods: In a quasi-experimental study with pretest-posttest design 38 nursing students of second year participated. One half of the 16 sessions of cardiovascular disease nursing course sessions was taught by lectures and the second half with team-based learning. The modified college and university classroom environment inventory (CUCEI) was used to measure the perception of classroom environment. This was completed after the final lecture and TBL sessions. Results: Results revealed a significant difference in the mean scores of psycho-social climate for the TBL method (Mean (SD): 179.8(8.27)) versus the mean score for the lecture method (Mean (SD): 154.213.44)). Also, the results showed significant differences between the two groups in the innovation (p<0.001), student cohesiveness (p=0.01), cooperation (p<0.001) and equity (p= 0.03) sub-scales scores (p<0.05). Conclusion: This study provides evidence that team-based learning does have a positive effect on nursing students’ perceptions of their psycho-social climate of the classroom. PMID:28210602

Evaluating team-based, lecture-based, and hybrid learning methods for neurology clerkship in China: a method-comparison study

PubMed Central

2014-01-01

Background Neurology is complex, abstract, and difficult for students to learn. However, a good learning method for neurology clerkship training is required to help students quickly develop strong clinical thinking as well as problem-solving skills. Both the traditional lecture-based learning (LBL) and the relatively new team-based learning (TBL) methods have inherent strengths and weaknesses when applied to neurology clerkship education. However, the strengths of each method may complement the weaknesses of the other. Combining TBL with LBL may produce better learning outcomes than TBL or LBL alone. We propose a hybrid method (TBL + LBL) and designed an experiment to compare the learning outcomes with those of pure LBL and pure TBL. Methods One hundred twenty-seven fourth-year medical students attended a two-week neurology clerkship program organized by the Department of Neurology, Sun Yat-Sen Memorial Hospital. All of the students were from Grade 2007, Department of Clinical Medicine, Zhongshan School of Medicine, Sun Yat-Sen University. These students were assigned to one of three groups randomly: Group A (TBL + LBL, with 41 students), Group B (LBL, with 43 students), and Group C (TBL, with 43 students). The learning outcomes were evaluated by a questionnaire and two tests covering basic knowledge of neurology and clinical practice. Results The practice test scores of Group A were similar to those of Group B, but significantly higher than those of Group C. The theoretical test scores and the total scores of Group A were significantly higher than those of Groups B and C. In addition, 100% of the students in Group A were satisfied with the combination of TBL + LBL. Conclusions Our results support our proposal that the combination of TBL + LBL is acceptable to students and produces better learning outcomes than either method alone in neurology clerkships. In addition, the proposed hybrid method may also be suited for other medical clerkships that require students to absorb a large amount of abstract and complex course materials in a short period, such as pediatrics and internal medicine clerkships. PMID:24884854

Using Team-based Learning to Teach a Hybrid Pharmacokinetics Course Online and in Class.

PubMed

Franklin, Ann Snyder; Markowsky, Susan; De Leo, Justin; Normann, Sven; Black, Erik

2016-12-25

Objective. To compare the effectiveness of face-to-face and online team-based learning (TBL) to teach phenytoin pharmacokinetics. Design. A TBL format was used to teach an online cohort of 222 pharmacy students and two face-to-face cohorts (Tampa and Las Vegas) of pharmacy students. Students in all cohorts completed individual and team readiness tests (iRATs and tRATs), and a self-assessment survey to determine teamwork and content understanding. Knowledge retention questions also were added to the final examination. Assessment. Mean scores on iRATs were: 54% for the Tampa group; 72% for the Las Vegas group; and 58% for the online. Mean tRAT scores were 78.5% for the Tampa cohort and 82.2% for the Las Vegas cohort, compared to 89.5% for the online cohort. The mean tRAT scores for the online cohorts were significantly higher than those of the face-to-face cohorts. Data from the teamwork survey provided evidence of positive interactions among teams for all cohorts. Conclusion. Team-based learning can be an effective method for teaching applied pharmacokinetics in both face-to-face and online classes.

Using concept maps in a modified team-based learning exercise.

PubMed

Knollmann-Ritschel, Barbara E C; Durning, Steven J

2015-04-01

Medical school education has traditionally been driven by single discipline teaching and assessment. Newer medical school curricula often implement an organ-based approach that fosters integration of basic science and clinical disciplines. Concept maps are widely used in education. Through diagrammatic depiction of a variety of concepts and their specific connections with other ideas, concept maps provide a unique perspective into learning and performance that can complement other assessment methods commonly used in medical schools. In this innovation, we describe using concepts maps as a vehicle for a modified a classic Team-Based Learning (TBL) exercise. Modifications to traditional TBL in our innovation included replacing an individual assessment using multiple-choice questions with concept maps as well as combining the group assessment and application exercise whereby teams created concept maps. These modifications were made to further assess understanding of content across the Fundamentals module (the introductory module of the preclerkship curriculum). While preliminary, student performance and feedback from faculty and students support the use of concept maps in TBL. Our findings suggest concept maps can provide a unique means of determining assessment of learning and generating feedback to students. Concept maps can also demonstrate knowledge acquisition, organization of prior and new knowledge, and synthesis of that knowledge across disciplines in a unique way providing an additional means of assessment in addition to traditional multiple-choice questions. Reprint & Copyright © 2015 Association of Military Surgeons of the U.S.

Free Open Access Medical Education (FOAM) Resources in a Team-Based Learning Educational Series.

PubMed

Fallon, Timothy; Strout, Tania D

2018-01-01

Although Free Open Access Medical Education (FOAM) has become popular within emergency medicine, concerns exist regarding its role in resident education. We sought to develop an educational intervention whereby residents could review FOAM resources while maintaining faculty oversight. We created a novel curriculum pairing FOAM from the Academic Life in Emergence Medicine (ALiEM) Approved Instructional Resources (Air) series with a team-based learning (TBL) format. Residents have an opportunity to engage with FOAM in a structured setting with faculty input on possible practice changes. This series has been well-received by residents and appears to have increased engagement with core content material. Qualitative feedback from residents on this series has been positive and we believe this is the first described use of TBL in emergency medicine.

Effects of Team-Based Learning on the Core Competencies of Nursing Students: A Quasi-Experimental Study.

PubMed

Lee, Kyung Eun

2018-04-01

An important goal of nursing education is helping students achieve core competencies efficiently. One proposed way of improving nursing education is team-based learning (TBL). The aim of this study was to assess the comparative effectiveness of TBL and lecture-style classes in terms of teaching core competencies in nursing education, which include clinical competence skills, problem-solving ability, communication competencies, critical thinking ability, and self-leadership. This quasi-experimental study enrolled 183 students as participants, with 95 and 88 in the experimental and control groups, respectively. These two groups attended 6 hours (2 hours weekly for 3 weeks) of TBL and lecture-style classes, respectively. Differences in core competencies between the two groups were compared before and after the intervention. The experimental group achieved significantly higher scores for clinical competence skills, communication competence, critical thinking ability, and self-leadership at posttest than at pretest, whereas the control group achieved significantly higher scores for clinical competence skills and critical thinking ability at posttest than at pretest. After the intervention, the experimental group had significantly better clinical competence skills, communication competence, and self-leadership than the control group. TBL is an effective approach method to teaching core competencies in nursing education.

Examining the Effectiveness of Team-Based Learning (TBL) in Different Classroom Settings

ERIC Educational Resources Information Center

Yuretich, Richard F.; Kanner, Lisa C.

2015-01-01

The problem of effective learning in college classrooms, especially in a large lecture setting, has been a topic of discussion for a considerable span of time. Most efforts to improve learning incorporate various forms of student-active learning, such as in-class investigations or problems, group discussions, collaborative examinations and…

Students’ Attitudes, Academic Performance and Preferences for Content Delivery in a Very Large Self-Care Course Redesign

PubMed Central

Mistry, Amee; Schnee, David; Tataronis, Gary; Taglieri, Catherine; Zaiken, Kathy; Patel, Dhiren; Nigro, Stefanie; Jacobson, Susan; Goldman, Jennifer

2016-01-01

Objective. To evaluate students’ performance/attitudes toward a flipped team-based learning (TBL) format in a “very large” self-care course based on student content delivery preference. Design. Third-year students enrolled in the course were surveyed regarding elements of redesign and homework completion. Additionally, their performance and incoming grade point average were evaluated. Assessment. A survey was completed by 286 of 305 students. Nineteen percent of respondents preferred traditional content delivery, whereas 30% preferred flipped TBL, 48% preferred a mixed format, and 3% had no preference. The grades achieved in the course were: A (49%), B (48%), C (3%) and D (0%). The majority completed “all” or “most” of the homework, appreciated attributes of course redesign, felt home preparation and in-class activities engaged them, and reported improved communication/evaluation skills. Content delivery preference significantly affected attitudes. Conclusion. Students positively received a flipped team-based learning classroom format, especially those who preferred flipped TBL or mixed content delivery. A minority with preference for traditional teaching style did not enjoy the new format; however, their academic performance did not differ significantly from those who did. PMID:27293234

A Randomized Controlled Trial of Team-Based Learning Versus Lectures with Break-Out Groups on Knowledge Retention.

PubMed

Thrall, Grace C; Coverdale, John H; Benjamin, Sophiya; Wiggins, Anna; Lane, Christianne Joy; Pato, Michele T

2016-10-01

This goal of this study was to evaluate the efficacy of team-based learning (TBL) on knowledge retention compared to traditional lectures with small break-out group discussion (teaching as usual (TAU)) using a randomized controlled trial. This randomized controlled trial was conducted during a daylong conference for psychiatric educators on attention-deficit hyperactivity disorder and the research literacy topic of efficacy versus effectiveness trials. Learners (n = 115) were randomized with concealed allocation to either TBL or TAU. Knowledge was measured prior to the intervention, immediately afterward, and 2 months later via multiple-choice tests. Participants were necessarily unblinded. Data enterers, data analysts, and investigators were blinded to group assignment in data analysis. Per-protocol analyses of test scores were performed using change in knowledge from baseline. The primary endpoint was test scores at 2 months. At baseline, there were no statistically significant differences between groups in pre-test knowledge. At immediate post-test, both TBL and TAU groups showed improved knowledge scores compared with their baseline scores. The TBL group performed better statistically on the immediate post-test than the TAU group (Cohen's d = 0.73; p < 0.001), although the differences in knowledge scores were not educationally meaningful, averaging just one additional test question correct (out of 15). On the 2-month remote post-test, there were no group differences in knowledge retention among the 42 % of participants who returned the 2-month test. Both TBL and TAU learners acquired new knowledge at the end of the intervention and retained knowledge over 2 months. At the end of the intervention day and after 2 months, knowledge test scores were not meaningfully different between TBL and TAU completers. In conclusion, this study failed to demonstrate the superiority of TBL over TAU on the primary outcome of knowledge retention at 2 months post-intervention.

Evaluation of a Modified Debate Exercise Adapted to the Pedagogy of Team-Based Learning

PubMed Central

Yang, Haoshu; Gupta, Vasudha

2018-01-01

Objective. To assess the impact of a debate exercise on self-reported evidence of student learning in literature evaluation, evidence-based decision making, and oral presentation. Methods. Third-year pharmacy students in a required infectious disease therapeutics course participated in a modified debate exercise that included a reading assignment and readiness assessment tests consistent with team-based learning (TBL) pedagogy. Peer and faculty assessment of student learning was accomplished with a standardized rubric. A pre- and post-debate survey was used to assess self-reported perceptions of abilities to perform skills outlined by the learning objectives. Results. The average individual readiness assessment score was 93.5% and all teams scored 100% on their team readiness assessments. Overall student performance on the debates was also high with an average score of 88.2% prior to extra credit points. Of the 95 students, 88 completed both pre- and post-surveys (93% participation rate). All learning objectives were associated with a statistically significant difference between pre- and post-debate surveys with the majority of students reporting an improvement in self-perceived abilities. Approximately two-thirds of students enjoyed the debates exercise and believed it improved their ability to make and defend clinical decisions. Conclusion. A debate format adapted to the pedagogy of TBL was well-received by students, documented high achievement in assessment of skills, and improved students’ self-reported perceptions of abilities to evaluate the literature, develop evidence-based clinical decisions, and deliver an effective oral presentation.

Student Perceptions of and Confidence in Self-Care Course Concepts Using Team-based Learning.

PubMed

Frame, Tracy R; Gryka, Rebecca; Kiersma, Mary E; Todt, Abby L; Cailor, Stephanie M; Chen, Aleda M H

2016-04-25

Objective. To evaluate changes in student perceptions of and confidence in self-care concepts after completing a team-based learning (TBL) self-care course. Methods. Team-based learning was used at two universities in first professional year, semester-long self-care courses. Two instruments were created and administered before and after the semester. The instruments were designed to assess changes in student perceptions of self-care using the theory of planned behavior (TPB) domains and confidence in learning self-care concepts using Bandura's Social Cognitive Theory. Wilcoxon signed rank tests were used to evaluate pre/post changes, and Mann Whitney U tests were used to evaluate university differences. Results. Fifty-three Cedarville University and 58 Manchester University students completed both instruments (100% and 92% response rates, respectively). Student self-care perceptions with TPB decreased significantly on nine of 13 items for Cedarville and decreased for one of 13 items for Manchester. Student confidence in self-care concepts improved significantly on all questions for both universities. Conclusion. Data indicate TBL self-care courses were effective in improving student confidence about self-care concepts. Establishing students' skill sets prior to entering the profession is beneficial because pharmacists will use self-directed learning to expand their knowledge and adapt to problem-solving situations.

Student Perceptions of and Confidence in Self-Care Course Concepts Using Team-based Learning

PubMed Central

Gryka, Rebecca; Kiersma, Mary E.; Todt, Abby L.; Cailor, Stephanie M.; Chen, Aleda M. H.

2016-01-01

Objective. To evaluate changes in student perceptions of and confidence in self-care concepts after completing a team-based learning (TBL) self-care course. Methods. Team-based learning was used at two universities in first professional year, semester-long self-care courses. Two instruments were created and administered before and after the semester. The instruments were designed to assess changes in student perceptions of self-care using the theory of planned behavior (TPB) domains and confidence in learning self-care concepts using Bandura’s Social Cognitive Theory. Wilcoxon signed rank tests were used to evaluate pre/post changes, and Mann Whitney U tests were used to evaluate university differences. Results. Fifty-three Cedarville University and 58 Manchester University students completed both instruments (100% and 92% response rates, respectively). Student self-care perceptions with TPB decreased significantly on nine of 13 items for Cedarville and decreased for one of 13 items for Manchester. Student confidence in self-care concepts improved significantly on all questions for both universities. Conclusion. Data indicate TBL self-care courses were effective in improving student confidence about self-care concepts. Establishing students’ skill sets prior to entering the profession is beneficial because pharmacists will use self-directed learning to expand their knowledge and adapt to problem-solving situations. PMID:27170817

Verification of learner’s differences by team-based learning in biochemistry classes

PubMed Central

2017-01-01

Purpose We tested the effect of team-based learning (TBL) on medical education through the second-year premedical students’ TBL scores in biochemistry classes over 5 years. Methods We analyzed the results based on test scores before and after the students’ debate. The groups of students for statistical analysis were divided as follows: group 1 comprised the top-ranked students, group 3 comprised the low-ranked students, and group 2 comprised the medium-ranked students. Therefore, group T comprised 382 students (the total number of students in group 1, 2, and 3). To calibrate the difficulty of the test, original scores were converted into standardized scores. We determined the differences of the tests using Student t-test, and the relationship between scores before, and after the TBL using linear regression tests. Results Although there was a decrease in the lowest score, group T and 3 showed a significant increase in both original and standardized scores; there was also an increase in the standardized score of group 3. There was a positive correlation between the pre- and the post-debate scores in group T, and 2. And the beta values of the pre-debate scores and “the changes between the pre- and post-debate scores” were statistically significant in both original and standardized scores. Conclusion TBL is one of the educational methods for helping students improve their grades, particularly those of low-ranked students. PMID:29207457

Team based learning in nursing and midwifery higher education; a systematic review of the evidence for change.

PubMed

Dearnley, Chris; Rhodes, Christine; Roberts, Peter; Williams, Pam; Prenton, Sarah

2018-01-01

The aim of this study is to review the evidence in relation to the experiences and outcomes of students on nursing and/or midwifery higher education programmes, who experience team based learning. To examine the relationship between team based learning and attainment for nursing and midwifery students in professional higher education. To examine the relationship between team based learning and student satisfaction for nurses and midwifery students in higher education. To identify and report examples of good practice in the implementation of team based learning in Nursing and Midwifery higher education. A systematic Review of the literature was undertaken. The population were nurses and midwives studying on higher education pre and post registration professional programmes. The intervention was learning and teaching activities based on a team-based learning approach. Data sources included CINAHL and MEDLINE. ERIC and Index to Theses were also searched. International research papers published in English between 2011 and 2017 that met the inclusion criteria were included in the study. Papers that met the criteria were subjected to quality appraisal and agreement amongst authors for inclusion in the review. A total of sixteen papers were reviewed and four themes emerged for discussion. These were Student Engagement, Student Satisfaction, Attainment and Practice Development and Transformational Teaching and Learning. There is a tentative, though growing body of evidence to support TBL as a strategy that can impact on student engagement, student satisfaction, attainment, practice development and transformative teaching and learning. The literature indicates that implementing TBL within the curriculum is not without challenge and requires a sustained and structured approach. Staff and students need to understand the processes involved, and why they should be adhered to, in the pursuit of enhanced student experiences and outcomes for nurses and midwives in Higher Education. Copyright © 2017 Elsevier Ltd. All rights reserved.

[The informatics: a remarkable tool for teaching general internal medicine].

PubMed

Ombelli, Julien; Pasche, Olivier; Sohrmann, Marc; Monti, Matteo

2015-05-13

INTERMED training implies a three week course, integrated in the "primary care module" for medical students in the first master year at the school of medicine in Lausanne. INTERMED uses an innovative teaching method based on repetitive sequences of e-learning-based individual learning followed by collaborative learning activities in teams, named Team-based learning (TBL). The e-learning takes place in a web-based virtual learning environment using a series of interactive multimedia virtual patients. By using INTERMED students go through a complete medical encounter applying clinical reasoning and choosing the diagnostic and therapeutic approach. INTERMED offers an authentic experience in an engaging and safe environment where errors are allowed and without consequences.

Effective Task Design for the TBL Classroom

ERIC Educational Resources Information Center

Roberson, Bill; Franchini, Billie

2014-01-01

Group and team tasks are the culminating outputs of student learning in team and collaborative learning environments. How they are conceived and designed, therefore, can directly determine the success of the pedagogical strategy. A key design issue for creating effective tasks is how best to focus student knowledge, observation, and analysis…

Can Hybrid Educational Activities of Team and Problem Based Learning Program be Effective for Japanese Medical Students?

PubMed

Iwata, Kentaro; Doi, Asako

2017-11-10

The purpose of this study is to investigate the medical students'perceptions of the Hybrid Educational Activities between team based learning (TBL) and problem based learning (PBL) Program (HEATAPP), a novel educational program that combines characteristics of PBL and TBL. A five-day HEATAPP on infectious diseases was provided to 4th year medical students at Kobe University School of Medicine, Kobe, Japan. After the program, a focus group discussion was held among 6 medical students who participated in HEATAPP. We qualitatively analyzed the recorded data to delineate the effectiveness of, and the perceptions on, HEATAPP. Some students considered HEATAPP being effective as an active learning, and in developing questions. However, some students found active learning difficult to execute, since they were so familiar with passive learning such as lectures and examinations. They also found it difficult to identify important points by reading authentic textbooks on given issues, particularly English textbooks. Even though active learning and group discussion are underscored as important in medicine, some Japanese medical students may be reluctant to shift towards these since they are so used to passive learning since childhood. English language is another barrier to active learning. The introduction of active learning in the earlier stages of education might be an effective solution. Teachers at medical schools in Japan should be mindful of the students'potentially negative attitudes towards active learning, which is claimed to be successful in western countries.

Modified task-based learning program promotes problem-solving capacity among Chinese medical postgraduates: a mixed quantitative survey.

PubMed

Tian, Yanping; Li, Chengren; Wang, Jiali; Cai, Qiyan; Wang, Hanzhi; Chen, Xingshu; Liu, Yunlai; Mei, Feng; Xiao, Lan; Jian, Rui; Li, Hongli

2017-09-07

Despite great advances, China's postgraduate education faces many problems, for example traditional lecture-based learning (LBL) method provides fewer oppotunities to apply knowledge in a working situation. Task-based learning (TBL) is an efficient strategy for increasing the connections among skills, knowledge and competences. This study aimed to evaluate the effect of a modified TBL model on problem-solving abilities among postgraduate medical students in China. We allocated 228 first-year postgraduate students at Third Military Medical University into two groups: the TBL group and LBL group. The TBL group was taught using a TBL program for immunohistochemistry. The curriculum consisted of five phases: task design, self-learning, experimental operations, discussion and summary. The LBL group was taught using traditional LBL. After the course, learning performance was assessed using theoretical and practical tests. The students' preferences and satisfaction of TBL and LBL were also evaluated using questionnaires. There were notable differences in the mean score rates in the practical test (P < 0.05): the number of high scores (>80) in the TBL group was higher than that in the LBL group. We observed no substantial differences in the theoretical test between the two groups (P > 0.05). The questionnaire results indicated that the TBL students were satisfied with teaching content, teaching methods and experiment content. The TBL program was also beneficial for the postgraduates in completing their research projects. Furthermore, the TBL students reported positive effects in terms of innovative thinking, collaboration, and communication. TBL is a powerful educational strategy for postgraduate education in China. Our modified TBL imparted basic knowledge to the students and also engaged them more effectively in applying knowledge to solve real-world issues. In conclusion, our TBL established a good foundation for the students' future in both medical research and clinical work.

Task-Based Language Learning: Old Approach, New Style. A New Lesson to Learn (Aprendizaje basado en tareas: un antiguo enfoque, un nuevo estilo. Una nueva lección para aprender)

ERIC Educational Resources Information Center

Rodríguez-Bonces, Mónica; Rodríguez-Bonces, Jeisson

2010-01-01

This paper provides an overview of Task-Based Language Learning (TBL) and its use in the teaching and learning of foreign languages. It begins by defining the concept of TBL, followed by a presentation of its framework and implications, and finally, a lesson plan based on TBL. The article presents an additional stage to be considered when planning…

Qualitative Analysis of Animation versus Reading for Pre-Class Preparation in a "Flipped" Classroom

ERIC Educational Resources Information Center

Persky, Adam M.

2015-01-01

The "flipped" classroom model, including such approaches as team-based learning (TBL), stresses pre-class preparation. For three years in a pharmacokinetics course within a pharmacy curriculum, students had the choice of using reading material or a fully animated module to prepare for class. Qualitative methods were used to analyze…

A Global Health Elective Course in a PharmD Curriculum

PubMed Central

Dutta, Arjun; Kovera, Craig

2014-01-01

Objective. To describe the design, development, and the first 4 implementations of a Global Health elective course intended to prepare pharmacy students pursue global health careers and to evaluate student perceptions of the instructional techniques used and of skills developed during the course. Design. Following the blended curriculum model used at Touro College of Pharmacy, the Global Health course combined team-based learning (TBL) sessions in class, out-of-class team projects, and online self-directed learning with classroom teaching and discussion sessions. Assessment. Student performance was assessed with TBL sessions, team projects, and class presentations, online quizzes, and final examinations. A precourse and postcourse survey showed improvement in global health knowledge and attitudes, and in the perception of pharmacists’ role and career opportunities in global health. Significant improvement in skills applicable to global health work was reported and students rated highly the instructional techniques, value, and relevance of the course. Conclusion. The Global Health elective course is on track to achieve its intended goal of equipping pharmacy students with the requisite knowledge and applicable skills to pursue global health careers and opportunities. After taking this course, students have gone on to pursue global field experiences. PMID:25657374

Flipping my environmental geochemistry classroom using Team-Based Learning

NASA Astrophysics Data System (ADS)

Griffith, E. M.

2016-02-01

Recent studies indicate that active learning disproportionately benefits STEM students from disadvantaged backgrounds and women in male-dominated fields (Lorenzo et al., 2006; Haak et al., 2011). Freeman et al. (2014) went so far as to suggest that increasing the number of STEM graduates could be done, at least in part, by "abandoning traditional lecturing in favor of active learning". Motivated in part by these previous studies and working at a Hispanic-Serving Institution, I decided to flip my environmental geochemistry course, using Team-Based Learning (TBL) - an instructional strategy for using active learning in small groups (Michaelsen et al., 1982). The course is taught over a 3 hour long class period (once a week) with a mix of upper division undergraduate and graduate students from environmental science, geology, engineering, chemistry, and biological sciences. One of the major learning outcomes of my course is that students "will be able to explain and discuss environmental geochemical data and its significance with their peers." This is practiced each class period throughout the course using TBL, where both undergraduate and graduate students learn from each other and uncover misconceptions. It is essentially one version of a flipped classroom where the students' experience changes from acquiring course content in the classroom to applying course content in the classroom in teams. I will share an overview of the teaching and learning strategy and my experience as well as examples of activities done in the classroom. Cited references: Freeman et al. (2014) PNAS 111: 8410-8415; Haak et al. (2011) Science 332: 1213-1216; Lorenzo et al. (2006) Am J Phys 74: 118-122; Michaelsen et al. (1982) Organ Behav Teaching 7: 13-22.

Team-based learning on a third-year pediatric clerkship improves NBME subject exam blood disorder scores.

PubMed

Saudek, Kris; Treat, Robert

2015-01-01

Purpose At our institution, speculation amongst medical students and faculty exists as to whether team-based learning (TBL) can improve scores on high-stakes examinations over traditional didactic lectures. Faculty with experience using TBL developed and piloted a required TBL blood disorders (BD) module for third-year medical students on their pediatric clerkship. The purpose of this study is to analyze the BD scores from the NBME subject exams before and after the introduction of the module. Methods We analyzed institutional and national item difficulties for BD items from the NBME pediatrics content area item analysis reports from 2011 to 2014 before (pre) and after (post) the pilot (October 2012). Total scores of 590 NBME subject examination students from examinee performance profiles were analyzed pre/post. t-Tests and Cohen's d effect sizes were used to analyze item difficulties for institutional versus national scores and pre/post comparisons of item difficulties and total scores. Results BD scores for our institution were 0.65 (±0.19) compared to 0.62 (±0.15) nationally (P=0.346; Cohen's d=0.15). The average of post-consecutive BD scores for our students was 0.70(±0.21) compared to examinees nationally [0.64 (±0.15)] with a significant mean difference (P=0.031; Cohen's d=0.43). The difference in our institutions pre [0.65 (±0.19)] and post [0.70 (±0.21)] BD scores trended higher (P=0.391; Cohen's d=0.27). Institutional BD scores were higher than national BD scores for both pre and post, with an effect size that tripled from pre to post scores. Institutional BD scores increased after the use of the TBL module, while overall exam scores remained steadily above national norms. Conclusions Institutional BD scores were higher than national BD scores for both pre and post, with an effect size that tripled from pre to post scores. Institutional BD scores increased after the use of the TBL module, while overall exam scores remained steadily above national norms.

Interactive and collaborative learning in the classroom at the medical school Automated response systems and team-based learning.

PubMed

Nasr, Rihab; Antoun, Jumana; Sabra, Ramzi; Zgheib, Nathalie K

2016-01-01

There has been a pedagogic shift in higher education from the traditional teacher centered to the student centered approach in teaching, necessitating a change in the role of the teacher from a supplier of information to passive receptive students into a more facilitative role. Active learning activities are based on various learning theories such as self-directed learning, cooperative learning and adult learning. There exist many instructional activities that enhance active and collaborative learning. The aim of this manuscript is to describe two methods of interactive and collaborative learning in the classroom, automated response systems (ARS) and team-based learning (TBL), and to list some of their applications and advantages. The success of these innovative teaching and learning methods at a large scale depends on few elements, probably the most important of which is the support of the higher administration and leadership in addition to the availability of “champions” who are committed to lead the change.

An Innovative Teaching Method To Promote Active Learning: Team-Based Learning

NASA Astrophysics Data System (ADS)

Balasubramanian, R.

2007-12-01

Traditional teaching practice based on the textbook-whiteboard- lecture-homework-test paradigm is not very effective in helping students with diverse academic backgrounds achieve higher-order critical thinking skills such as analysis, synthesis, and evaluation. Consequently, there is a critical need for developing a new pedagogical approach to create a collaborative and interactive learning environment in which students with complementary academic backgrounds and learning skills can work together to enhance their learning outcomes. In this presentation, I will discuss an innovative teaching method ('Team-Based Learning (TBL)") which I recently developed at National University of Singapore to promote active learning among students in the environmental engineering program with learning abilities. I implemented this new educational activity in a graduate course. Student feedback indicates that this pedagogical approach is appealing to most students, and promotes active & interactive learning in class. Data will be presented to show that the innovative teaching method has contributed to improved student learning and achievement.

Applications of Task-Based Learning in TESOL

ERIC Educational Resources Information Center

Shehadeh, Ali, Ed.; Coombe, Christine, Ed.

2010-01-01

Why are many teachers around the world moving toward task-based learning (TBL)? This shift is based on the strong belief that TBL facilitates second language acquisition and makes second language learning and teaching more principled and effective. Based on insights gained from using tasks as research tools, this volume shows how teachers can use…

Presentation-Practice-Production and Task-Based Learning in the Light of Second Language Learning Theories.

ERIC Educational Resources Information Center

Ritchie, Graeme

2003-01-01

Features of presentation-practice-production (PPP) and task-based learning (TBL) models for language teaching are discussed with reference to language learning theories. Pre-selection of target structures, use of controlled repetition, and explicit grammar instruction in a PPP lesson are given. Suggests TBL approaches afford greater learning…

The effect of flipped teaching combined with modified team-based learning on student performance in physiology.

PubMed

Gopalan, Chaya; Klann, Megan C

2017-09-01

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture. Copyright © 2017 the American Physiological Society.

Task-based learning versus problem-oriented lecture in neurology continuing medical education.

PubMed

Vakani, Farhan; Jafri, Wasim; Ahmad, Amina; Sonawalla, Aziz; Sheerani, Mughis

2014-01-01

To determine whether general practitioners learned better with task-based learning or problem-oriented lecture in a Continuing Medical Education (CME) set-up. Quasi-experimental study. The Aga Khan University, Karachi campus, from April to June 2012. Fifty-nine physicians were given a choice to opt for either Task-based Learning (TBL) or Problem Oriented Lecture (PBL) in a continuing medical education set-up about headaches. The TBL group had 30 participants divided into 10 small groups, and were assigned case-based tasks. The lecture group had 29 participants. Both groups were given a pre and a post-test. Pre/post assessment was done using one-best MCQs. The reliability coefficient of scores for both the groups was estimated through Cronbach's alpha. An item analysis for difficulty and discriminatory indices was calculated for both the groups. Paired t-test was used to determine the difference between pre- and post-test scores of both groups. Independent t-test was used to compare the impact of the two teaching methods in terms of learning through scores produced by MCQ test. Cronbach's alpha was 0.672 for the lecture group and 0.881 for TBL group. Item analysis for difficulty (p) and discriminatory indexes (d) was obtained for both groups. The results for the lecture group showed pre-test (p) = 42% vs. post-test (p) = 43%; pre- test (d) = 0.60 vs. post-test (d) = 0.40. The TBL group showed pre -test (p) = 48% vs. post-test (p) = 70%; pre-test (d) = 0.69 vs. post-test (d) = 0.73. Lecture group pre-/post-test mean scores were (8.52 ± 2.95 vs. 12.41 ± 2.65; p < 0.001), where TBL group showed (9.70 ± 3.65 vs. 14 ± 3.99; p < 0.001). Independent t-test exhibited an insignificant difference at baseline (lecture 8.52 ± 2.95 vs. TBL 9.70 ± 3.65; p = 0.177). The post-scores were not statistically different lecture 12.41 ± 2.65 vs. TBL 14 ± 3.99; p = 0.07). Both delivery methods were found to be equally effective, showing statistically insignificant differences. However, TBL groups' post-test higher mean scores and radical increase in the post-test difficulty index demonstrated improved learning through TBL delivery and calls for further exploration of longitudinal studies in the context of CME.

Positive versus Negative Communication Strategies in Task-Based Learning

ERIC Educational Resources Information Center

Rohani, Siti

2013-01-01

This study aimed at describing how the implementation of Task-Based Learning (TBL) would shape or change students' use of oral communication strategies. Students' problems and strategies to solve the problems during the implementation of TBL were also explored. The study was a mixed method, employing both quantitative and qualitative analysis…

37: COMPARISON OF TWO METHODS: TBL-BASED AND LECTURE-BASED LEARNING IN NURSING CARE OF PATIENTS WITH DIABETES IN NURSING STUDENTS

PubMed Central

Khodaveisi, Masoud; Qaderian, Khosro; Oshvandi, Khodayar; Soltanian, Ali Reza; Vardanjani, Mehdi molavi

2017-01-01

Background and aims learning plays an important role in developing nursing skills and right care-taking. The Present study aims to evaluate two learning methods based on team –based learning and lecture-based learning in learning care-taking of patients with diabetes in nursing students. Method In this quasi-experimental study, 64 students in term 4 in nursing college of Bukan and Miandoab were included in the study based on knowledge and performance questionnaire including 15 questions based on knowledge and 5 questions based on performance on care-taking in patients with diabetes were used as data collection tool whose reliability was confirmed by cronbach alpha (r=0.83) by the researcher. To compare the mean score of knowledge and performance in each group in pre-test step and post-test step, pair –t test and to compare mean of scores in two groups of control and intervention, the independent t- test was used. Results There was not significant statistical difference between two groups in pre terms of knowledge and performance score (p=0.784). There was significant difference between the mean of knowledge scores and diabetes performance in the post-test in the team-based learning group and lecture-based learning group (p=0.001). There was significant difference between the mean score of knowledge of diabetes care in pre-test and post-test in base learning groups (p=0.001). Conclusion In both methods team-based and lecture-based learning approaches resulted in improvement in learning in students, but the rate of learning in the team-based learning approach is greater compared to that of lecture-based learning and it is recommended that this method be used as a higher education method in the education of students.

Simulating the multi-disciplinary care team approach: Enhancing student understanding of anatomy through an ultrasound-anchored interprofessional session.

PubMed

Luetmer, Marianne T; Cloud, Beth A; Youdas, James W; Pawlina, Wojciech; Lachman, Nirusha

2018-01-01

Quality of healthcare delivery is dependent on collaboration between professional disciplines. Integrating opportunities for interprofessional learning in health science education programs prepares future clinicians to function as effective members of a multi-disciplinary care team. This study aimed to create a modified team-based learning (TBL) environment utilizing ultrasound technology during an interprofessional learning activity to enhance musculoskeletal anatomy knowledge of first year medical (MD) and physical therapy (PT) students. An ultrasound demonstration of structures of the upper limb was incorporated into the gross anatomy courses for first-year MD (n = 53) and PT (n = 28) students. Immediately before the learning experience, all students took an individual readiness assurance test (iRAT) based on clinical concepts regarding the assigned study material. Students observed while a physical medicine and rehabilitation physician demonstrated the use of ultrasound as a diagnostic and procedural tool for the shoulder and elbow. Following the demonstration, students worked within interprofessional teams (n = 14 teams, 5-6 students per team) to review the related anatomy on dissected specimens. At the end of the session, students worked within interprofessional teams to complete a collaborative clinical case-based multiple choice post-test. Team scores were compared to the mean individual score within each team with the Wilcoxon signed-rank test. Students scored higher on the collaborative post-test (95.2 ±10.2%) than on the iRAT (66.1 ± 13.9% for MD students and 76.2 ±14.2% for PT students, P < 0.0001). Results suggest that this interprofessional team activity facilitated an improved understanding and clinical application of anatomy. Anat Sci Educ 11: 94-99. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

[Flipped classroom as a strategy to enhance active learning].

PubMed

Wakabayashi, Noriyuki

2015-03-01

This paper reviews the introduction of a flipped class for fourth grade dentistry students, and analyzes the characteristics of the learning method. In fiscal 2013 and 2014, a series of ten three-hour units for removable partial prosthodontics were completed with the flipped class method; a lecture video of approximately 60 minutes was made by the teacher (author) and uploaded to the university's e-learning website one week before each class. Students were instructed to prepare for the class by watching the streaming video on their PC, tablet, or smartphone. In the flipped class, students were not given a lecture, but were asked to solve short questions displayed on screen, to make a short presentation about a part of the video lecture, and to discuss a critical question related to the main subject of the day. An additional team-based learning (TBL) session with individual and group answers was implemented. The average individual scores were considerably higher in the last two years, when the flipped method was implemented, than in the three previous years when conventional lectures were used. The following learning concepts were discussed: the role of the flipped method as an active learning strategy, the efficacy of lecture videos and short questions, students' participation in the class discussion, present-day value of the method, cooperation with TBL, the significance of active learning in relation with the students' learning ability, and the potential increase in the preparation time and workload for students.

A Tentative Study on the Task-Based Teaching of Writing to English Majors in Chinese Settings

ERIC Educational Resources Information Center

Zhaochun, Sun

2015-01-01

Under task-based learning (TBL) framework, language learners engage in purposeful, problem-oriented, and outcome-driven tasks that are comparable to traditional teaching methods which focus only on the correctness of grammar. In this study, the author employs Jane Willis' TBL framework and examines its effects on the improvement of EFL learners'…

75 FR 13305 - Comment Request for Information Collection for Evaluation of the Technology-Based Learning Grants...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-19

... Collection for Evaluation of the Technology-Based Learning Grants: New Collection AGENCY: Employment and... Technology- Based Learning Grants Evaluation. A copy of the proposed information collection request (ICR) can... INFORMATION: I. Background The Evaluation of the Technology-Based Learning (TBL) Grants is a two-year...

Influence of Reading Material Characteristics on Study Time for Pre-Class Quizzes in a Flipped Classroom

PubMed Central

Hogg, Abigail

2017-01-01

Objective. To examine how instructor-developed reading material relates to pre-class time spent preparing for the readiness assurance process (RAP) in a team-based learning (TBL) course. Methods. Students within pharmacokinetics and physiology were asked to self-report the amount of time spent studying for the RAP. Correlation analysis and multilevel linear regression techniques were used to identify factors within the pre-class reading material that contribute to self-reported study time. Results. On average students spent 3.2 hours preparing for a section of material in the TBL format. The ratio of predicted reading time, based on reading speed and word count, and self-reported study time was greater than 1:3. Self-reported study time was positively correlated with word count, number of tables and figures, and overall page length. For predictors of self-reported study time, topic difficulty and number of figures were negative predictors whereas word count and number of self-assessments were positive predictors. Conclusion. Factors related to reading material are moderate predictors of self-reported student study time for an accountability assessment. A more significant finding is student self-reported study time is much greater than the time predicted by simple word count. PMID:28970604

Influence of Reading Material Characteristics on Study Time for Pre-Class Quizzes in a Flipped Classroom.

PubMed

Persky, Adam M; Hogg, Abigail

2017-08-01

Objective. To examine how instructor-developed reading material relates to pre-class time spent preparing for the readiness assurance process (RAP) in a team-based learning (TBL) course. Methods. Students within pharmacokinetics and physiology were asked to self-report the amount of time spent studying for the RAP. Correlation analysis and multilevel linear regression techniques were used to identify factors within the pre-class reading material that contribute to self-reported study time. Results. On average students spent 3.2 hours preparing for a section of material in the TBL format. The ratio of predicted reading time, based on reading speed and word count, and self-reported study time was greater than 1:3. Self-reported study time was positively correlated with word count, number of tables and figures, and overall page length. For predictors of self-reported study time, topic difficulty and number of figures were negative predictors whereas word count and number of self-assessments were positive predictors. Conclusion. Factors related to reading material are moderate predictors of self-reported student study time for an accountability assessment. A more significant finding is student self-reported study time is much greater than the time predicted by simple word count.

The Importance of Organizational Learning for Organizational Sustainability

ERIC Educational Resources Information Center

Smith, Peter A. C.

2012-01-01

Purpose: This Special Issue is intended to heighten awareness of the importance of organizational learning in addressing the demands of organizational sustainability, and in particular triple bottom line (TBL) sustainability. A definition of TBL sustainability is provided, together with an exploration of the practical issues relevant to adopting…

Research Trends in Technology-Based Learning from 2000 to 2009: A Content Analysis of Publications in Selected Journals

ERIC Educational Resources Information Center

Hsu, Yu-Chen; Ho, Hsin Ning Jessie; Tsai, Chin-Chung; Hwang, Gwo-Jen; Chu, Hui-Chun; Wang, Chin-Yeh; Chen, Nian-Shing

2012-01-01

This paper provides a content analysis of studies in technology-based learning (TBL) that were published in five Social Sciences Citation Index (SSCI) journals (i.e. "the British Journal of Educational Technology, Computers & Education, Educational Technology Research & Development, Educational Technology & Society, the Journal of Computer…

Integrating English for Specific Purposes Courseware into Task-Based Learning in a Context of Preparing for International Trade Fairs

ERIC Educational Resources Information Center

Tsai, Shu-Chiao

2013-01-01

This study reports on integrating courseware for participating in international trade fairs into English for specific purposes (ESP) instruction at a technical university in Taiwan. An Information and Communication Technology (ICT) approach combining courseware integration with Task Based Learning (TBL), was adopted. Evaluation of implementing…

Effects of Tasks on Spoken Interaction and Motivation in English Language Learners

ERIC Educational Resources Information Center

Carrero Pérez, Nubia Patricia

2016-01-01

Task based learning (TBL) or Task based learning and teaching (TBLT) is a communicative approach widely applied in settings where English has been taught as a foreign language (EFL). It has been documented as greatly useful to improve learners' communication skills. This research intended to find the effect of tasks on students' spoken interaction…

Teachers' Roles in Designing Meaningful Tasks for Mediating Language Learning through the Use of ICT: A Reflection on Authentic Learning for Young ELLs

ERIC Educational Resources Information Center

Roessingh, Hetty

2014-01-01

Task based learning (TBL) continues to evolve as information and communication technology (ICT) inspired tools and teaching approaches afford the possibilities of transforming students' learning experiences by heightening their motivation and sense of autonomy, and in turn, their vocabulary development. To capture this synergy, teachers will need…

Innovative curriculum: Integrating the bio-behavioral and social science principles across the LifeStages in basic science years.

PubMed

Lele Mookerjee, Anuradha; Fischer, Bradford D; Cavanaugh, Susan; Rajput, Vijay

2018-05-20

Behavioral and social science integration in clinical practice improves health outcomes across the life stages. The medical school curriculum requires an integration of the behavioral and social science principles in early medical education. We developed and delivered a four-week course entitled "LifeStages" to the first year medical students. The learning objectives of the bio-behavioral and social science principles along with the cultural, economic, political, and ethical parameters were integrated across the lifespan in the curriculum matrix. We focused on the following major domains: Growth and Brain Development; Sexuality, Hormones and Gender; Sleep; Cognitive and Emotional Development; Mobility, Exercise, Injury and Safety; Nutrition, Diet and Lifestyle; Stress and coping skills, Domestic Violence; Substance Use Disorders; Pain, Illness and Suffering; End of Life, Ethics and Death along with Intergenerational issues and Family Dynamics. Collaboration from the clinical and biomedical science departments led to the dynamic delivery of the course learning objectives and content. The faculty developed and led a scholarly discussion, using the case of a multi-racial, multi-generational family during Active Learning Group (ALG) sessions. The assessment in the LifeStages course involved multiple assessment tools: including the holistic assessment by the faculty facilitator inside ALGs, a Team-Based Learning (TBL) exercise, multiple choice questions and Team Work Assessment during which the students had to create a clinical case on a LifeStages domain along with the facilitators guide and learning objectives.

Edutainment's Impact on Health Promotion: Viewing The Biggest Loser Through the Social Cognitive Theory.

PubMed

Mocarski, Richard; Bissell, Kimberly

2016-01-01

Through a critical rhetorical analysis using Bandura's social cognitive theory as a lens to view The Biggest Loser (TBL), this article illustrates the contradictions between the show's health promotional aims and its entertainment aims, which show the problems the show creates for health promotion practitioners working on obesity. The social cognitive theory constructs of observational learning, psychological determinants, and environmental determinants emerged from this reading of TBL as central to how the show masquerades as a health promotion tool. This reading reveals that TBL promotes a neoliberal construction of health and obesity that challenges the worldview that many health promotion campaigns take and, therefore, complicates our own efforts to combat obesity. With this revealed, it is suggested that TBL be incorporated into health promotion campaigns only as a foil. © 2015 Society for Public Health Education.

Mutations of Arabidopsis TBL32 and TBL33 affect xylan acetylation and secondary wall deposition

DOE Office of Scientific and Technical Information (OSTI.GOV)

Yuan, Youxi; Teng, Quincy; Zhong, Ruiqin

Xylan is a major acetylated polymer in plant lignocellulosic biomass and it can be monoand di-acetylated at O-2 and O-3 as well as mono-acetylated at O-3 of xylosyl residues that is substituted with glucuronic acid (GlcA) at O-2. Based on the finding that ESK1, an Arabidopsis thaliana DUF231 protein, specifically mediates xylan 2-O- and 3-O-monoacetylation, we previously proposed that different acetyltransferase activities are required for regiospecific acetyl substitutions of xylan. Here, we demonstrate the functional roles of TBL32 and TBL33, two ESK1 close homologs, in acetyl substitutions of xylan. Simultaneous mutations of TBL32 and TBL33 resulted in a significant reductionmore » in xylan acetyl content and endoxylanase digestion of the mutant xylan released GlcA-substituted xylooligomers without acetyl groups. Structural analysis of xylan revealed that the tbl32 tbl33 mutant had a nearly complete loss of 3-O-acetylated, 2-O-GlcA-substituted xylosyl residues. A reduction in 3-Omonoacetylated and 2,3-di-O-acetylated xylosyl residues was also observed. Simultaneous mutations of TBL32, TBL33 and ESK1 resulted in a severe reduction in xylan acetyl level down to 15% of that of the wild type, and concomitantly, severely collapsed vessels and stunted plant growth. In particular, the S2 layer of secondary walls in xylem vessels of tbl33 esk1 and tbl32 tbl33 esk1 exhibited an altered structure, indicating abnormal assembly of secondary wall polymers. Furthermore, these results demonstrate that TBL32 and TBL33 play an important role in xylan acetylation and normal deposition of secondary walls.« less

Mutations of Arabidopsis TBL32 and TBL33 affect xylan acetylation and secondary wall deposition

DOE PAGES

Yuan, Youxi; Teng, Quincy; Zhong, Ruiqin; ...

2016-01-08

Xylan is a major acetylated polymer in plant lignocellulosic biomass and it can be monoand di-acetylated at O-2 and O-3 as well as mono-acetylated at O-3 of xylosyl residues that is substituted with glucuronic acid (GlcA) at O-2. Based on the finding that ESK1, an Arabidopsis thaliana DUF231 protein, specifically mediates xylan 2-O- and 3-O-monoacetylation, we previously proposed that different acetyltransferase activities are required for regiospecific acetyl substitutions of xylan. Here, we demonstrate the functional roles of TBL32 and TBL33, two ESK1 close homologs, in acetyl substitutions of xylan. Simultaneous mutations of TBL32 and TBL33 resulted in a significant reductionmore » in xylan acetyl content and endoxylanase digestion of the mutant xylan released GlcA-substituted xylooligomers without acetyl groups. Structural analysis of xylan revealed that the tbl32 tbl33 mutant had a nearly complete loss of 3-O-acetylated, 2-O-GlcA-substituted xylosyl residues. A reduction in 3-Omonoacetylated and 2,3-di-O-acetylated xylosyl residues was also observed. Simultaneous mutations of TBL32, TBL33 and ESK1 resulted in a severe reduction in xylan acetyl level down to 15% of that of the wild type, and concomitantly, severely collapsed vessels and stunted plant growth. In particular, the S2 layer of secondary walls in xylem vessels of tbl33 esk1 and tbl32 tbl33 esk1 exhibited an altered structure, indicating abnormal assembly of secondary wall polymers. Furthermore, these results demonstrate that TBL32 and TBL33 play an important role in xylan acetylation and normal deposition of secondary walls.« less

The current medical education system in the world.

PubMed

Nara, Nobuo; Suzuki, Toshiya; Tohda, Shuji

2011-07-04

To contribute to the innovation of the medical education system in Japan, we visited 35 medical schools and 5 institutes in 12 countries of North America, Europe, Australia and Asia in 2008-2010 and observed the education system. We met the deans, medical education committee and administration affairs and discussed about the desirable education system. We also observed the facilities of medical schools.Medical education system shows marked diversity in the world. There are three types of education course; non-graduate-entry program(non-GEP), graduate-entry program(GEP) and mixed program of non-GEP and GEP. Even in the same country, several types of medical schools coexist. Although the education methods are also various among medical schools, most of the medical schools have introduced tutorial system based on PBL or TBL and simulation-based learning to create excellent medical physicians. The medical education system is variable among countries depending on the social environment. Although the change in education program may not be necessary in Japan, we have to innovate education methods; clinical training by clinical clerkship must be made more developed to foster the training of the excellent clinical physicians, and tutorial education by PBL or TBL and simulation-based learning should be introduced more actively.

Basic echocardiography for undergraduate students: a comparison of different peer-teaching approaches.

PubMed

Gradl-Dietsch, G; Menon, A K; Gürsel, A; Götzenich, A; Hatam, N; Aljalloud, A; Schrading, S; Hölzl, F; Knobe, M

2018-02-01

The aim of this study was to assess the impact of different teaching interventions in a peer-teaching environment on basic echocardiography skills and to examine the influence of gender on learning outcomes. We randomly assigned 79 s year medical students (55 women, 24 men) to one of four groups: peer teaching (PT), peer teaching using Peyton's four-step approach (PPT), team based learning (TBL) and video-based learning (VBL). All groups received theoretical and practical hands-on training according to the different approaches. Using a pre-post-design we assessed differences in theoretical knowledge [multiple choice (MC) exam], practical skills (Objective Structured Practical Examination, OSPE) and evaluation results with respect to gender. There was a significant gain in theoretical knowledge for all students. There were no relevant differences between the four groups regarding the MC exam and OSPE results. The majority of students achieved good or very good results. Acceptance of the peer-teaching concept was moderate and all students preferred medical experts to peer tutors even though the overall rating of the instructors was fairly good. Students in the Video group would have preferred a different training method. There was no significant effect of gender on evaluation results. Using different peer-teaching concepts proved to be effective in teaching basic echocardiography. Gender does not seem to have an impact on effectiveness of the instructional approach. Qualitative analysis revealed limited acceptance of peer teaching and especially of video-based instruction.

An eight-year study of online lecture use in a medical gross anatomy and embryology course.

PubMed

Nieder, Gary L; Borges, Nicole J

2012-01-01

Online lectures have been used in lieu of live lectures in our gross anatomy and embryology course for the past eight years. We examined patterns of online lecture use by our students and related that use to academic entry measures, gender and examination performance. Detailed access records identified by student were available from server logs. Total views per page of lecture material increased over the first six years, then decreased markedly between years seven and eight, possibly due to the recent availability of alternate forms of lecture audio. Lecture use peaked in midafternoon and again in the evening, although some use was seen at all hours. Usage was highest at midweek and lowest on Fridays as might be expected. Individual student's use varied widely from rates equivalent to less than one viewing/page to more than three viewings per page. Overall use by male students was greater than that of females and gender-specific differences in the daily pattern were seen. Lecture use was correlated to the Medical College Admission Test(®) (MCAT(®)) Verbal Reasoning and Physical Sciences scores but not to composite MCAT scores or undergraduate grade point average. Overall use appeared to be driven by scheduled team-based learning (TBL) sessions and major examinations. Specific subsets of lecture material were most often viewed before related TBL sessions and again during review for examinations. A small but significant correlation between lecture use and examination and course performance was seen, specifically in the male student population. These findings, along with earlier observations, suggest that varied use of online lectures is attributable to multiple factors. Copyright © 2012 American Association of Anatomists.

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship.

PubMed

Tang, Fen; Chen, Chuan; Zhu, Yi; Zuo, Chengguo; Zhong, Yimin; Wang, Nan; Zhou, Lijun; Zou, Yuxian; Liang, Dan

2017-01-01

In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students' perspectives on the teaching approach they experienced and to evaluate students' self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications are required before it can be widely accepted and implemented. Abbreviations FG: Flipped classroom group; TG: Traditional lecture-based classroom group; TBL: Team-based learning; PBL: Problem-based learning; ZOC: Zhongshan Ophthalmic Center.

Comparing team-based and mixed active-learning methods in an ambulatory care elective course.

PubMed

Zingone, Michelle M; Franks, Andrea S; Guirguis, Alexander B; George, Christa M; Howard-Thompson, Amanda; Heidel, Robert E

2010-11-10

To assess students' performance and perceptions of team-based and mixed active-learning methods in 2 ambulatory care elective courses, and to describe faculty members' perceptions of team-based learning. Using the 2 teaching methods, students' grades were compared. Students' perceptions were assessed through 2 anonymous course evaluation instruments. Faculty members who taught courses using the team-based learning method were surveyed regarding their impressions of team-based learning. The ambulatory care course was offered to 64 students using team-based learning (n = 37) and mixed active learning (n = 27) formats. The mean quality points earned were 3.7 (team-based learning) and 3.3 (mixed active learning), p < 0.001. Course evaluations for both courses were favorable. All faculty members who used the team-based learning method reported that they would consider using team-based learning in another course. Students were satisfied with both teaching methods; however, student grades were significantly higher in the team-based learning course. Faculty members recognized team-based learning as an effective teaching strategy for small-group active learning.

A mixed methods evaluation of team-based learning for applied pathophysiology in undergraduate nursing education.

PubMed

Branney, Jonathan; Priego-Hernández, Jacqueline

2018-02-01

It is important for nurses to have a thorough understanding of the biosciences such as pathophysiology that underpin nursing care. These courses include content that can be difficult to learn. Team-based learning is emerging as a strategy for enhancing learning in nurse education due to the promotion of individual learning as well as learning in teams. In this study we sought to evaluate the use of team-based learning in the teaching of applied pathophysiology to undergraduate student nurses. A mixed methods observational study. In a year two, undergraduate nursing applied pathophysiology module circulatory shock was taught using Team-based Learning while all remaining topics were taught using traditional lectures. After the Team-based Learning intervention the students were invited to complete the Team-based Learning Student Assessment Instrument, which measures accountability, preference and satisfaction with Team-based Learning. Students were also invited to focus group discussions to gain a more thorough understanding of their experience with Team-based Learning. Exam scores for answers to questions based on Team-based Learning-taught material were compared with those from lecture-taught material. Of the 197 students enrolled on the module, 167 (85% response rate) returned the instrument, the results from which indicated a favourable experience with Team-based Learning. Most students reported higher accountability (93%) and satisfaction (92%) with Team-based Learning. Lectures that promoted active learning were viewed as an important feature of the university experience which may explain the 76% exhibiting a preference for Team-based Learning. Most students wanted to make a meaningful contribution so as not to let down their team and they saw a clear relevance between the Team-based Learning activities and their own experiences of teamwork in clinical practice. Exam scores on the question related to Team-based Learning-taught material were comparable to those related to lecture-taught material. Most students had a preference for, and reported higher accountability and satisfaction with Team-based Learning. Through contextualisation and teamwork, Team-based Learning appears to be a strategy that confers strong pedagogical benefits for teaching applied pathophysiology (bioscience) to student nurses. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

E-learning for laurea in biomedical laboratory technicians: presentation of a pilote study.

PubMed

Giansanti, D; Castrichella, L; Giovagnoli, M R

2007-01-01

The aim of the paper is to afford the design and construction of an e-learning model answering to these requirements for the LHCP in Technician of Biomedical Laboratory. The SCENARIO of work for the technician in biomedical laboratory (TBL) is radically changed and e-learning should answer to these new challenges. In particular today He or She should be able to mange in tele-pathology applications the tissue on the so called virtual glass. An architecture for the e-learning based on Web-Dav and a Light software for the virtual glass tele-pathology consultation has been designed with also a special care for the teachers' and students' platforms. At the moment we are investigating Telepathology platforms for the extranet consulting of virtual glasses.

Re-understanding the law-of-the-wall for wall-bounded turbulence based on in-depth investigation of DNS data

NASA Astrophysics Data System (ADS)

Cao, Bochao; Xu, Hongyi

2018-05-01

Based on direct numerical simulation (DNS) data of the straight ducts, namely square and rectangular annular ducts, detailed analyses were conducted for the mean streamwise velocity, relevant velocity scales, and turbulence statistics. It is concluded that turbulent boundary layers (TBL) should be broadly classified into three types (Type-A, -B, and -C) in terms of their distribution patterns of the time-averaged local wall-shear stress (τ _w ) or the mean local frictional velocity (u_τ ) . With reference to the Type-A TBL analysis by von Karman in developing the law-of-the-wall using the time-averaged local frictional velocity (u_τ ) as scale, the current study extended the approach to the Type-B TBL and obtained the analytical expressions for streamwise velocity in the inner-layer using ensemble-averaged frictional velocity (\\bar{{u}}_τ ) as scale. These analytical formulae were formed by introducing the general damping and enhancing functions. Further, the research applied a near-wall DNS-guided integration to the governing equations of Type-B TBL and quantitatively proved the correctness and accuracy of the inner-layer analytical expressions for this type.

Strategies to Enhance Online Learning Teams. Team Assessment and Diagnostics Instrument and Agent-based Modeling

DTIC Science & Technology

2010-08-12

Strategies to Enhance Online Learning Teams Team Assessment and Diagnostics Instrument and Agent-based Modeling Tristan E. Johnson, Ph.D. Learning ...REPORT DATE AUG 2010 2. REPORT TYPE 3. DATES COVERED 00-00-2010 to 00-00-2010 4. TITLE AND SUBTITLE Strategies to Enhance Online Learning ...TeamsTeam Strategies to Enhance Online Learning Teams: Team Assessment and Diagnostics Instrument and Agent-based Modeling 5a. CONTRACT NUMBER 5b. GRANT

Trainees as Teachers in Team-Based Learning

ERIC Educational Resources Information Center

Ravindranath, Divy; Gay, Tamara L.; Riba, Michelle B.

2010-01-01

Objective: Team-based learning is an active learning modality that is gaining popularity in medical education. The authors studied the effect of using trainees as facilitators of team-based learning sessions. Methods: Team-based learning modules were developed and implemented by faculty members and trainees for the third-year medical student…

Reynolds stress structures in a self-similar adverse pressure gradient turbulent boundary layer at the verge of separation.

NASA Astrophysics Data System (ADS)

Atkinson, C.; Sekimoto, A.; Jiménez, J.; Soria, J.

2018-04-01

Mean Reynolds stress profiles and instantaneous Reynolds stress structures are investigated in a self-similar adverse pressure gradient turbulent boundary layer (APG-TBL) at the verge of separation using data from direct numerical simulations. The use of a self-similar APG-TBL provides a flow domain in which the flow gradually approaches a constant non-dimensional pressure gradient, resulting in a flow in which the relative contribution of each term in the governing equations is independent of streamwise position over a domain larger than two boundary layer thickness. This allows the flow structures to undergo a development that is less dependent on the upstream flow history when compared to more rapidly decelerated boundary layers. This APG-TBL maintains an almost constant shape factor of H = 2.3 to 2.35 over a momentum thickness based Reynolds number range of Re δ 2 = 8420 to 12400. In the APG-TBL the production of turbulent kinetic energy is still mostly due to the correlation of streamwise and wall-normal fluctuations, 〈uv〉, however the contribution form the other components of the Reynolds stress tensor are no longer negligible. Statistical properties associated with the scale and location of sweeps and ejections in this APG-TBL are compared with those of a zero pressure gradient turbulent boundary layer developing from the same inlet profile, resulting in momentum thickness based range of Re δ 2 = 3400 to 3770. In the APG-TBL the peak in both the mean Reynolds stress and the production of turbulent kinetic energy move from the near wall region out to a point consistent with the displacement thickness height. This is associated with a narrower distribution of the Reynolds stress and a 1.6 times higher relative number of wall-detached negative uv structures. These structures occupy 5 times less of the boundary layer volume and show a similar reduction in their streamwise extent with respect to the boundary layer thickness. A significantly lower percentage of wall-attached structures is observed in the present case when compared with a similar investigation of a rapidly decelerating APG-TBL, suggesting that these wall-attached features could be the remanent from the lower pressure gradient domain upstream.

Implementation of a team-based learning course: Work required and perceptions of the teaching team.

PubMed

Morris, Jenny

2016-11-01

Team-based learning was selected as a strategy to help engage pre-registration undergraduate nursing students in a second-year evidence-informed decision making course. To detail the preparatory work required to deliver a team-based learning course; and to explore the perceptions of the teaching team of their first experience using team-based learning. Descriptive evaluation. Information was extracted from a checklist and process document developed by the course leader to document the work required prior to and during implementation. Members of the teaching team were interviewed by a research assistant at the end of the course using a structured interview schedule to explore perceptions of first time implementation. There were nine months between the time the decision was made to use team-based learning and the first day of the course. Approximately 60days were needed to reconfigure the course for team-based learning delivery, develop the knowledge and expertise of the teaching team, and develop and review the resources required for the students and the teaching team. This reduced to around 12days for the subsequent delivery. Interview data indicated that the teaching team were positive about team-based learning, felt prepared for the course delivery and did not identify any major problems during this first implementation. Implementation of team-based learning required time and effort to prepare the course materials and the teaching team. The teaching team felt well prepared, were positive about using team-based learning and did not identify any major difficulties. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

HERC1 Ubiquitin Ligase Is Required for Normal Axonal Myelination in the Peripheral Nervous System.

PubMed

Bachiller, Sara; Roca-Ceballos, María Angustias; García-Domínguez, Irene; Pérez-Villegas, Eva María; Martos-Carmona, David; Pérez-Castro, Miguel Ángel; Real, Luis Miguel; Rosa, José Luis; Tabares, Lucía; Venero, José Luis; Armengol, José Ángel; Carrión, Ángel Manuel; Ruiz, Rocío

2018-03-30

A missense mutation in HERC1 provokes loss of cerebellar Purkinje cells, tremor, and unstable gait in tambaleante (tbl) mice. Recently, we have shown that before cerebellar degeneration takes place, the tbl mouse suffers from a reduction in the number of vesicles available for release at the neuromuscular junction (NMJ). The aim of the present work was to study to which extent the alteration in HERC1 may affect other cells in the nervous system and how this may influence the motor dysfunction observed in these mice. The functional analysis showed a consistent delay in the propagation of the action potential in mutant mice in comparison with control littermates. Morphological analyses of glial cells in motor axons revealed signs of compact myelin damage as tomacula and local hypermyelination foci. Moreover, we observed an alteration in non-myelinated terminal Schwann cells at the level of the NMJ. Additionally, we found a significant increment of phosphorylated Akt-2 in the sciatic nerve. Based on these findings, we propose a molecular model that could explain how mutated HERC1 in tbl mice affects the myelination process in the peripheral nervous system. Finally, since the myelin abnormalities found in tbl mice are histological hallmarks of neuropathic periphery diseases, tbl mutant mice could be considered as a new mouse model for this type of diseases.

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

PubMed Central

Tang, Fen; Chen, Chuan; Zhu, Yi; Zuo, Chengguo; Zhong, Yimin; Wang, Nan; Zhou, Lijun; Zou, Yuxian; Liang, Dan

2017-01-01

ABSTRACT Background: In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. Objective: The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Design: Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students’ perspectives on the teaching approach they experienced and to evaluate students’ self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. Results: More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. Conclusions: The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications are required before it can be widely accepted and implemented. Abbreviations FG: Flipped classroom group; TG: Traditional lecture-based classroom group; TBL: Team-based learning; PBL: Problem-based learning; ZOC: Zhongshan Ophthalmic Center PMID:29096591

TBL1XR1/TP63: a novel recurrent gene fusion in B-cell non-Hodgkin lymphoma | Office of Cancer Genomics

Cancer.gov

Recently, the landscape of single base mutations in diffuse large B-cell lymphoma (DLBCL) was described. Here we report the discovery of a gene fusion between TBL1XR1 and TP63, the only recurrent somatic novel gene fusion identified in our analysis of transcriptome data from 96 DLBCL cases. Based on this cohort and a further 157 DLBCL cases analyzed by FISH, the incidence in de novo germinal center B cell-like (GCB) DLBCL is 5% (6 of 115).

Incorporating Team-Based Learning Into a Physician Assistant Clinical Pharmacology Course.

PubMed

Nguyen, Timothy; Wong, Elaine; Pham, Antony

2016-03-01

To obtain student perceptions of team-based learning and compare the effectiveness of team-based learning and traditional lecture formats in a clinical pharmacology course for physician assistant (PA) students. Clinical pharmacology is a course offered to PA students in their first year of training at LIU Brooklyn, Brooklyn, NY. In spring 2014, half of the course was offered in a traditional lecture format and the remaining half was offered in a team-based learning format. The team-based learning format had 3 components: (1) prereading assignments, (2) individual readiness assessment tests, and (3) team readiness assessment tests. So that student perceptions of the integration of team-based learning activities into the course could be evaluated, presurveys and postsurveys were administered. The effectiveness of team-based learning was evaluated by comparing overall student performance with student performance in the preceding year. Thirty-three students were enrolled in the course and completed the presurveys and postsurveys. The survey results are presented in Table 1. Comparison of student performance on examinations with performance from the previous year showed similar outcomes. Incorporating a team-based learning pedagogical approach in the PA pharmacology course yielded similar examination results to those of traditional lecture formats. Presurvey and postsurvey questionnaires yielded various student perceptions of team-based learning.

The Shift Needed for Sustainability

ERIC Educational Resources Information Center

Smith, Peter A. C.; Sharicz, Carol

2011-01-01

Purpose: The purpose of this action research is to begin to assess to what extent organizations have in practice begun to make the shift towards triple bottom line (TBL) sustainability. Design/methodology/approach: A definition of TBL sustainability is provided, and key elements of TBL sustainability considered necessary to success are identified…

A synthesis approach for reproducing the response of aircraft panels to a turbulent boundary layer excitation.

PubMed

Bravo, Teresa; Maury, Cédric

2011-01-01

Random wall-pressure fluctuations due to the turbulent boundary layer (TBL) are a feature of the air flow over an aircraft fuselage under cruise conditions, creating undesirable effects such as cabin noise annoyance. In order to test potential solutions to reduce the TBL-induced noise, a cost-efficient alternative to in-flight or wind-tunnel measurements involves the laboratory simulation of the response of aircraft sidewalls to high-speed subsonic TBL excitation. Previously published work has shown that TBL simulation using a near-field array of loudspeakers is only feasible in the low frequency range due to the rapid decay of the spanwise correlation length with frequency. This paper demonstrates through theoretical criteria how the wavenumber filtering capabilities of the radiating panel reduces the number of sources required, thus dramatically enlarging the frequency range over which the response of the TBL-excited panel is accurately reproduced. Experimental synthesis of the panel response to high-speed TBL excitation is found to be feasible over the hydrodynamic coincidence frequency range using a reduced set of near-field loudspeakers driven by optimal signals. Effective methodologies are proposed for an accurate reproduction of the TBL-induced sound power radiated by the panel into a free-field and when coupled to a cavity.

Traumatic bile leaks from blunt liver injury in children: a multidisciplinary and minimally invasive approach to management.

PubMed

Kulaylat, Afif N; Stokes, Audrey L; Engbrecht, Brett W; McIntyre, J Steele; Rzucidlo, Susan E; Cilley, Robert E

2014-03-01

Selective non-operative management (NOM) of hemodynamically stable pediatric patients with blunt hepatic trauma is the standard of care. Traumatic bile leaks (TBL) are a potential complication following liver injury. The use of endoscopic retrograde cholangiopancreatography (ERCP) in the diagnosis and treatment of TBL is described in adults, but limited in the pediatric literature. We report our experience with a multidisciplinary and minimally invasive approach to the management of TBL. This was an IRB-approved 13-year retrospective review (January 1999-December 2012) of an institutional pediatric trauma registry; 294 patients (≤ 17 years old) sustained blunt hepatic injury. Those with TBL were identified. Patient demographics, mechanism of injury, management strategy and outcomes were reviewed. Eleven patients were identified with TBL. Hepatobiliary iminodiacetic scan (HIDA) was diagnostic. Combinations of peri-hepatic drain placement, ERCP with biliary stenting and/or sphincterotomy were performed with successful resolution of TBL in all cases. No child required surgical repair or reconstruction of the leak. Cholangitis developed in one child. There were no long-term complications. A multidisciplinary and minimally invasive approach employing peri-hepatic external drainage catheters and ERCP with sphincterotomy and stenting of the ampulla is a safe and effective management strategy for TBL in children. © 2014.

Effects of team-based learning on perceived teamwork and academic performance in a health assessment subject.

PubMed

Park, Hyung-Ran; Kim, Chun-Ja; Park, Jee-Won; Park, Eunyoung

2015-01-01

The purpose of this study was to examine the effectiveness of team-based learning (a well-recognized learning and teaching strategy), applied in a health assessment subject, on nursing students' perceived teamwork (team-efficacy and team skills) and academic performance (individual and team readiness assurance tests, and examination scores). A prospective, one-group, pre- and post-test design enrolled a convenience sample of 74 second-year nursing students at a university in Suwon, Korea. Team-based learning was applied in a 2-credit health assessment subject over a 16-week semester. All students received written material one week before each class for readiness preparation. After administering individual- and team-readiness assurance tests consecutively, the subject instructor gave immediate feedback and delivered a mini-lecture to the students. Finally, students carried out skill based application exercises. The findings showed significant improvements in the mean scores of students' perceived teamwork after the introduction of team-based learning. In addition, team-efficacy was associated with team-adaptability skills and team-interpersonal skills. Regarding academic performance, team readiness assurance tests were significantly higher than individual readiness assurance tests over time. Individual readiness assurance tests were significantly related with examination scores, while team readiness assurance tests were correlated with team-efficacy and team-interpersonal skills. The application of team-based learning in a health assessment subject can enhance students' perceived teamwork and academic performance. This finding suggests that team-based learning may be an effective learning and teaching strategy for improving team-work of nursing students, who need to collaborate and effectively communicate with health care providers to improve patients' health.

Team-based learning in therapeutics workshop sessions.

PubMed

Beatty, Stuart J; Kelley, Katherine A; Metzger, Anne H; Bellebaum, Katherine L; McAuley, James W

2009-10-01

To implement team-based learning in the workshop portion of a pathophysiology and therapeutics sequence of courses to promote integration of concepts across the pharmacy curriculum, provide a consistent problem-solving approach to patient care, and determine the impact on student perceptions of professionalism and teamwork. Team-based learning was incorporated into the workshop portion of 3 of 6 pathophysiology and therapeutics courses. Assignments that promoted team-building and application of key concepts were created. Readiness assurance tests were used to assess individual and team understanding of course materials. Students consistently scored 20% higher on team assessments compared with individual assessments. Mean professionalism and teamwork scores were significantly higher after implementation of team-based learning; however, this improvement was not considered educationally significant. Approximately 91% of students felt team-based learning improved understanding of course materials and 93% of students felt teamwork should continue in workshops. Team-based learning is an effective teaching method to ensure a consistent approach to problem-solving and curriculum integration in workshop sessions for a pathophysiology and therapeutics course sequence.

A trial of team-based versus small-group learning for second-year medical students: does the size of the small group make a difference?

PubMed

Willett, Laura Rees; Rosevear, G Craig; Kim, Sarang

2011-01-01

Team-based learning is a large-group instructional modality intended to provide active learning with modest faculty resources. The goal is to determine if team-based learning could be substituted for small-group learning in case sessions without compromising test performance or satisfaction. One hundred and sixty-seven students were assigned to team-based or small-group learning for 6 case discussion sessions. Examination scores and student satisfaction were compared. Instruction modality had no meaningful effect on examination score, 81.7% team based versus 79.7% small-group, p=.56 after multivariate adjustment. Student satisfaction was lower with team-based learning, 2.45 versus 3.74 on a 5-point scale, p<.001. Survey responses suggested that the very small size (8-10 students) of our small groups influenced the preference for small-group learning. Team-based learning does not adversely affect examination performance. However, student satisfaction may be inferior, especially if compared to instruction in very small groups of 10 or fewer students.

Transducin β-like 1, X-linked and nuclear receptor co-‍repressor cooperatively augment the ligand-independent stimulation of TRH and TSHβ gene promoters by thyroid hormone receptors.

PubMed

Takamizawa, Tetsuya; Satoh, Tetsurou; Miyamoto, Tomoko; Nakajima, Yasuyo; Ishizuka, Takahiro; Tomaru, Takuya; Yoshino, Satoshi; Katano-Toki, Akiko; Nishikido, Ayaka; Sapkota, Santosh; Watanabe, Takuya; Okamura, Takashi; Ishida, Emi; Horiguchi, Kazuhiko; Matsumoto, Syunichi; Ishii, Sumiyasu; Ozawa, Atsushi; Shibusawa, Nobuyuki; Okada, Shuichi; Yamada, Masanobu

2018-05-23

Mutations in TBL1X, a component of the nuclear receptor co-repressor (N-CoR) and silencing mediator of retinoic acid and thyroid hormone receptor co-repressor complexes, have recently been implicated in isolated central hypothyroidism (CeH). However, the mechanisms by which TBL1X mutations affect negative feedback regulation in the hypothalamus-pituitary-thyroid axis remain unclear. N-CoR was previously reported to paradoxically enhance the ligand-independent stimulation of TRH and TSHβ gene promoters by thyroid hormone receptors (TR) in cell culture systems. We herein investigated whether TBL1X affects the unliganded TR-mediated stimulation of the promoter activities of genes negatively regulated by T3 in cooperation with N-CoR. In a hypothalamic neuronal cell line, the unliganded TR-mediated stimulation of the TRH gene promoter was significantly enhanced by co-transfected TBL1X, and the co-transfection of TBL1X with N-CoR further enhanced promoter activity. In contrast, the knockdown of endogenous Tbl1x using short interfering RNA significantly attenuated the N-CoR-mediated enhancement of promoter activity in the presence of unliganded TR. The co-transfection of N365Y or Y458C, TBL1X mutants identified in CeH patients, showed impaired co-activation with N-CoR for the ligand-independent stimulation of the TRH promoter by TR. In the absence of T3, similar or impaired enhancement of the TSHβ gene promoter by the wild type or TBL1X mutants, respectively, was observed in the presence of co-transfected TR and N-CoR in CV-1 cells. These results suggest that TBL1X is needed for the full activation of TRH and TSHβ gene promoters by unliganded TR. Mutations in TBL1X may cause CeH due to the impaired up-regulation of TRH and/or TSHβ gene transcription despite low T3 levels.

Comparison of lecture and team-based learning in medical ethics education.

PubMed

Ozgonul, Levent; Alimoglu, Mustafa Kemal

2017-01-01

Medical education literature suggests that ethics education should be learner-centered and problem-based rather than theory-based. Team-based learning is an appropriate method for this suggestion. However, its effectiveness was not investigated enough in medical ethics education. Is team-based learning effective in medical ethics education in terms of knowledge retention, in-class learner engagement, and learner reactions? This was a prospective controlled follow-up study. We changed lecture with team-based learning method to teach four topics in a 2-week medical ethics clerkship, while the remaining topics were taught by lectures. For comparison, we formed team-based learning and lecture groups, in which the students and instructor are the same, but the topics and teaching methodologies are different. We determined in-class learner engagement by direct observation and student satisfaction by feedback forms. Student success for team-based learning and lecture topics in the end-of-clerkship exam and two retention tests performed 1 year and 2 years later were compared. Ethical considerations: Ethical approval for the study was granted by Akdeniz University Board of Ethics on Noninvasive Clinical Human Studies Ethics committee. Short-term knowledge retention did not differ; however, team-based learning was found superior to lecture at long-term retention tests. Student satisfaction was high with team-based learning and in-class engagement was better in team-based learning sessions. Our results on learner engagement and satisfaction with team-based learning were similar to those of previous reports. However, knowledge retention results in our study were contrary to literature. The reason might be the fact that students prepared for the end-of-clerkship pass/fail exam (short term) regardless of the teaching method. But, at long-term retention tests, they did not prepare for the exam and answered the questions just using the knowledge retained in their memories. Our findings suggest that team-based learning is a better alternative to lecture to teach ethics in medical education.

The use of team-based learning in a second year undergraduate pre-registration nursing course on evidence-informed decision making.

PubMed

Morris, Jenny

2016-11-01

More engaging teaching and learning strategies are needed to teach research-related courses to pre-registration nursing students. Team-based learning was implemented within a second year pre-registration nursing evidence-informed decision making course. Results from a questionnaire survey indicated that 70% believed team-based learning was appropriate for the course, 60% that it was an effective and motivating learning strategy, and 54% recommended using team-based learning in other courses. The results from ten student interviews illustrated the positive way in which team-based learning was perceived, and how the students thought it contributed to their learning. Test results were improved with an increase in the numbers of students achieving 70% or higher; and higher scores for students in the lowest quartile. Team-based learning was shown to be an effective strategy that preserved the benefits of small group teaching with large student groups. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

Team-based Learning in Therapeutics Workshop Sessions

PubMed Central

Kelley, Katherine A.; Metzger, Anne H.; Bellebaum, Katherine L.; McAuley, James W.

2009-01-01

Objectives To implement team-based learning in the workshop portion of a pathophysiology and therapeutics sequence of courses to promote integration of concepts across the pharmacy curriculum, provide a consistent problem-solving approach to patient care, and determine the impact on student perceptions of professionalism and teamwork. Design Team-based learning was incorporated into the workshop portion of 3 of 6 pathophysiology and therapeutics courses. Assignments that promoted team-building and application of key concepts were created. Assessment Readiness assurance tests were used to assess individual and team understanding of course materials. Students consistently scored 20% higher on team assessments compared with individual assessments. Mean professionalism and teamwork scores were significantly higher after implementation of team-based learning; however, this improvement was not considered educationally significant. Approximately 91% of students felt team-based learning improved understanding of course materials and 93% of students felt teamwork should continue in workshops. Conclusion Team-based learning is an effective teaching method to ensure a consistent approach to problem-solving and curriculum integration in workshop sessions for a pathophysiology and therapeutics course sequence. PMID:19885069

Improving Engineering Student Team Collaborative Discussions by Moving Them Online: An Investigation of Synchronous Chat and Face-to-Face Team Conversations

ERIC Educational Resources Information Center

Fowler, Robin Revette

2014-01-01

Collaborative learning, particularly in the context of team-based, project-based learning, is common in undergraduate engineering education and is associated with deeper learning and enhanced student motivation and retention. However, grouping students in teams for project-based learning sometimes has negative outcomes, which can include lowered…

Team-based learning for midwifery education.

PubMed

Moore-Davis, Tonia L; Schorn, Mavis N; Collins, Michelle R; Phillippi, Julia; Holley, Sharon

2015-01-01

Many US health care and education stakeholder groups, recognizing the need to prepare learners for collaborative practice in complex care environments, have called for innovative approaches in health care education. Team-based learning is an educational method that relies on in-depth student preparation prior to class, individual and team knowledge assessment, and use of small-group learning to apply knowledge to complex scenarios. Although team-based learning has been studied as an approach to health care education, its application to midwifery education is not well described. A master's-level, nurse-midwifery, didactic antepartum course was revised to a team-based learning format. Student grades, course evaluations, and aggregate American Midwifery Certification Board examination pass rates for 3 student cohorts participating in the team-based course were compared with 3 student cohorts receiving traditional, lecture-based instruction. Students had mixed responses to the team-based learning format. Student evaluations improved when faculty added recorded lectures as part of student preclass preparation. Statistical comparisons were limited by variations across cohorts; however, student grades and certification examination pass rates did not change substantially after the course revision. Although initial course revision was time-consuming for faculty, subsequent iterations of the course required less effort. Team-based learning provides students with more opportunity to interact during on-site classes and may spur application of knowledge into practice. However, it is difficult to assess the effect of the team-based learning approach with current measures. Further research is needed to determine the effects of team-based learning on communication and collaboration skills, as well as long-term performance in clinical practice. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health. © 2015 by the American College of Nurse-Midwives.

The effect of interprofessional team-based learning among nursing students: A quasi-experimental study.

PubMed

Wong, Arkers Kwan Ching; Wong, Frances Kam Yuet; Chan, Lap Ki; Chan, Namkiu; Ganotice, Fraide A; Ho, Jacqueline

2017-06-01

Although interprofessional education has received attention in recent years as a means of providing opportunities for health-care professionals to learn with, from and about other disciplines and enhance the quality of patient care, evidence of its effectiveness is limited. Interprofessional team-based learning was introduced to make it possible for students in different healthcare disciplines to interact with each other, and to prepare them to function effectively within a team in their future career. To examine the effects of interprofessional team-based learning for undergraduate nursing students in terms of knowledge level, readiness for interprofessional learning, attitude towards various aspects of team learning, and perceived collective efficacy. The study employed a one-group pretest-posttest quasi-experimental design. An interprofessional education program was given to students from two universities in Hong Kong who were in different healthcare disciplines including medicine, nursing, pharmacy, biomedical science, and Chinese medicine programs. The program was based on four phases of student learning- individual readiness assessment test, ice breaking session, team readiness assessment test, and application exercise. Nursing students involved in the program were invited to complete anonymous questionnaires to evaluate their interprofessional team experience. A total of 40 nursing students (9 male, 31 female) participated in the study. A statistically significant improvement was identified in their knowledge level (p<0.001), attitude towards readiness for interprofessional learning, team learning, and perceived collective efficacy (p<0.001). This study suggests that interprofessional team-based learning can enhance cross-disciplinary learning and outcomes resulting from team efforts. Copyright © 2017 Elsevier Ltd. All rights reserved.

Team Learning to Narrow the Gap between Healthcare Knowledge and Practice

ERIC Educational Resources Information Center

Anand, Tejwansh S.

2014-01-01

This study explored team-based learning in teams of healthcare professionals working on making meaning of evidence-based clinical guidelines in their field to apply them within their practice setting. The research based team learning models posited by Kasl, Marsick, and Dechant (1997) and Edmondson, Dillon, and Roloff (2007) were used as the…

The Relationship between Shared Mental Models and Task Performance in an Online Team- Based Learning Environment

ERIC Educational Resources Information Center

Johnson, Tristan E.; Lee, Youngmin

2008-01-01

In an effort to better understand learning teams, this study examines the effects of shared mental models on team and individual performance. The results indicate that each team's shared mental model changed significantly over the time that subjects participated in team-based learning activities. The results also showed that the shared mental…

The Adolescent Mentalization-based Integrative Treatment (AMBIT) approach to outcome evaluation and manualization: adopting a learning organization approach.

PubMed

Fuggle, Peter; Bevington, Dickon; Cracknell, Liz; Hanley, James; Hare, Suzanne; Lincoln, John; Richardson, Garry; Stevens, Nina; Tovey, Heather; Zlotowitz, Sally

2015-07-01

AMBIT (Adolescent Mentalization-Based Integrative Treatment) is a developing team approach to working with hard-to-reach adolescents. The approach applies the principle of mentalization to relationships with clients, team relationships and working across agencies. It places a high priority on the need for locally developed evidence-based practice, and proposes that outcome evaluation needs to be explicitly linked with processes of team learning using a learning organization framework. A number of innovative methods of team learning are incorporated into the AMBIT approach, particularly a system of web-based wiki-formatted AMBIT manuals individualized for each participating team. The paper describes early development work of the model and illustrates ways of establishing explicit links between outcome evaluation, team learning and manualization by describing these methods as applied to two AMBIT-trained teams; one team working with young people on the edge of care (AMASS - the Adolescent Multi-Agency Support Service) and another working with substance use (CASUS - Child and Adolescent Substance Use Service in Cambridgeshire). Measurement of the primary outcomes for each team (which were generally very positive) facilitated team learning and adaptations of methods of practice that were consolidated through manualization. © The Author(s) 2014.

Diversity, Effort, and Cooperation in Team-Based Learning

ERIC Educational Resources Information Center

Espey, Molly

2018-01-01

Student and team performance in 17 sections of an introductory microeconomic theory course taught using team-based learning are analyzed to determine what measurable characteristics of teams influence team and individual outcomes. Results suggest that team performance is positively influenced by the grade point average of the top individual on the…

The Role of Acquired Shared Mental Models in Improving the Process of Team-Based Learning

ERIC Educational Resources Information Center

Johnson, Tristan E.; Khalil, Mohammed K.; Spector, J. Michael, Ed.

2008-01-01

Working in teams is an important aspect of learning in various educational settings. Although education has embraced instructional strategies that use multiple learners to facilitate learning, the benefits of team-based learning need to be substantiated. There are limited efforts to evaluate the efficacy of learning processes associated with…

Learning through "huddles" for health care leaders: why do some work teams learn as a result of huddles and others do not?

PubMed

Little, Johanna

2014-01-01

The health care industry embraces the concept that collective learning occurs through group social interactions and has been initiating huddles as an avenue for collaborative learning. During change of shift or prior to beginning daily tasks, a huddle is initiated and facilitated by the manager or frontline supervisor. Given that "shared knowledge is obtained through group-based learning," why are some teams learning and others are not? The phenomenon is perplexing, given that the same resources are provided to all teams. Based on the findings in the literature review on learning in groups, teams learn from huddles and others do not because of the following: communication style and dialogue among the group members, communication style and dialogue facilitated by the leader, team and member perceptions, and team membership. Teams that learn from huddles do so because of the elements within the dialogue between team members (reflexive questioning, redundancy of information, metaphors, analogies, dramatic dialogue, strategic meaning) and because the huddle team exhibits higher levels of collegiality, tenure, heterogeneity, team identification, and collective efficacy. Facilitators must encourage a conversation in order to encourage reframing of cognitive maps that encourage learning by huddle members.

Geophysics field school: A team-based learning experience for students and faculty

NASA Astrophysics Data System (ADS)

Karchewski, B.; Innanen, K. A.; Lauer, R. M.; Pidlisecky, A.

2016-12-01

The core challenge facing a modern science educator is to deliver a curriculum that reaches broadly and deeply into the technical domain, while also helping students to develop fundamental scientific skills such as inquiry, critical thinking and technical communication. That is, our aim is for students to achieve significant learning at all levels summarized by Bloom's Taxonomy of Educational Objectives. It is not always clear how to achieve the full spectrum of goals, with much debate over which component is more important in a science education. Team-based and experiential learning are research-supported approaches that aim to reach across the spectrum by placing students in a setting where they solve practical problems in teams of peers. This learning mode modifies the role of the instructor to a guide or facilitator, and students take a leadership role in their own education. We present a case study of our team's implementation of team-based learning in a geophysics field school, an inherently experiential learning environment. The core philosophies behind our implementation are to present clearly defined learning outcomes, to recognize that students differ in their learning modalities and to strive to engage students through a range of evidence-based learning experiences. We discuss the techniques employed to create functional teams, the key learning activities involved in a typical day of field school and data demonstrating the learning activities that showed the strongest correlation to overall performance in the course. In the process, we also realized that our team-based approach to course design and implementation also enhanced our skillsets as educators, and our institution recently recognized our efforts with a team teaching award. Therefore, we conclude with some of our observations of best practices for team teaching in a field setting to initiate discussions with colleagues engaged in similar activities.

The Impact of Team-Based Learning on Nervous System Examination Knowledge of Nursing Students.

PubMed

Hemmati Maslakpak, Masomeh; Parizad, Naser; Zareie, Farzad

2015-12-01

Team-based learning is one of the active learning approaches in which independent learning is combined with small group discussion in the class. This study aimed to determine the impact of team-based learning in nervous system examination knowledge of nursing students. This quasi-experimental study was conducted on 3(rd) grade nursing students, including 5th semester (intervention group) and 6(th) semester (control group). The traditional lecture method and the team-based learning method were used for educating the examination of the nervous system for intervention and control groups, respectively. The data were collected by a test covering 40-questions (multiple choice, matching, gap-filling and descriptive questions) before and after intervention in both groups. Individual Readiness Assurance Test (RAT) and Group Readiness Assurance Test (GRAT) used to collect data in the intervention group. In the end, the collected data were analyzed by SPSS ver. 13 using descriptive and inferential statistical tests. In team-based learning group, mean and standard deviation was 13.39 (4.52) before the intervention, which had been increased to 31.07 (3.20) after the intervention and this increase was statistically significant. Also, there was a statistically significant difference between the scores of RAT and GRAT in team-based learning group. Using team-based learning approach resulted in much better improvement and stability in the nervous system examination knowledge of nursing students compared to traditional lecture method; therefore, this method could be efficiently used as an effective educational approach in nursing education.

A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the STROBE classroom observation tool.

PubMed

Kelly, P Adam; Haidet, Paul; Schneider, Virginia; Searle, Nancy; Seidel, Charles L; Richards, Boyd F

2005-01-01

Having recently introduced team learning into the preclinical medical curriculum, evidence of the relative impact of this instructional method on in-class learner engagement was sought. To compare patterns of engagement behaviors among learners in class sessions across 3 distinct instructional methods: lecture, problem-based learning (PBL), and team learning. Trained observers used the STROBE classroom observation tool to measure learner engagement in 7 lecture, 4 PBL, and 3 team learning classrooms over a 12-month period. Proportions of different types of engagement behaviors were compared using chi-square. In PBL and team learning, the amount of learner-to-learner engagement was similar and much greater than in lecture, where most engagement was of the learner-to-instructor and self-engagement types. Also, learner-to-instructor engagement appeared greater in team learning than in PBL. Observed engagement behaviors confirm the potential of team learning to foster engagement similar to PBL, but with greater faculty input.

Progress in modeling hypersonic turbulent boundary layers

NASA Technical Reports Server (NTRS)

Zeman, Otto

1993-01-01

A good knowledge of the turbulence structure, wall heat transfer, and friction in turbulent boundary layers (TBL) at high speeds is required for the design of hypersonic air breathing airplanes and reentry space vehicles. This work reports on recent progress in the modeling of high speed TBL flows. The specific research goal described here is the development of a second order closure model for zero pressure gradient TBL's for the range of Mach numbers up to hypersonic speeds with arbitrary wall cooling requirements.

Teaching Research to MSW Students: Effectiveness of the Team-Based Learning Pedagogy

ERIC Educational Resources Information Center

Macke, Caroline; Tapp, Karen

2012-01-01

Social work students often have been labeled as research-reluctant. Consequently, it is important to identify effective teaching strategies. One innovative strategy is team-based learning. The effectiveness of team-based learning has not yet been evaluated with a social work research class. As a result, the current study compared the effectiveness…

Training English Language Pre-Service Teachers Using a Team Based Learning Approach

ERIC Educational Resources Information Center

Samad, Arshad Abd; Husein, Hawanum; Rashid, Juridah Md; Rahman, Sharifah Zainab Syd Abd

2015-01-01

Team Based Learning which focuses on enhancing positive group dynamics is a relatively popular instructional approach in several disciplines such as Health Sciences and Business but has yet to gain popularity in Education. This paper examines the use of Team Based Learning in teacher training as well as the receptiveness towards the approach as…

The Effects of Team-Based Learning on Social Studies Knowledge Acquisition in High School

ERIC Educational Resources Information Center

Wanzek, Jeanne; Vaughn, Sharon; Kent, Shawn C.; Swanson, Elizabeth A.; Roberts, Greg; Haynes, Martha; Fall, Anna-Mária; Stillman-Spisak, Stephanie J.; Solis, Michael

2014-01-01

This randomized control trial examined the efficacy of team-based learning implemented within 11th-grade social studies classes. A randomized blocked design was implemented with 26 classes randomly assigned to treatment or comparison. In the treatment classes teachers implemented team-based learning practices to support students in engaging in…

Enabling Team Learning in Healthcare

ERIC Educational Resources Information Center

Boak, George

2016-01-01

This paper is based on a study of learning processes within 35 healthcare therapy teams that took action to improve their services. The published research on team learning is introduced, and the paper suggests it is an activity that has similarities with action research and with those forms of action learning where teams address collective…

Design and Validation of a Web-Based System for Assigning Members to Teams Using Instructor-Specified Criteria

ERIC Educational Resources Information Center

Layton, Richard A.; Loughry, Misty L.; Ohland, Matthew W.; Ricco, George D.

2010-01-01

A significant body of research identifies a large number of team composition characteristics that affect the success of individuals and teams in cooperative learning and project-based team environments. Controlling these factors when assigning students to teams should result in improved learning experiences. However, it is very difficult for…

Team Learning: New Insights Through a Temporal Lens.

PubMed

Lehmann-Willenbrock, Nale

2017-04-01

Team learning is a complex social phenomenon that develops and changes over time. Hence, to promote understanding of the fine-grained dynamics of team learning, research should account for the temporal patterns of team learning behavior. Taking important steps in this direction, this special issue offers novel insights into the dynamics of team learning by advocating a temporal perspective. Based on a symposium presented at the 2016 Interdisciplinary Network for Group Research (INGRoup) Conference in Helsinki, the four empirical articles in this special issue showcase four different and innovative approaches to implementing a temporal perspective in team learning research. Specifically, the contributions highlight team learning dynamics in student teams, self-managing teams, teacher teams, and command and control teams. The articles cover a broad range of methods and designs, including both qualitative and quantitative methodologies, and longitudinal as well as micro-temporal approaches. The contributors represent four countries and five different disciplines in group research.

Team-Based Classroom Pedagogy Reframed: The Student Perspective

ERIC Educational Resources Information Center

Schultz, Jennifer L.; Wilson, Joel R.; Hess, Kenneth C.

2010-01-01

Postsecondary learning environments often utilize team-based pedagogical practices to challenge and support student learning outcomes. This manuscript presents the findings of a qualitative research study that analyzed the viewpoints and perceptions of group or team-based projects among undergraduate business students. Results identified five…

Toward an Optimal Pedagogy for Teamwork.

PubMed

Earnest, Mark A; Williams, Jason; Aagaard, Eva M

2017-10-01

Teamwork and collaboration are increasingly listed as core competencies for undergraduate health professions education. Despite the clear mandate for teamwork training, the optimal method for providing that training is much less certain. In this Perspective, the authors propose a three-level classification of pedagogical approaches to teamwork training based on the presence of two key learning factors: interdependent work and explicit training in teamwork. In this classification framework, level 1-minimal team learning-is where learners work in small groups but neither of the key learning factors is present. Level 2-implicit team learning-engages learners in interdependent learning activities but does not include an explicit focus on teamwork. Level 3-explicit team learning-creates environments where teams work interdependently toward common goals and are given explicit instruction and practice in teamwork. The authors provide examples that demonstrate each level. They then propose that the third level of team learning, explicit team learning, represents a best practice approach in teaching teamwork, highlighting their experience with an explicit team learning course at the University of Colorado Anschutz Medical Campus. Finally, they discuss several challenges to implementing explicit team-learning-based curricula: the lack of a common teamwork model on which to anchor such a curriculum; the question of whether the knowledge, skills, and attitudes acquired during training would be transferable to the authentic clinical environment; and effectively evaluating the impact of explicit team learning.

Multi Objective Optimization Using Genetic Algorithm of a Pneumatic Connector

NASA Astrophysics Data System (ADS)

Salaam, HA; Taha, Zahari; Ya, TMYS Tuan

2018-03-01

The concept of sustainability was first introduced by Dr Harlem Brutland in the 1980’s promoting the need to preserve today’s natural environment for the sake of future generations. Based on this concept, John Elkington proposed an approach to measure sustainability known as Triple Bottom Line (TBL). There are three evaluation criteria’s involved in the TBL approach; namely economics, environmental integrity and social equity. In manufacturing industry the manufacturing costs measure the economic sustainability of a company in a long term. Environmental integrity is a measure of the impact of manufacturing activities on the environment. Social equity is complicated to evaluate; but when the focus is at the production floor level, the production operator health can be considered. In this paper, the TBL approach is applied in the manufacturing of a pneumatic nipple hose. The evaluation criteria used are manufacturing costs, environmental impact, ergonomics impact and also energy used for manufacturing. This study involves multi objective optimization by using genetic algorithm of several possible alternatives for material used in the manufacturing of the pneumatic nipple.

TeamXchange: A Team Project Experience Involving Virtual Teams and Fluid Team Membership

ERIC Educational Resources Information Center

Dineen, Brian R.

2005-01-01

TeamXchange, an online team-based exercise, is described. TeamXchange is consistent with the collaborative model of learning and provides a means of fostering enhanced student learning and engagement through collaboration in virtual teams experiencing periodic membership changes. It was administered in an undergraduate Organizational Behavior…

DNS of a non-equilibrium adverse pressure gradient turbulent boundary layer

NASA Astrophysics Data System (ADS)

Gungor, Taygun R.; Gungor, Ayse G.; Maciel, Yvan; Simens, Mark P.

2017-11-01

A new direct numerical simulation (DNS) dataset of a non-equilibrium adverse pressure gradient (APG) turbulent boundary layer (TBL) that evolves from a zero-pressure-gradient (ZPG) TBL to a TBL which is very close to separation at Reθ is around 8200 is presented. There are two simulations running together in the DNS computational setup. The APG TBL spans Reθ = 1476 - 8276 . Mean velocity results do not satisfy the log law as the defect in the velocity increases. The production and the Reynolds stress peak are observed around y /δ* = 1 after the flow is evolved up to a certain point. The new dataset is compared with other datasets in terms of mean values, Reynolds stresses and turbulent kinetic energy budgets and using this comparison scaling study is performed. Funded by in part by ITU-AYP and NSERC of Canada.

Enhancing Social Work Education through Team-Based Learning

ERIC Educational Resources Information Center

Gillespie, Judy

2012-01-01

Group learning strategies are used extensively in social work education, despite the challenges and negative outcomes regularly experienced by students and faculty. Building on principles of cooperative learning, team-based learning offers a more structured approach that maximizes the benefits of cooperative learning while also offering…

Is Information Technology Education Betters Learned in Teams? An Exploratory Study of Teamwork Effectiveness at a Higher Education Institution

ERIC Educational Resources Information Center

Lauridsen, Barbara L.

2013-01-01

The purpose of this research was to determine if the effectiveness of technology education can be significantly increased through use of team-based activities including both real-time team encounters and results-driven team assignments. The research addresses this purpose by examining perceptions regarding effectiveness of team-based learning in…

Assessing Team Learning in Technology-Mediated Collaboration: An Experimental Study

ERIC Educational Resources Information Center

Andres, Hayward P.; Akan, Obasi H.

2010-01-01

This study examined the effects of collaboration mode (collocated versus non-collocated videoconferencing-mediated) on team learning and team interaction quality in a team-based problem solving context. Situated learning theory and the theory of affordances are used to provide a framework that describes how technology-mediated collaboration…

Team-Based Simulations: Learning Ethical Conduct in Teacher Trainee Programs

ERIC Educational Resources Information Center

Shapira-Lishchinsky, Orly

2013-01-01

This study aimed to identify the learning aspects of team-based simulations (TBS) through the analysis of ethical incidents experienced by 50 teacher trainees. A four-dimensional model emerged: learning to make decisions in a "supportive-forgiving" environment; learning to develop standards of care; learning to reduce misconduct; and learning to…

Learning Cell Biology as a Team: A Project-Based Approach to Upper-Division Cell Biology

ERIC Educational Resources Information Center

Wright, Robin; Boggs, James

2002-01-01

To help students develop successful strategies for learning how to learn and communicate complex information in cell biology, we developed a quarter-long cell biology class based on team projects. Each team researches a particular human disease and presents information about the cellular structure or process affected by the disease, the cellular…

Peer Evaluation in Blended Team Project-Based Learning: What Do Students Find Important?

ERIC Educational Resources Information Center

Lee, Hye-Jung; Lim, Cheolil

2012-01-01

Team project-based learning is reputed to be an appropriate way to activate interactions among students and to encourage knowledge building through collaborative learning. Peer evaluation is an effective way for each student to participate actively in a team project. This article investigates the issues that are important to students when…

Comparing Team Learning Approaches through the Lens of Activity Theory

ERIC Educational Resources Information Center

Park, Sunyoung; Cho, Yonjoo; Yoon, Seung Won; Han, Heeyoung

2013-01-01

Purpose: The purpose of this study is to examine the distinctive features of three team learning approaches (action learning, problem-based learning, and project-based learning), compare and contrast them, and discuss implications for practice and research. Design/methodology/approach: The authors used Torraco's integrative literature review…

Groups Meet . . . Teams Improve: Building Teams That Learn

ERIC Educational Resources Information Center

Hillier, Janet; Dunn-Jensen, Linda M.

2013-01-01

Although most business students participate in team-based projects during undergraduate or graduate course work, the team experience does not always teach team skills or capture the team members' potential: Students complete the task at hand but the explicit process of becoming a team is often not learned. Drawing from organizational learning…

An Exploratory Analysis of Personality, Attitudes, and Study Skills on the Learning Curve within a Team-based Learning Environment

PubMed Central

Henry, Teague; Campbell, Ashley

2015-01-01

Objective. To examine factors that determine the interindividual variability of learning within a team-based learning environment. Methods. Students in a pharmacokinetics course were given 4 interim, low-stakes cumulative assessments throughout the semester and a cumulative final examination. Students’ Myers-Briggs personality type was assessed, as well as their study skills, motivations, and attitudes towards team-learning. A latent curve model (LCM) was applied and various covariates were assessed to improve the regression model. Results. A quadratic LCM was applied for the first 4 assessments to predict final examination performance. None of the covariates examined significantly impacted the regression model fit except metacognitive self-regulation, which explained some of the variability in the rate of learning. There were some correlations between personality type and attitudes towards team learning, with introverts having a lower opinion of team-learning than extroverts. Conclusion. The LCM could readily describe the learning curve. Extroverted and introverted personality types had the same learning performance even though preference for team-learning was lower in introverts. Other personality traits, study skills, or practice did not significantly contribute to the learning variability in this course. PMID:25861101

An exploratory analysis of personality, attitudes, and study skills on the learning curve within a team-based learning environment.

PubMed

Persky, Adam M; Henry, Teague; Campbell, Ashley

2015-03-25

To examine factors that determine the interindividual variability of learning within a team-based learning environment. Students in a pharmacokinetics course were given 4 interim, low-stakes cumulative assessments throughout the semester and a cumulative final examination. Students' Myers-Briggs personality type was assessed, as well as their study skills, motivations, and attitudes towards team-learning. A latent curve model (LCM) was applied and various covariates were assessed to improve the regression model. A quadratic LCM was applied for the first 4 assessments to predict final examination performance. None of the covariates examined significantly impacted the regression model fit except metacognitive self-regulation, which explained some of the variability in the rate of learning. There were some correlations between personality type and attitudes towards team learning, with introverts having a lower opinion of team-learning than extroverts. The LCM could readily describe the learning curve. Extroverted and introverted personality types had the same learning performance even though preference for team-learning was lower in introverts. Other personality traits, study skills, or practice did not significantly contribute to the learning variability in this course.

The use of team-based, guided inquiry learning to overcome educational disadvantages in learning human physiology: a structural equation model.

PubMed

Rathner, Joseph A; Byrne, Graeme

2014-09-01

The study of human bioscience is viewed as a crucial curriculum in allied health. Nevertheless, bioscience (and particularly physiology) is notoriously difficult for undergraduates, particularly academically disadvantaged students. So endemic are the high failure rates (particularly in nursing) that it has come to be known as "the human bioscience problem." In the present report, we describe the outcomes for individual success in studying first-year human physiology in a subject that emphasises team-based active learning as the major pedagogy for mastering subject learning outcomes. Structural equation modeling was used to develop a model of the impact team learning had on individual performance. Modeling was consistent with the idea that students with similar academic abilities (as determined by tertiary entrance rank) were advantaged (scored higher on individual assessment items) by working in strong teams (teams that scored higher in team-based assessments). Analysis of covariance revealed that students who studied the subject with active learning as the major mode of learning activities outperformed students who studied the subject using the traditional didactic teaching format (lectures and tutorials, P = 0.000). After adjustment for tertiary entrance rank (via analysis of covariance) on two individual tests (the final exam and a late-semester in-class test), individual student grades improved by 8% (95% confidence interval: 6-10%) and 12% (95% confidence interval: 10-14%) when students engaged in team-based active learning. These data quantitatively support the notion that weaker students working in strong teams can overcome their educational disadvantages. Copyright © 2014 The American Physiological Society.

The use of team-based, guided inquiry learning to overcome educational disadvantages in learning human physiology: a structural equation model

PubMed Central

Byrne, Graeme

2014-01-01

The study of human bioscience is viewed as a crucial curriculum in allied health. Nevertheless, bioscience (and particularly physiology) is notoriously difficult for undergraduates, particularly academically disadvantaged students. So endemic are the high failure rates (particularly in nursing) that it has come to be known as “the human bioscience problem.” In the present report, we describe the outcomes for individual success in studying first-year human physiology in a subject that emphasises team-based active learning as the major pedagogy for mastering subject learning outcomes. Structural equation modeling was used to develop a model of the impact team learning had on individual performance. Modeling was consistent with the idea that students with similar academic abilities (as determined by tertiary entrance rank) were advantaged (scored higher on individual assessment items) by working in strong teams (teams that scored higher in team-based assessments). Analysis of covariance revealed that students who studied the subject with active learning as the major mode of learning activities outperformed students who studied the subject using the traditional didactic teaching format (lectures and tutorials, P = 0.000). After adjustment for tertiary entrance rank (via analysis of covariance) on two individual tests (the final exam and a late-semester in-class test), individual student grades improved by 8% (95% confidence interval: 6–10%) and 12% (95% confidence interval: 10–14%) when students engaged in team-based active learning. These data quantitatively support the notion that weaker students working in strong teams can overcome their educational disadvantages. PMID:25179611

Does Team Formation Impact Student Performance, Effort and Attitudes in a College Course Employing Collaborative Learning?

ERIC Educational Resources Information Center

Pociask, Sarah; Gross, David; Shih, Mei-Yau

2017-01-01

The literature on team-based learning emphasizes the importance of team composition and team design, and it is recommended that instructors organize teams to ensure diversity of team members and optimal team performance. But does the method of team formation actually impact student performance? The goal of the present study was to examine whether…

Consequences of Team Charter Quality: Teamwork Mental Model Similarity and Team Viability in Engineering Design Student Teams

ERIC Educational Resources Information Center

Conway Hughston, Veronica

2014-01-01

Since 1996 ABET has mandated that undergraduate engineering degree granting institutions focus on learning outcomes such as professional skills (i.e. solving unstructured problems and working in teams). As a result, engineering curricula were restructured to include team based learning--including team charters. Team charters were diffused into…

A multi-instructor, team-based, active-learning exercise to integrate basic and clinical sciences content.

PubMed

Kolluru, Srikanth; Roesch, Darren M; Akhtar de la Fuente, Ayesha

2012-03-12

To introduce a multiple-instructor, team-based, active-learning exercise to promote the integration of basic sciences (pathophysiology, pharmacology, and medicinal chemistry) and clinical sciences in a doctor of pharmacy curriculum. A team-based learning activity that involved pre-class reading assignments, individual-and team-answered multiple-choice questions, and evaluation and discussion of a clinical case, was designed, implemented, and moderated by 3 faculty members from the pharmaceutical sciences and pharmacy practice departments. Student performance was assessed using a multiple-choice examination, an individual readiness assurance test (IRAT), a team readiness assurance test (TRAT), and a subjective, objective, assessment, and plan (SOAP) note. Student attitudes were assessed using a pre- and post-exercise survey instrument. Students' understanding of possible correct treatment strategies for depression improved. Students were appreciative of this true integration of basic sciences knowledge in a pharmacotherapy course and to have faculty members from both disciplines present to answer questions. Mean student score on the on depression module for the examination was 80.4%, indicating mastery of the content. An exercise led by multiple instructors improved student perceptions of the importance of team-based teaching. Integrated teaching and learning may be achieved when instructors from multiple disciplines work together in the classroom using proven team-based, active-learning exercises.

Team Based Work. Symposium.

ERIC Educational Resources Information Center

2002

This document contains three papers from a symposium on team-based work in human resource development (HRD). "Toward Transformational Learning in Organizations: Effects of Model-II Governing Variables on Perceived Learning in Teams" (Blair K. Carruth) summarizes a study that indicated that, regardless of which Model-II variable (valid…

Team-Based Learning in Pharmacy Education

PubMed Central

Ofstad, William

2013-01-01

Instructors wanting to engage students in the classroom seek methods to augment the delivery of factual information and help students move from being passive recipients to active participants in their own learning. One such method that has gained interest is team-based learning. This method encourages students to be prepared before class and has students work in teams while in the classroom. Key benefits to this pedagogy are student engagement, improved communication skills, and enhanced critical-thinking abilities. In most cases, student satisfaction and academic performance are also noted. This paper reviews the fundamentals of team-based learning in pharmacy education and its implementation in the classroom. Literature reports from medical, nursing, and pharmacy programs are also discussed. PMID:23716738

Team Learning in Technology-Mediated Distributed Teams

ERIC Educational Resources Information Center

Andres, Hayward P.; Shipps, Belinda P.

2010-01-01

This study examines technological, educational/learning, and social affordances associated with the facilitation of project-based learning and problem solving in technology-mediated distributed teams. An empirical interpretive research approach using direct observation is used to interpret, evaluate and rate observable manifested behaviors and…

Preparing Students for Flipped or Team-Based Learning Methods

ERIC Educational Resources Information Center

Balan, Peter; Clark, Michele; Restall, Gregory

2015-01-01

Purpose: Teaching methods such as Flipped Learning and Team-Based Learning require students to pre-learn course materials before a teaching session, because classroom exercises rely on students using self-gained knowledge. This is the reverse to "traditional" teaching when course materials are presented during a lecture, and students are…

SteamTablesGrid: An ActiveX control for thermodynamic properties of pure water

NASA Astrophysics Data System (ADS)

Verma, Mahendra P.

2011-04-01

An ActiveX control, steam tables grid ( StmTblGrd) to speed up the calculation of the thermodynamic properties of pure water is developed. First, it creates a grid (matrix) for a specified range of temperature (e.g. 400-600 K with 40 segments) and pressure (e.g. 100,000-20,000,000 Pa with 40 segments). Using the ActiveX component SteamTables, the values of selected properties of water for each element (nodal point) of the 41×41 matrix are calculated. The created grid can be saved in a file for its reuse. A linear interpolation within an individual phase, vapor or liquid is implemented to calculate the properties at a given value of temperature and pressure. A demonstration program to illustrate the functionality of StmTblGrd is written in Visual Basic 6.0. Similarly, a methodology is presented to explain the use of StmTblGrd in MS-Excel 2007. In an Excel worksheet, the enthalpy of 1000 random datasets for temperature and pressure is calculated using StmTblGrd and SteamTables. The uncertainty in the enthalpy calculated with StmTblGrd is within ±0.03%. The calculations were performed on a personal computer that has a "Pentium(R) 4 CPU 3.2 GHz, RAM 1.0 GB" processor and Windows XP. The total execution time for the calculation with StmTblGrd was 0.3 s, while it was 60.0 s for SteamTables. Thus, the ActiveX control approach is reliable, accurate and efficient for the numerical simulation of complex systems that demand the thermodynamic properties of water at several values of temperature and pressure like steam flow in a geothermal pipeline network.

Team Learning: Through the Relational Dynamics of Co-operation and Rivalry in Team Communities

ERIC Educational Resources Information Center

Lotz, Maja

2010-01-01

This paper explores the constructive links between cooperation, rivalry, and learning within the structure of team communities. Drawing upon social learning theory and qualitative data from case studies conducted in Danish team-based firms, the main purpose is to argue that both cooperation and rivalry are important triggers for mobilizing…

Team sponsors in community-based health leadership programs.

PubMed

Patterson, Tracy Enright; Dinkin, Donna R; Champion, Heather

2017-05-02

Purpose The purpose of this article is to share the lessons learned about the role of team sponsors in action-learning teams as part of community-based health leadership development programs. Design/methodology/approach This case study uses program survey results from fellow participants, action learning coaches and team sponsors to understand the value of sponsors to the teams, the roles they most often filled and the challenges they faced as team sponsors. Findings The extent to which the sponsors were perceived as having contributed to the work of the action learning teams varied greatly from team to team. Most sponsors agreed that they were well informed about their role. The roles sponsors most frequently played were to provide the teams with input and support, serve as a liaison to the community and serve as a sounding board, motivator and cheerleader. The most common challenges or barriers team sponsors faced in this role were keeping engaged in the process, adjusting to the role and feeling disconnected from the program. Practical implications This work provides insights for program developers and community foundations who are interested in building the capacity for health leadership by linking community sponsors with emerging leaders engaged in an action learning experience. Originality/value This work begins to fill a gap in the literature. The role of team sponsors has been studied for single organization work teams but there is a void of understanding about the role of sponsors with multi-organizational teams working to improve health while also learning about leadership.

A girl with West syndrome and autistic features harboring a de novo TBL1XR1 mutation.

PubMed

Saitsu, Hirotomo; Tohyama, Jun; Walsh, Tom; Kato, Mitsuhiro; Kobayashi, Yu; Lee, Ming; Tsurusaki, Yoshinori; Miyake, Noriko; Goto, Yu-Ichi; Nishino, Ichizo; Ohtake, Akira; King, Mary-Claire; Matsumoto, Naomichi

2014-10-01

Recently, de novo mutations in TBL1XR1 were found in two patients with autism spectrum disorders. Here, we report on a Japanese girl presenting with West syndrome, Rett syndrome-like and autistic features. Her initial development was normal until she developed a series of spasms at 5 months of age. Electroencephalogram at 7 months showed a pattern of hypsarrhythmia, which led to a diagnosis of West syndrome. Stereotypic hand movements appeared at 8 months of age, and autistic features such as deficits in communication, hyperactivity and excitability were observed later, at 4 years and 9 months. Whole exome sequencing of the patient and her parents revealed a de novo TBL1XR1 mutation [c.209 G>A (p.Gly70Asp)] occurring at an evolutionarily conserved amino acid in an F-box-like domain. Our report expands the clinical spectrum of TBL1XR1 mutations to West syndrome with Rett-like features, together with autistic features.

A team-based interprofessional education course for first-year health professions students.

PubMed

Peeters, Michael J; Sexton, Martha; Metz, Alexia E; Hasbrouck, Carol S

2017-11-01

Interprofessional education (IPE) is required within pharmacy education, and should include classroom-based education along with experiential interprofessional collaboration. For classroom-based education, small-group learning environments may create a better platform for engaging students in the essential domain of interprofessional collaboration towards meaningful learning within IPE sub-domains (interprofessional communication, teams and teamwork, roles and responsibilities, and values and ethics). Faculty envisioned creating a small-group learning environment that was inviting, interactive, and flexible using situated learning theory. This report describes an introductory, team-based, IPE course for first-year health-professions students; it used small-group methods for health-professions students' learning of interprofessional collaboration. The University of Toledo implemented a 14-week required course involving 554 first-year health-sciences students from eight professions. The course focused on the Interprofessional Education Collaborative's (IPEC) Core Competencies for Interprofessional Collaboration. Students were placed within interprofessional teams of 11-12 students each and engaged in simulations, standardized-patient interviews, case-based communications exercises, vital signs training, and patient safety rotations. Outcomes measured were students' self-ratings of attaining learning objectives, perceptions of other professions (from word cloud), and satisfaction through end-of-course evaluations. This introductory, team-based IPE course with 554 students improved students' self-assessed competency in learning objectives (p < 0.01, Cohen's d = 0.9), changed students' perceptions of other professions (via word clouds), and met students' satisfaction through course evaluations. Through triangulation of our various assessment methods, we considered this course offering a success. This interprofessional, team-based, small-group strategy to teaching and learning IPE appeared helpful within this interactive, classroom-based course. Copyright © 2017 Elsevier Inc. All rights reserved.

Dynamics of the microbiota found in the vaginas of dairy cows during the transition period: Associations with uterine diseases and reproductive outcome.

PubMed

Bicalho, M L S; Santin, T; Rodrigues, M X; Marques, C E; Lima, S F; Bicalho, R C

2017-04-01

We investigated the microbiota found in the vaginas of Holstein dairy cows during the transition period and described the differences in bacterial composition and total bacterial load (TBL) associated with disease and fertility. Vaginal swabs were collected at -7, 0, 3, and 7 d relative to parturition from 111 dairy cows housed on a commercial dairy farm near Ithaca, New York. Microbiota were characterized by next-generation DNA sequencing of the bacterial 16S rRNA gene, and TBL was determined by real-time quantitative PCR. We applied repeated-measures ANOVA to evaluate the associations of uterine disease and related risk factors with the microbiota and TBL. We estimated phylum-specific bacterial load by multiplying the TBL by the relative abundance of each phylum observed in the metagenomics results. We confirmed the validity of this approach for estimating bacterial load by enumerating the number of bacteria in an artificial sample mixed in vitro and in clinical and healthy vaginal samples. Phyla associated with uterine disease and related risk factors were Proteobacteria, Fusobacteria, and Bacteroidetes. Cows with retained placenta and healthy cows had similar TBL at the day of parturition, but at d 7 postpartum, cows with retained placenta showed a significantly higher TBL, mainly driven by higher estimated loads of Fusobacteria and Bacteroidetes. Cows diagnosed with metritis had a significantly higher estimated load of Proteobacteria at d -7 and at calving and higher estimated loads of Fusobacteria in the postpartum samples. Additionally, the estimated load of Bacteroidetes at d 7 postpartum was higher for cows diagnosed with endometritis at 35 days in milk. Higher estimated loads of Fusobacteria and Bacteroidetes were also evident in cows with postpartum fever, in primiparous cows, in cows with assisted parturition, and in cows that gave birth to twins. Our findings demonstrated that microbiota composition and TBL were associated with known periparturient risk factors of uterine diseases and reproductive failure, including parity, assisted parturition, and retained fetal membranes. Copyright © 2017 American Dairy Science Association. Published by Elsevier Inc. All rights reserved.

GeneXpert MTB/RIF Assay for the Diagnosis of Tuberculous Lymphadenitis on Concentrated Fine Needle Aspirates in High Tuberculosis Burden Settings.

PubMed

Tadesse, Mulualem; Abebe, Gemeda; Abdissa, Ketema; Aragaw, Dossegnaw; Abdella, Kedir; Bekele, Alemayehu; Bezabih, Mesele; Apers, Ludwig; de Jong, Bouke C; Rigouts, Leen

2015-01-01

The diagnosis of tuberculous lymphadenitis (TBL) remains challenging. The routinely used methods (cytology and smear microscopy) have sub-optimal sensitivity. Recently, WHO recommends GeneXpert to be used as the initial diagnostic test in patients suspected of having extra-pulmonary tuberculosis (EPTB). However, this was a conditional recommendation due to very low-quality evidence available and more studies are needed. In this study we evaluated the performance of Xpert for the diagnosis of TBL on concentrated fine needle aspirates (FNA) in Southwest Ethiopia. FNA was collected from presumptive TBL cases. Two smears were prepared from each aspirate and processed for cytology and conventional microscopy. The remaining aspirate was treated with N-acetyl-L-cysteine-NaOH and centrifuged for 15minutes at 3000g. The concentrated sediment was used for culture and Xpert test. Capilia TB-Neo test was used to differentiate M. tuberculosis complex (MTBC) from non-tuberculous mycobacteria (NTM). Composite bacteriological methods (culture and/or smear microscopy) were considered as a reference standard. Out of 143 enrolled suspects, 64.3% (92/143) were confirmed TBL cases by the composite reference standard (CRS). Xpert detected M. tuberculosis complex (MTBC) in 60.1% (86/143) of the presumptive TBL cases. The sensitivity of Xpert compared to CRS was 87.8% [95% CI: 81.0-94.5] and specificity 91.1% [95% CI: 82.8-99.4]. The sensitivity was 27.8% for smear microscopy and 80% for cytology compared to CRS. Cytology showed the lowest specificity (57.8%). Xpert was positive in 4 out of 45 culture- and smear-negative cases. Among 47 cytomorphologically non-TBL cases, 15 were positive on Xpert. More than half of Xpert-positive cases were in the range of very low cut-off threshold values (28

Shared Mental Models on the Performance of e-Learning Content Development Teams

ERIC Educational Resources Information Center

Jo, Il-Hyun

2012-01-01

The primary purpose of the study was to investigate team-based e-Learning content development projects from the perspective of the shared mental model (SMM) theory. The researcher conducted a study of 79 e-Learning content development teams in Korea to examine the relationship between taskwork and teamwork SMMs and the performance of the teams.…

The New NGSS Classroom: A Curriculum Framework for Project-Based Science Learning

ERIC Educational Resources Information Center

Holthuis, Nicole; Deutscher, Rebecca; Schultz, Susan E.; Jamshidi, Arash

2018-01-01

As schools work to implement the Next Generation Science Standards (NGSS), a team at Stanford University found that project-based learning is an effective framework for engaging students. The team used project-based learning, group activities, and performance-based assessments to design an effective, engaging curriculum. Over a three-year period,…

Implementation of Process Oriented Guided Inquiry Learning (POGIL) in Engineering

ERIC Educational Resources Information Center

Douglas, Elliot P.; Chiu, Chu-Chuan

2013-01-01

This paper describes implementation and testing of an active learning, team-based pedagogical approach to instruction in engineering. This pedagogy has been termed Process Oriented Guided Inquiry Learning (POGIL), and is based upon the learning cycle model. Rather than sitting in traditional lectures, students work in teams to complete worksheets…

Successful Group Work: Using Cooperative Learning and Team-Based Learning in the Classroom

ERIC Educational Resources Information Center

Grant-Vallone, E. J.

2011-01-01

This research study examined student perceptions of group experiences in the classroom. The author used cooperative learning and team-based learning to focus on three characteristics that are critical for the success of groups: structure of activities, relationships of group members, and accountability of group members. Results indicated that…

Team-Based Learning in Honors Science Education: The Benefit of Complex Writing Assignments

ERIC Educational Resources Information Center

Wiegant, Fred; Boonstra, Johannes; Peeters, Anton; Scager, Karin

2012-01-01

Cooperative learning and team-based learning have been widely recognized as beneficial strategies to improve all levels of education, including higher education. Just forming groups, however, does not automatically lead to better learning and motivation; cooperation flourishes only under appropriate conditions (Fink; Gillies; Parmelee et al.).…

Enhancing the Teaching of Introductory Economics with a Team-Based, Multi-Section Competition

ERIC Educational Resources Information Center

Beaudin, Laura; Berdiev, Aziz N.; Kaminaga, Allison Shwachman; Mirmirani, Sam; Tebaldi, Edinaldo

2017-01-01

The authors describe a unique approach to enhancing student learning at the introductory economics level that utilizes a multi-section, team-based competition. The competition is structured to supplement learning throughout the entire introductory course. Student teams are presented with current economic issues, trends, or events, and use economic…

Problem-Based Service Learning: The Evolution of a Team Project

ERIC Educational Resources Information Center

Connor-Greene, Patricia A.

2002-01-01

In this article, I describe the evolution of a problem-based service learning project in an undergraduate Abnormal Psychology course. Students worked in teams on a semester-long project to locate and evaluate information and treatment for specific psychiatric disorders. As part of the project, each team selected relevant bibliographic materials,…

The Effect of Team-Based Learning on Student Attitudes and Satisfaction

ERIC Educational Resources Information Center

Reinig, Bruce A.; Horowitz, Ira; Whittenburg, Gerald E.

2011-01-01

We examined student attitudes toward a team-based learning method known as the readiness assurance process encompassing team exams to model how student satisfaction is initially shaped and subsequently changed over time as a function of scholastic performance and perceived development of professional skills (PS). We found that students were…

Optimize Knowledge Sharing, Team Effectiveness, and Individual Learning within the Flipped Team-Based Classroom

ERIC Educational Resources Information Center

Huang, Chung-Kai; Lin, Chun-Yu; Lin, Zih-Cin; Wang, Cui; Lin, Chia-Jung

2017-01-01

Due to the competitive and fast-changing nature of external business environments, university students should acquire knowledge of how to cooperate, share knowledge, and enhance team effectiveness and individual learning in the future workplace. Consequently, the redesign of business courses in higher education merits more discussion. Based on the…

Students' Perception of Interdisciplinary, Problem-Based Learning in a Food Biotechnology Course

ERIC Educational Resources Information Center

Ng, Betsy L. L.; Yap, Kueh C.; Hoh, Yin K.

2011-01-01

Abstract: Students' perception of 8 criteria (rationale of the problem; interdisciplinary learning; facilitator asked essential questions; learner's skills; assessments; facilitation procedures; team's use of resources [team collaboration], and facilitator within a problem-based learning context) were assessed for a food biotechnology course that…

Preferences for Team Learning and Lecture-Based Learning among First-Year Undergraduate Accounting Students

ERIC Educational Resources Information Center

Opdecam, Evelien; Everaert, Patricia; Van Keer, Hilde; Buysschaert, Fanny

2014-01-01

This study investigates students' "preference" for team learning and its effectiveness, compared to lecture-based learning. A quasi-experiment was set up in a financial accounting course in the first-year undergraduate of the Economics and Business Administration Program, where students had to choose between one of the two learning…

Learning from project experiences using a legacy-based approach

NASA Technical Reports Server (NTRS)

Cooper, Lynne P.; Majchrzak, Ann; Faraj, Samer

2005-01-01

As project teams become used more widely, the question of how to capitalize on the knowledge learned in project teams remains an open issue. Using previous research on shared cognition in groups, an approach to promoting post-project learning was developed. This Legacy Review concept was tested on four in tact project teams. The results from those test sessions were used to develop a model of team learning via group cognitive processes. The model and supporting propositions are presented.

An optical material for the detection of β-hydroxybutyrate based on a terbium complex

NASA Astrophysics Data System (ADS)

Wang, Xiaomiao; Chen, Huili; Li, Hua

2014-02-01

A novel Tb3+ complex (Tb(C14H10O4)ṡCl, TbL2) based on benzoic acid (L+H) was successfully synthesized, and gave a weak green emission in methanol-water (V:V, 4:1, pH 4.49). With the addition of β-hydroxybutyrate (β-HB) to a semi-aqueous solution of TbL2, an increment of the luminescent intensity at 545 nm assigned to 5D4 → 7F5 transition of Tb3+ was measured, which was evident to the naked eye. The response showed high selectivity for β-HB compared with other common anions including Cl-, NO3-, CO32-, PO43-, HPO42-, HPO4-, CO42-, PO74-, SO42-, lactate, AcO-, citrate, malate therefore it has the potential to be applied as a luminescent sensor for β-HB.

[Application and case analysis on the problem-based teaching of Jingluo Shuxue Xue (Science of Meridian and Acupoint) in reference to the team oriented learning method].

PubMed

Ma, Ruijie; Lin, Xianming

2015-12-01

The problem based teaching (PBT) has been the main approach to the training in the universities o the world. Combined with the team oriented learning method, PBT will become the method available to the education in medical universities. In the paper, based on the common questions in teaching Jingluo Shuxue Xue (Science of Meridian and Acupoint), the concepts and characters of PBT and the team oriented learning method were analyzed. The implementation steps of PBT were set up in reference to the team oriented learning method. By quoting the original text in Beiji Qianjin Yaofang (Essential recipes for emergent use worth a thousand gold), the case analysis on "the thirteen devil points" was established with PBT.

What and how do students learn in an interprofessional student-run clinic? An educational framework for team-based care

PubMed Central

Lie, Désirée A.; Forest, Christopher P.; Walsh, Anne; Banzali, Yvonne; Lohenry, Kevin

2016-01-01

Background The student-run clinic (SRC) has the potential to address interprofessional learning among health professions students. Purpose To derive a framework for understanding student learning during team-based care provided in an interprofessional SRC serving underserved patients. Methods The authors recruited students for a focus group study by purposive sampling and snowballing. They constructed two sets of semi-structured questions for uniprofessional and multiprofessional groups. Sessions were audiotaped, and transcripts were independently coded and adjudicated. Major themes about learning content and processes were extracted. Grounded theory was followed after data synthesis and interpretation to establish a framework for interprofessional learning. Results Thirty-six students from four professions (medicine, physician assistant, occupational therapy, and pharmacy) participated in eight uniprofessional groups; 14 students participated in three multiprofessional groups (N = 50). Theme saturation was achieved. Six common themes about learning content from uniprofessional groups were role recognition, team-based care appreciation, patient experience, advocacy-/systems-based models, personal skills, and career choices. Occupational therapy students expressed self-advocacy, and medical students expressed humility and self-discovery. Synthesis of themes from all groups suggests a learning continuum that begins with the team huddle and continues with shared patient care and social interactions. Opportunity to observe and interact with other professions in action is key to the learning process. Discussion Interprofessional SRC participation promotes learning ‘with, from, and about’ each other. Participation challenges misconceptions and sensitizes students to patient experiences, health systems, advocacy, and social responsibility. Learning involves interprofessional interactions in the patient encounter, reinforced by formal and informal communications. Participation is associated with interest in serving the underserved and in primary care careers. The authors proposed a framework for interprofessional learning with implications for optimal learning environments to promote team-based care. Future research is suggested to identify core faculty functions and best settings to advance and enhance student preparation for future collaborative team practice. PMID:27499364

What and how do students learn in an interprofessional student-run clinic? An educational framework for team-based care.

PubMed

Lie, Désirée A; Forest, Christopher P; Walsh, Anne; Banzali, Yvonne; Lohenry, Kevin

2016-01-01

Background The student-run clinic (SRC) has the potential to address interprofessional learning among health professions students. Purpose To derive a framework for understanding student learning during team-based care provided in an interprofessional SRC serving underserved patients. Methods The authors recruited students for a focus group study by purposive sampling and snowballing. They constructed two sets of semi-structured questions for uniprofessional and multiprofessional groups. Sessions were audiotaped, and transcripts were independently coded and adjudicated. Major themes about learning content and processes were extracted. Grounded theory was followed after data synthesis and interpretation to establish a framework for interprofessional learning. Results Thirty-six students from four professions (medicine, physician assistant, occupational therapy, and pharmacy) participated in eight uniprofessional groups; 14 students participated in three multiprofessional groups (N = 50). Theme saturation was achieved. Six common themes about learning content from uniprofessional groups were role recognition, team-based care appreciation, patient experience, advocacy-/systems-based models, personal skills, and career choices. Occupational therapy students expressed self-advocacy, and medical students expressed humility and self-discovery. Synthesis of themes from all groups suggests a learning continuum that begins with the team huddle and continues with shared patient care and social interactions. Opportunity to observe and interact with other professions in action is key to the learning process. Discussion Interprofessional SRC participation promotes learning 'with, from, and about' each other. Participation challenges misconceptions and sensitizes students to patient experiences, health systems, advocacy, and social responsibility. Learning involves interprofessional interactions in the patient encounter, reinforced by formal and informal communications. Participation is associated with interest in serving the underserved and in primary care careers. The authors proposed a framework for interprofessional learning with implications for optimal learning environments to promote team-based care. Future research is suggested to identify core faculty functions and best settings to advance and enhance student preparation for future collaborative team practice.

What and how do students learn in an interprofessional student-run clinic? An educational framework for team-based care.

PubMed

Lie, Désirée A; Forest, Christopher P; Walsh, Anne; Banzali, Yvonne; Lohenry, Kevin

2016-01-01

The student-run clinic (SRC) has the potential to address interprofessional learning among health professions students. To derive a framework for understanding student learning during team-based care provided in an interprofessional SRC serving underserved patients. The authors recruited students for a focus group study by purposive sampling and snowballing. They constructed two sets of semi-structured questions for uniprofessional and multiprofessional groups. Sessions were audiotaped, and transcripts were independently coded and adjudicated. Major themes about learning content and processes were extracted. Grounded theory was followed after data synthesis and interpretation to establish a framework for interprofessional learning. Thirty-six students from four professions (medicine, physician assistant, occupational therapy, and pharmacy) participated in eight uniprofessional groups; 14 students participated in three multiprofessional groups (N = 50). Theme saturation was achieved. Six common themes about learning content from uniprofessional groups were role recognition, team-based care appreciation, patient experience, advocacy-/systems-based models, personal skills, and career choices. Occupational therapy students expressed self-advocacy, and medical students expressed humility and self-discovery. Synthesis of themes from all groups suggests a learning continuum that begins with the team huddle and continues with shared patient care and social interactions. Opportunity to observe and interact with other professions in action is key to the learning process. Interprofessional SRC participation promotes learning 'with, from, and about' each other. Participation challenges misconceptions and sensitizes students to patient experiences, health systems, advocacy, and social responsibility. Learning involves interprofessional interactions in the patient encounter, reinforced by formal and informal communications. Participation is associated with interest in serving the underserved and in primary care careers. The authors proposed a framework for interprofessional learning with implications for optimal learning environments to promote team-based care. Future research is suggested to identify core faculty functions and best settings to advance and enhance student preparation for future collaborative team practice.

Learning from Evaluation by Peer Team: A Case Study of a Family Counselling Organization

ERIC Educational Resources Information Center

Muniute-Cobb, Eivina I.; Alfred, Mary V.

2010-01-01

This qualitative study explores how employees learn from Team Primacy Concept-based employee evaluation and how they use the feedback in performing their jobs. Team Primacy Concept-based evaluation is a type of multirater evaluation. The distinctive characteristic of such evaluation is its peer feedback component during which the employee's…

Are High Achievers Successful in Collaborative Learning? An Explorative Study of College Students' Learning Approaches in Team Project-Based Learning

ERIC Educational Resources Information Center

Lee, Hye-Jung; Kim, Hyekyung; Byun, Hyunjung

2017-01-01

This study analyses how high-achieving students approach team project-based learning (TPBL) and aims to identify the implications and challenges of TPBL practice in higher education. After interviewing 32 high-achieving students and surveying 1022 additional students at a South Korean university, we found that four factors were particularly…

[Developing team reflexivity as a learning and working tool for medical teams].

PubMed

Riskin, Arieh; Bamberger, Peter

2014-01-01

Team reflexivity is a collective activity in which team members review their previous work, and develop ideas on how to modify their work behavior in order to achieve better future results. It is an important learning tool and a key factor in explaining the varying effectiveness of teams. Team reflexivity encompasses both self-awareness and agency, and includes three main activities: reflection, planning, and adaptation. The model of briefing-debriefing cycles promotes team reflexivity. Its key elements include: Pre-action briefing--setting objectives, roles, and strategies the mission, as well as proposing adaptations based on what was previously learnt from similar procedures; Post-action debriefing--reflecting on the procedure performed and reviewing the extent to which objectives were met, and what can be learnt for future tasks. Given the widespread attention to team-based work systems and organizational learning, efforts should be made toward ntroducing team reflexivity in health administration systems. Implementation could be difficult because most teams in hospitals are short-lived action teams formed for a particular event, with limited time and opportunity to consciously reflect upon their actions. But it is precisely in these contexts that reflexive processes have the most to offer instead of the natural impulsive collective logics. Team reflexivity suggests a potential solution to the major problems of iatorgenesis--avoidable medical errors, as it forces all team members to participate in a reflexive process together. Briefing-debriefing technology was studied mainly in surgical teams and was shown to enhance team-based learning and to improve quality-related outcomes and safety.

A methodology to incorporate life cycle analysis and the triple bottom line mechanism for sustainable management of industrial enterprises

NASA Astrophysics Data System (ADS)

Wang, Ling; Lin, Li

2004-02-01

Since 1970"s, the environmental protection movement has challenged industries to increase their investment in Environmentally Conscious Manufacturing (ECM) techniques and management tools. Social considerations for global citizens and their descendants also motivated the examination on the complex issues of sustainable development beyond the immediate economic impact. Consequently, industrial enterprises have started to understand sustainable development in considering the Triple Bottom Line (TBL): economic prosperity, environmental quality and social justice. For the management, however, a lack of systematic ECM methodologies hinders their effort in planning, evaluating, reporting and auditing of sustainability. To address this critical need, this research develops a framework of a sustainable management system by incorporating a Life Cycle Analysis (LCA) of industrial operations with the TBL mechanism. A TBL metric system with seven sets of indices for the TBL elements and their complex relations is identified for the comprehensive evaluation of a company"s sustainability performance. Utilities of the TBL indices are estimated to represent the views of various stakeholders, including the company, investors, employees and the society at large. Costs of these indices are also captured to reflect the company"s effort in meeting the utilities. An optimization model is formulated to maximize the economic, environmental and social benefits by the company"s effort in developing sustainable strategies. To promote environmental and social consciousness, the methodology can significantly facilitate management decisions by its capabilities of including "non-business" values and external costs that the company has not contemplated before.

Tuberculous Lymphadenitis Is Associated with Enhanced Baseline and Antigen-Specific Induction of Type 1 and Type 17 Cytokines and Reduced Interleukin-1β (IL-1β) and IL-18 at the Site of Infection.

PubMed

Kathamuthu, Gokul Raj; Moideen, Kadar; Baskaran, Dhanaraj; Banurekha, Vaithilingam V; Nair, Dina; Sekar, Gomathi; Sridhar, Rathinam; Vidyajayanthi, Bharathi; Gajendraraj, Ganeshan; Parandhaman, Dinesh Kumar; Srinivasan, Alena; Babu, Subash

2017-05-01

Tuberculous lymphadenitis (TBL) is characterized by an expansion of Th1 and Th17 cells with altered serum levels of proinflammatory cytokines. However, the cytokine profile at the site of infection, i.e., the affected lymph nodes, has not been examined in detail. To estimate the baseline and mycobacterial antigen-stimulated concentrations of type 1, type 17, and other proinflammatory cytokines in patients with TBL ( n = 14), we examined both the baseline and the antigen-specific concentrations of these cytokines before and after chemotherapy and compared them with those in individuals with pulmonary tuberculosis (PTB) ( n = 14). In addition, we also compared the cytokine responses in whole blood and those in the lymph nodes of TBL individuals. We observed significantly enhanced baseline and antigen-specific levels of type 1 cytokines (gamma interferon [IFN-γ] and tumor necrosis factor alpha [TNF-α]) and a type 17 cytokine (interleukin-17 [IL-17]) and significantly diminished baseline and antigen-specific levels of proinflammatory cytokines (IL-1β and IL-18) in the whole blood of TBL individuals compared to those in the whole blood of PTB individuals. Moreover, we also observed a pattern of baseline and antigen-specific cytokine production at the site of infection (lymph node) similar to that in the whole blood of TBL individuals. Following standard antituberculosis (anti-TB) treatment, we observed alterations in the baseline and/or antigen-specific levels of IFN-γ, TNF-α, IL-1β, and IL-18. TBL is therefore characterized by enhanced baseline and antigen-specific production of type 1 and type 17 cytokines and reduced baseline and antigen-specific production of IL-1β and IL-18 at the site of infection. Copyright © 2017 American Society for Microbiology.

Image quality improvement in megavoltage cone beam CT using an imaging beam line and a sintered pixelated array system

DOE Office of Scientific and Technical Information (OSTI.GOV)

Breitbach, Elizabeth K.; Maltz, Jonathan S.; Gangadharan, Bijumon

2011-11-15

Purpose: To quantify the improvement in megavoltage cone beam computed tomography (MVCBCT) image quality enabled by the combination of a 4.2 MV imaging beam line (IBL) with a carbon electron target and a detector system equipped with a novel sintered pixelated array (SPA) of translucent Gd{sub 2}O{sub 2}S ceramic scintillator. Clinical MVCBCT images are traditionally acquired with the same 6 MV treatment beam line (TBL) that is used for cancer treatment, a standard amorphous Si (a-Si) flat panel imager, and the Kodak Lanex Fast-B (LFB) scintillator. The IBL produces a greater fluence of keV-range photons than the TBL, to whichmore » the detector response is more optimal, and the SPA is a more efficient scintillator than the LFB. Methods: A prototype IBL + SPA system was installed on a Siemens Oncor linear accelerator equipped with the MVision{sup TM} image guided radiation therapy (IGRT) system. A SPA strip consisting of four neighboring tiles and measuring 40 cm by 10.96 cm in the crossplane and inplane directions, respectively, was installed in the flat panel imager. Head- and pelvis-sized phantom images were acquired at doses ranging from 3 to 60 cGy with three MVCBCT configurations: TBL + LFB, IBL + LFB, and IBL + SPA. Phantom image quality at each dose was quantified using the contrast-to-noise ratio (CNR) and modulation transfer function (MTF) metrics. Head and neck, thoracic, and pelvic (prostate) cancer patients were imaged with the three imaging system configurations at multiple doses ranging from 3 to 15 cGy. The systems were assessed qualitatively from the patient image data. Results: For head and neck and pelvis-sized phantom images, imaging doses of 3 cGy or greater, and relative electron densities of 1.09 and 1.48, the CNR average improvement factors for imaging system change of TBL + LFB to IBL + LFB, IBL + LFB to IBL + SPA, and TBL + LFB to IBL + SPA were 1.63 (p < 10{sup -8}), 1.64 (p < 10{sup -13}), 2.66 (p < 10{sup -9}), respectively. For all imaging doses, soft tissue contrast was more easily differentiated on IBL + SPA head and neck and pelvic images than TBL + LFB and IBL + LFB. IBL + SPA thoracic images were comparable to IBL + LFB images, but less noisy than TBL + LFB images at all imaging doses considered. The mean MTFs over all imaging doses were comparable, at within 3%, for all imaging system configurations for both the head- and pelvis-sized phantoms. Conclusions: Since CNR scales with the square root of imaging dose, changing from TBL + LFB to IBL + LFB and IBL + LFB to IBL + SPA reduces the imaging dose required to obtain a given CNR by factors of 0.38 and 0.37, respectively. MTFs were comparable between imaging system configurations. IBL + SPA patient image quality was always better than that of the TBL + LFB system and as good as or better than that of the IBL + LFB system, for a given dose.« less

Experiential, Team-Based Learning in a Baccalaureate Social Work Research Course

ERIC Educational Resources Information Center

Venema, Rachel; Meerman, Judi Ravenhorst; Hossink, Kristin

2015-01-01

This article describes student responses to a BSW research course framed by experiential learning theory to engage the community and offer applied research practice. The study finds that students generally express overall satisfaction with the research course and describe perceptions of learning gains when involved in a team-based research project…

Developing Results-Based Leadership Attributes and Team Cohesiveness through Action Learning

ERIC Educational Resources Information Center

Troupe, David

2010-01-01

Those who develop leaders in manufacturing settings have little data that describe the usefulness of action learning as a method of developing leaders' abilities to improve results-based leadership attributes or perceptions about their team's cohesiveness. The two purposes of this study were to evaluate an action learning program with regards to…

Cross-Cultural Management Learning through Innovative Pedagogy: An Exploratory Study of Globally Distributed Student Teams

ERIC Educational Resources Information Center

Bartel-Radic, Anne; Moos, J. Chris; Long, Suzanna K.

2015-01-01

This article presents an innovative pedagogy based on student participation in globally distributed project teams. The study questions the link between student learning of intercultural competence and the global teaming experience. Data was collected from 115 students participating in 22 virtual intercultural teams. Results revealed that students…

The Effects of Case-Based Team Learning on Students’ Learning, Self Regulation and Self Direction

PubMed Central

Rezaee, Rita; Mosalanejad, Leili

2015-01-01

Introduction: The application of the best approaches to teach adults in medical education is important in the process of training learners to become and remain effective health care providers. This research aims at designing and integrating two approaches, namely team teaching and case study and tries to examine the consequences of these approaches on learning, self regulation and self direction of nursing students. Material & Methods: This is aquasi experimental study of 40 students who were taking a course on mental health. The lessons were designed by using two educational techniques: short case based study and team based learning. Data gathering was based on two valid and reliablequestionnaires: Self-Directed Readiness Scale (SDLRS) and the self-regulating questionnaire. Open ended questions were also designed for the evaluation of students’with points of view on educational methods. Results: The Results showed an increase in the students’ self directed learning based on their performance on the post-test. The results showed that the students’ self-directed learning increased after the intervention. The mean difference before and after intervention self management was statistically significant (p=0.0001). Also, self-regulated learning increased with the mean difference after intervention (p=0.001). Other results suggested that case based team learning can have significant effects on increasing students’ learning (p=0.003). Conclusion: This article may be of value to medical educators who wish to replace traditional learning with informal learning (student-centered-active learning), so as to enhance not only the students’ ’knowledge, but also the advancement of long- life learning skills. PMID:25946918

Teaching Clinical Ophthalmology: Medical Student Feedback on Team Case-Based Versus Lecture Format.

PubMed

Horne, Anupama; Rosdahl, Jullia

Team-based learning with case presentations in small groups in the medical school education setting allows students to be actively engaged and interactive with their peers to work through real-world clinical scenarios. Our objective is to assess the effects of this curriculum on the medical student experience. This study was designed to gather feedback from medical students on an ophthalmology elective regarding their experience with our newly developed team-based learning curriculum. Feedback evaluations were completed by medical students at the end of their elective and consisted of both a Likert scare rating and a free-response section. A total of 30 medical students. Students rated the case-based sessions significantly better than traditional lecture format with respect to the overall learning experience (p = 0.004), enjoyment of learning (p < 0.001), and increasing retention and ability to apply knowledge (p < 0.001). There is a strong preference by medical students for team-based learning within clinical ophthalmology. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Export Odyssey: An Exposition and Analytical Review of Literature Concerning an Undergraduate Student Project in International Marketing on Key Teaching-Learning Dimensions.

ERIC Educational Resources Information Center

Williamson, Nicholas C.

2001-01-01

Describes Export Odyssey (EO), a structured, Internet-intensive, team-based undergraduate student project in international marketing. Presents an analytical review of articles in the literature that relate to three key teaching-learning dimensions of student projects (experiential versus non-experiential active learning, team-based versus…

Effects of Role Division, Interaction, and Shared Mental Model on Team Performance in Project-Based Learning Environment

ERIC Educational Resources Information Center

Jo, Il-Hyun

2011-01-01

The purpose of this study was to investigate the cognitive mechanism of project-based learning teams of college students on the basis of the Shared Mental Model (SMM) theory. The study participants were 237 female college students in Korea organized into 51 project teams. To test the study hypotheses, a structural equation modeling was employed.…

Modification of a Turbulent Boundary Layer within a Homogeneous Concentration of Drag reducing Polymer Solution

NASA Astrophysics Data System (ADS)

Farsiani, Yasaman; Elbing, Brian

2017-11-01

High molecular weight polymer solutions in wall-bounded flows can reduce the local skin friction by as much as 80%. External flow studies have typical focused on injection of polymer within a developing turbulent boundary layer (TBL), allowing the concentration and drag reduction level to evolve with downstream distance. Modification of the log-law region of the TBL is directly related to drag reduction, but recent results suggest that the exact behavior is dependent on flow and polymer properties. Weissenberg number and the viscosity ratio (ratio of solvent viscosity to the zero-shear viscosity) are concentration dependent, thus the current study uses a polymer ocean (i.e. a homogenous concentration of polymer solution) with a developing TBL to eliminate uncertainty related to polymer properties. The near-wall modified TBL velocity profiles are acquired with particle image velocimetry. In the current presentation the mean velocity profiles and the corresponding flow (Reynolds number) and polymer (Weissenberg number, viscosity ratio, and length ratio) properties are reported. Note that the impact of polymer degradation on molecular weight will also be quantified and accounted for when estimating polymer properties This work was supported by NSF Grant 1604978.

Active control of turbulent boundary layer sound transmission into a vehicle interior

NASA Astrophysics Data System (ADS)

Caiazzo, A.; Alujević, N.; Pluymers, B.; Desmet, W.

2016-09-01

In high speed automotive, aerospace, and railway transportation, the turbulent boundary layer (TBL) is one of the most important sources of interior noise. The stochastic pressure distribution associated with the turbulence is able to excite significantly structural vibration of vehicle exterior panels. They radiate sound into the vehicle through the interior panels. Therefore, the air flow noise becomes very influential when it comes to the noise vibration and harshness assessment of a vehicle, in particular at low frequencies. Normally, passive solutions, such as sound absorbing materials, are used for reducing the TBL-induced noise transmission into a vehicle interior, which generally improve the structure sound isolation performance. These can achieve excellent isolation performance at higher frequencies, but are unable to deal with the low-frequency interior noise components. In this paper, active control of TBL noise transmission through an acoustically coupled double panel system into a rectangular cavity is examined theoretically. The Corcos model of the TBL pressure distribution is used to model the disturbance. The disturbance is rejected by an active vibration isolation unit reacting between the exterior and the interior panels. Significant reductions of the low-frequency vibrations of the interior panel and the sound pressure in the cavity are observed.

Structured Learning Teams: Reimagining Student Group Work

ERIC Educational Resources Information Center

Lendvay, Gregory C.

2014-01-01

Even in a standards-based curriculum, teachers can apply constructivist practices such as structured learning teams. In this environment, students become invested in the learning aims, triggering the desire in students to awaken, get information, interpret, remix, share, and design scenarios.

Comparison of 2-3D convection models with parameterized thermal evolution models: Application to Mars

NASA Astrophysics Data System (ADS)

Thiriet, M.; Plesa, A. C.; Breuer, D.; Michaut, C.

2017-12-01

To model the thermal evolution of terrestrial planets, 1D parametrized models are often used as 2 or 3D mantle convection codes are very time-consuming. In these parameterized models, scaling laws that describe the convective heat transfer rate as a function of the convective parameters are derived from 2-3D steady state convection models. However, so far there has been no comprehensive comparison whether they can be applied to model the thermal evolution of a cooling planet. Here we compare 2D and 3D thermal evolution models in the stagnant lid regime with 1D parametrized models and use parameters representing the cooling of the Martian mantle. For the 1D parameterized models, we use the approach of Grasset and Parmentier (1998) and treat the stagnant lid and the convecting layer separately. In the convecting layer, the scaling law for a fluid with constant viscosity is valid with Nu (Ra/Rac) ?, with Rac the critical Rayleigh number at which the thermal boundary layers (TBL) - top or bottom - destabilize. ? varies between 1/3 and 1/4 depending on the heating mode and previous studies have proposed intermediate values of b 0.28-0.32 according to their model set-up. The base of the stagnant lid is defined by the temperature at which the mantle viscosity has increased by a factor of 10; it thus depends on the rate of viscosity change with temperature multiplied by a factor? , whose value appears to vary depending on the geometry and convection conditions. In applying Monte Carlo simulations, we search for the best fit to temperature profiles and heat flux using three free parameters, i.e. ? of the upper TBL, ? and the Rac of the lower TBL. We find that depending on the definition of the stagnant lid thickness in the 2-3D models several combinations of ? and ? for the upper TBL can retrieve suitable fits. E.g. combinations of ? = 0.329 and ? = 2.19 but also ? = 0.295 and ? = 2.97 are possible; Rac of the lower TBL is 10 for all best fits. The results show that although the heating conditions change from bottom to mainly internally heating as a function of time, the thermal evolution can be represented by one set of parameters.

A multidisciplinary allied health faculty team: formation and first year production of problem-based learning in gerontology/geriatrics.

PubMed

Silver, S

1998-01-01

An interdisciplinary team of faculty, administrators and practitioners representing diverse settings for allied health education has formed the Mid-Atlantic Allied Health Geriatric Education Center (MAHGEC) to produce problem-based learning (PBL) cases related to older adults. These cases will enable allied health students and practitioners to work together in interdisciplinary teams and expand allied health education to include health issues related to gerontology/ geriatrics. The health professionals of MAHGEC have brought different perspectives to the project. These include: (1) educational requirements to be gained from their association with MAHGEC, (2) health care disciplines to enhance the PBL cases produced, (3) personal histories related to older adults, and (4) ideas for utilization of problem-based learning in their particular educational and professional settings. The first year of this project has included the execution of a needs assessment for gerontology/geriatric education in allied health programs, the development of the infrastructure of MAHGEC, building the content base of MAHGEC faculty regarding gerontology/geriatrics and problem-based learning, the establishment of priorities in the production of problem-based learning cases for Year 01, and division into production teams for cases.

Competitive Team-Based Learning versus Group Investigation with Reference to the Language Proficiency of Iranian EFL Intermediate Students

ERIC Educational Resources Information Center

Hosseini, Seyed Mohammad Hassan

2014-01-01

This paper is a report on an experimental study which intended to look into the possible effects of Competitive Team-Based Learning (CTBL) vis-à-vis Group Investigation (GI) method of Cooperative Learning (CL) on the language proficiency of Iranian EFL intermediate students. Seventy homogeneous Iranian intermediate students were selected out of a…

A Study of the Effects of Competitive Team-Based Learning and Structured Academic Controversy on the Language Proficiency of Iranian EFL College Seniors

ERIC Educational Resources Information Center

Hosseini, Seyed Mohammad Hassan

2012-01-01

This paper presents reports on an experimental study which intended to look into and compare the possible effects of this researcher's instructional innovation, Competitive Team-Based Learning (CTBL), with Structured Academic Controversy (SAC) -- the most popular method of Cooperative Learning (CL) -- on language proficiency of Iranian EFL college…

The effect of web quest and team-based learning on students' self-regulation.

PubMed

Badiyepeymaie Jahromi, Zohreh; Mosalanejad, Leili; Rezaee, Rita

2016-04-01

In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students' self-direction, self-regulation, and academic achievement. This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the WebQuest approach as a teaching strategy (n = 38), while the other group was taught using team-based learning (n=39). Data gathering was based on Guglielmino's self-directed learning readiness scale (SDLRS) and Buford's self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR), Wilcoxon signed-rank test, and the Mann-Whitney U-test in SPSS software, version 13. p<0.05 was considered as the significance level. The results of the Mann-Whitney U test showed that the participants' self- directed (self-management) and self-regulated learning differed between the two groups (p=0.04 and p=0.01, respectively). Wilcoxon test revealed that self-directed learning indices (self-control and self-management) were differed between the two strategies before and after the intervention. However, the scores related to learning (students' final scores) were higher in the WebQuest approach than in team-based learning. By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required.

Continued multidisciplinary project-based learning - implementation in health informatics.

PubMed

Wessel, C; Spreckelsen, C

2009-01-01

Problem- and project-based learning are approved methods to train students, graduates and post-graduates in scientific and other professional skills. The students are trained on realistic scenarios in a broader context. For students specializing in health informatics we introduced continued multidisciplinary project-based learning (CM-PBL) at a department of medical informatics. The training approach addresses both students of medicine and students of computer science. The students are full members of an ongoing research project and develop a project-related application or module, or explore or evaluate a sub-project. Two teachers guide and review the students' work. The training on scientific work follows a workflow with defined milestones. The team acts as peer group. By participating in the research team's work the students are trained on professional skills. A research project on a web-based information system on hospitals built the scenario for the realistic context. The research team consisted of up to 14 active members at a time, who were scientists and students of computer science and medicine. The well communicated educational approach and team policy fostered the participation of the students. Formative assessment and evaluation showed a considerable improvement of the students' skills and a high participant satisfaction. Alternative education approaches such as project-based learning empower students to acquire scientific knowledge and professional skills, especially the ability of life-long learning, multidisciplinary team work and social responsibility.

Athletes Off the Field: A Model for Team Building and Leadership Development through Service Learning. Linking Learning with Life.

ERIC Educational Resources Information Center

Haughey, Laurie

This booklet provides step-by-step guidelines for developing a leadership-through-service-learning component for a school athletic team. It is based on a program called LIFE LINE (Leaders in Football and Education) founded in 1996 as a peer leadership group that would increase team unity and success both on and off the field. The guide summarizes…

Building an Undergraduate STEM Team Using Team-Based Learning Leading to the Production of a Storyboard Appropriate for Elementary Students

ERIC Educational Resources Information Center

Cutright, Teresa J.; Evans, Edward; Brantner, Justin S.

2014-01-01

A unique undergraduate team that spans five different engineering disciplines, chemistry, biology, and mathematics was formed. The team was formed to promote cross-disciplinary learning, to improve retention, and to prepare the students for the kind of problems they will face in their careers. This paper describes the variety of activities used…

Social Work Students' Perceptions of Team-Based Learning

ERIC Educational Resources Information Center

Macke, Caroline; Taylor, Jessica Averitt; Taylor, James E.; Tapp, Karen; Canfield, James

2015-01-01

This study sought to examine social work students' perceptions of Team-Based Learning (N = 154). Aside from looking at overall student perceptions, comparative analyses examined differences in perceptions between BSW and MSW students, and between Caucasian students and students of color. Findings for the overall sample revealed favorable…

Team-Based Activities to Promote Engaged Learning

ERIC Educational Resources Information Center

Lightner, Sharon; Bober, Marcie J.; Willi, Caroline

2007-01-01

Like their counterparts in other disciplines, accounting educators are gradually moving away from talk-and-chalk lectures to project-based learning, real-world problem solving, and team collaboration. Slower to change are the ways in which the impact of these innovative teaching methods have been assessed, with student reactions and traditional…

Evaluating indices of lipid and protein content in lesser snow and Ross's geese during spring migration

USGS Publications Warehouse

Webb, Elisabeth B.; Fowler, Drew N.; Woodall, Brendan A.; Vrtiska, Mark P.

2018-01-01

Assessing nutrient stores in avian species is important for understanding the extent to which body condition influences success or failure in life‐history events. We evaluated predictive models using morphometric characteristics to estimate total body lipids (TBL) and total body protein (TBP), based on traditional proximate analyses, in spring migrating lesser snow geese (Anser caerulescens caerulescens) and Ross's geese (A. rossii). We also compared performance of our lipid model with a previously derived predictive equation for TBL developed for nesting lesser snow geese. We used external and internal measurements on 612 lesser snow and 125 Ross's geese collected during spring migration in 2015 and 2016 within the Central and Mississippi flyways to derive and evaluate predictive models. Using a validation data set, our best performing lipid model for snow geese better predicted TBL (root mean square error [RMSE] of 23.56) compared with a model derived from nesting individuals (RMSE = 48.60), suggesting the importance of season‐specific models for accurate lipid estimation. Models that included body mass and abdominal fat deposit best predicted TBL determined by proximate analysis in both species (lesser snow goose, R2 = 0.87, RMSE = 23.56: Ross's geese, R2 = 0.89, RMSE = 13.75). Models incorporating a combination of external structural measurements in addition to internal muscle and body mass best predicted protein values (R2 = 0.85, RMSE = 19.39 and R2 = 0.85, RMSE = 7.65, lesser snow and Ross's geese, respectively), but protein models including only body mass and body size were also competitive and provided extended utility to our equations for field applications. Therefore, our models indicated the importance of specimen dissection and measurement of the abdominal fat pad to provide the most accurate lipid estimates and provide alternative dissection‐free methods for estimating protein.

Entrepreneurial Thinking in Interdisciplinary Student Teams

ERIC Educational Resources Information Center

Neumeyer, Xaver; McKenna, Ann

2016-01-01

Our work investigates students' perception of collaborative expertise and the role of inquiry-based learning in the context of team-based entrepreneurship education. Specifically, we examine students' perception of communication, division of work, shared goals, team conflicts and leadership in their respective teams. In addition, we look at the…

No More Heroes: Entrepreneurial Learning in the SME Management Team

ERIC Educational Resources Information Center

Mckeown, Ian

2010-01-01

Entrepreneurship is increasingly viewed as a plural rather than singular endeavour. This paper develops a conceptual framework of team-based entrepreneurial learning, challenging the myth of the entrepreneurial "Lone Ranger" and revealing the significance of power structures in the SME management team in mediating what is and is not learnt.…

Study of connectivity in student teams by observation of their learning processes

NASA Astrophysics Data System (ADS)

Pacheco, Patricio H.; Correa, Rafael D.

2016-05-01

A registration procedure based data tracking classroom activities students formed into teams, which are immersed in basic learning processes, particularly physical sciences is presented. For the analysis of the data various mathematical tools to deliver results in numerical indicators linking their learning, performance, quality of relational nexus to transformation their emotions. The range of variables under observation and further study, which is influenced by the evolution of the emotions of the different teams of students, it also covers the traditional approach to information delivery from outside (teaching in lecture) or from inside each team (abilities of pupils) to instructional materials that enhance learning inquiry and persuasion.

A case for safety leadership team training of hospital managers.

PubMed

Singer, Sara J; Hayes, Jennifer; Cooper, Jeffrey B; Vogt, Jay W; Sales, Michael; Aristidou, Angela; Gray, Garry C; Kiang, Mathew V; Meyer, Gregg S

2011-01-01

Delivering safe patient care remains an elusive goal. Resolving problems in complex organizations like hospitals requires managers to work together. Safety leadership training that encourages managers to exercise learning-oriented, team-based leadership behaviors could promote systemic problem solving and enhance patient safety. Despite the need for such training, few programs teach multidisciplinary groups of managers about specific behaviors that can enhance their role as leadership teams in the realm of patient safety. The aims of this study were to describe a learning-oriented, team-based, safety leadership training program composed of reinforcing exercises and to provide evidence confirming the need for such training and demonstrating behavior change among management groups after training. Twelve groups of managers from an academic medical center based in the Northeast United States were randomly selected to participate in the program and exposed to its customized, experience-based, integrated, multimodal curriculum. We extracted data from transcripts of four training sessions over 15 months with groups of managers about the need for the training in these groups and change in participants' awareness, professional behaviors, and group activity. Training transcripts confirmed the need for safety leadership team training and provided evidence of the potential for training to increase targeted behaviors. The training increased awareness and use of leadership behaviors among many managers and led to new routines and coordinated effort among most management groups. Enhanced learning-oriented leadership often helped promote a learning orientation in managers' work areas. Team-based training that promotes specific learning-oriented leader behaviors can promote behavioral change among multidisciplinary groups of hospital managers.

Cooperative Learning through Team-Based Projects in the Biotechnology Industry †

PubMed Central

Luginbuhl, Sarah C.; Hamilton, Paul T.

2013-01-01

We have developed a cooperative-learning, case studies project model that has teams of students working with biotechnology professionals on company-specific problems. These semester-long, team-based projects can be used effectively to provide students with valuable skills in an industry environment and experience addressing real issues faced by biotechnology companies. Using peer-evaluations, we have seen improvement in students’ professional skills such as time-management, quality of work, and level of contribution over multiple semesters. This model of team-based, industry-sponsored projects could be implemented in other college and university courses/programs to promote professional skills and expose students to an industry setting. PMID:24358386

Cooperative Learning through Team-Based Projects in the Biotechnology Industry.

PubMed

Luginbuhl, Sarah C; Hamilton, Paul T

2013-01-01

We have developed a cooperative-learning, case studies project model that has teams of students working with biotechnology professionals on company-specific problems. These semester-long, team-based projects can be used effectively to provide students with valuable skills in an industry environment and experience addressing real issues faced by biotechnology companies. Using peer-evaluations, we have seen improvement in students' professional skills such as time-management, quality of work, and level of contribution over multiple semesters. This model of team-based, industry-sponsored projects could be implemented in other college and university courses/programs to promote professional skills and expose students to an industry setting.

A team approach to an undergraduate interprofessional communication course.

PubMed

Doucet, Shelley; Buchanan, Judy; Cole, Tricia; McCoy, Carolyn

2013-05-01

Interprofessional communication is a team-taught upper-level undergraduate course for Nursing and Health Sciences students. In addition to teaching fundamental communication skills, this course weaves interprofessional competencies into weekly learning activities and assignments. The utilization of the principles and practices of team-based learning in the classroom enhances the attainment and practice of communication and interprofessional collaboration skills. Lessons learned from conducting informal course evaluations and delivering the course multiple times are presented.

Why do large and small scales couple in a turbulent boundary layer?

NASA Astrophysics Data System (ADS)

Bandyopadhyay, Promode R.

2011-11-01

Correlation measurement, which is not definitive, suggests that large and small scales in a turbulent boundary layer (TBL) couple. A TBL is modeled as a jungle of interacting nonlinear oscillators to explore the origin of the coupling. These oscillators have the inherent property of self-sustainability, disturbance rejection, and of self-referential phase reset whereby several oscillators can phase align (or have constant phase difference between them) when an ``external'' impulse is applied. Consequently, these properties of a TBL are accounted for: self-sustainability, return of the wake component after a disturbance is removed, and the formation of the 18o large structures, which are composed of a sequential train of hairpin vortices. The nonlinear ordinary differential equations of the oscillators are solved using an analog circuit for rapid solution. The post-bifurcation limit cycles are determined. A small scale and a large scale are akin to two different oscillators. The state variables from the two disparate interacting oscillators are shown to couple and the small scales appear at certain regions of the phase of the large scale. The coupling is a consequence of the nonlinear oscillatory behavior. Although state planes exist where the disparate scales appear de-superposed, all scales in a TBL are in fact coupled and they cannot be monochromatically isolated.

Investigating Response from Attached and Separated Flow Excitations on a Real Launch Vehicle using SEA

NASA Technical Reports Server (NTRS)

Harrison, Phil; LaVerde, Bruce; Teague,David

2009-01-01

Statistical Energy Analysis (SEA) response has been fairly well anchored to test observations for Diffuse Acoustic Field (DAF) loading by others. Meanwhile, not many examples can be found in the literature anchoring the SEA vehicle panel response results to Turbulent Boundary Layer (TBL) fluctuating pressure excitations. This deficiency is especially true for supersonic trajectories such as those required by this nation s launch vehicles. Response and excitation data from vehicle flight measurements gathered during the development flight era of the Space Shuttle have been used in a trial to assess the sensitivity of response analysis to certain known and unknown parameters of the flight. This assessment compares vibration response predictions for TBL excitations produced by the SEA tool to flight measurements. A secondary, but perhaps more important objective, is to provide more clarity concerning the accuracy and conservatism that can be expected from response estimates to TBL-excited vehicle models in SEA. What range of parameters must be included in such an analysis in order to land on the conservative side in response predictions? What is the variability produced in the results with changes in these parameters? The TBL fluid structure loading model used for this study is provided from the SEA module of the commercial code VA One.

IS Learning: The Impact of Gender and Team Emotional Intelligence

ERIC Educational Resources Information Center

Dunaway, Mary M.

2013-01-01

In university settings, dysfunction in teamwork often challenges problem-based learning in IS projects. Researchers of IS Education have largely overlooked Team Emotional Intelligence (TEI), which offers a collective cognitive skill that may benefit the student learning experience. Hypothesized are four dimensions of emotional intelligence (EI)…

An evaluation of an interprofessional practice-based learning environment using student reflections.

PubMed

Housley, Cora L; Neill, Kathryn K; White, Lanita S; Tedder, Andrea T; Castleberry, Ashley N

2018-01-01

The 12th Street Health and Wellness Center is an interprofessional, student-led, community-based clinic. Students from all University of Arkansas for Medical Sciences colleges work together to provide healthcare services for residents of an underserved community. Interprofessional student teams assess patients and present to an interprofessional preceptor team. At the conclusion of clinic, teams reflect on their experience. The objective of this study is to generate key themes from the end of clinic reflections to describe learning outcomes in an interprofessional practice environment. Student teams were asked to reflect on what they learned about patient care and interprofessional practice while volunteering at the clinic. Three hundred eighty reflection statements were assessed using the constant comparative approach with open coding by three researchers who identified and categorised themes by selecting key phrases from reflections. Eight themes emerged from this process which illuminated students' self-perceived development during practice-based learning and interprofessional collaboration. Key phrases were also coded to the four core Interprofessional Education Collaborative competency domains. These results suggest learners' perception that the Center is a practice-based environment that provides an opportunity to learn, integrate, and apply interprofessional curricular content.

The effect of web quest and team-based learning on students’ self-regulation

PubMed Central

BADIYEPEYMAIE JAHROMI, ZOHREH; MOSALANEJAD, LEILI; REZAEE, RITA

2016-01-01

Introduction In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students’ self-direction, self-regulation, and academic achievement. Method This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the WebQuest approach as a teaching strategy (n = 38), while the other group was taught using team-based learning (n=39). Data gathering was based on Guglielmino’s self-directed learning readiness scale (SDLRS) and Buford’s self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR), Wilcoxon signed-rank test, and the Mann–Whitney U-test in SPSS software, version 13. p<0.05 was considered as the significance level. Results The results of the Mann–Whitney U test showed that the participants’ self- directed (self-management) and self-regulated learning differed between the two groups (p=0.04 and p=0.01, respectively). Wilcoxon test revealed that self-directed learning indices (self-control and self-management) were differed between the two strategies before and after the intervention. However, the scores related to learning (students’ final scores) were higher in the WebQuest approach than in team-based learning. Conclusion By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required. PMID:27104202

Evaluating Student Motivation in Organic Chemistry Courses: Moving from a Lecture-Based to a Flipped Approach with Peer-Led Team Learning

ERIC Educational Resources Information Center

Liu, Yujuan; Raker, Jeffrey R.; Lewis, Jennifer E.

2018-01-01

Academic Motivation Scale-Chemistry (AMS-Chemistry), an instrument based on the self-determination theory, was used to evaluate students' motivation in two organic chemistry courses, where one course was primarily lecture-based and the other implemented flipped classroom and peer-led team learning (Flip-PLTL) pedagogies. Descriptive statistics…

Theoretical Foundations of "Competitive Team-Based Learning"

ERIC Educational Resources Information Center

Hosseini, Seyed Mohammad Hassan

2010-01-01

This paper serves as a platform to precisely substantiate the success of "Competitive Team-Based Learning" (CTBL) as an effective and rational educational approach. To that end, it brings to the fore part of the (didactic) theories and hypotheses which in one way or another delineate and confirm the mechanisms under which successful…

Evaluating a Team-Based Learning Method for Detecting Dental Caries in Dental Students

ERIC Educational Resources Information Center

Park, Sang E.; Kim, Junhyck; Anderson, Nina

2014-01-01

The purpose of the study was to investigate whether the team-based learning environment facilitated the competency of third year dental students in caries detection and activity assessment. Corresponding data were achieved using digital radiographs to determine the carious lesions in three clinical cases. The distribution of the caries evaluations…

Team-Based Learning: Moderating Effects of Metacognitive Elaborative Rehearsal and Middle School History Content Recall

ERIC Educational Resources Information Center

Roberts, Greg; Scammacca, Nancy; Osman, David J.; Hall, Colby; Mohammed, Sarojani S.; Vaughn, Sharon

2014-01-01

Promoting Acceleration of Comprehension and Content through Text (PACT) and similar team-based models directly engage and support students in learning situations that require cognitive elaboration as part of the processing of new information. Elaboration is subject to metacognitive control, as well (Karpicke, "Journal of Experimental…

An interdisciplinary, team-based design for an oral and maxillofacial radiology course for postdoctoral dental students.

PubMed

Ramesh, Aruna; Ganguly, Rumpa; Qualters, Donna M

2014-09-01

This article describes the transition of an oral and maxillofacial radiology course from a traditional lecture format to an interactive case-based, team-based, interdisciplinary, and intraprofessional learning model in advanced dental education. Forty-four postdoctoral dental students were enrolled in the course over a twelve-week period in the fall semester 2012. The class consisted of U.S.- and foreign-trained dentists enrolled in advanced education programs in various dental disciplines. The course faculty preassigned interdisciplinary teams with four or five students in each. The class met once a week for an hour. Ten of the twelve sessions consisted of a team presentation, individual quiz, team quiz, and case discussion. Each member of a team completed peer evaluation of other team members during weeks six and twelve of the course. The final course grade was a composite of individual and team quiz grades, team presentation, and peer evaluation grades. The overall class average was 90.43. Ninety-five percent of the class (42/44) had total team grades equal to or greater than total individual quiz grades. The objective of creating a new case-based, team-based, interdisciplinary, intraprofessional learning model in advanced dental education was achieved, and the initial student perception of the new format was positive.

Learning cell biology as a team: a project-based approach to upper-division cell biology.

PubMed

Wright, Robin; Boggs, James

2002-01-01

To help students develop successful strategies for learning how to learn and communicate complex information in cell biology, we developed a quarter-long cell biology class based on team projects. Each team researches a particular human disease and presents information about the cellular structure or process affected by the disease, the cellular and molecular biology of the disease, and recent research focused on understanding the cellular mechanisms of the disease process. To support effective teamwork and to help students develop collaboration skills useful for their future careers, we provide training in working in small groups. A final poster presentation, held in a public forum, summarizes what students have learned throughout the quarter. Although student satisfaction with the course is similar to that of standard lecture-based classes, a project-based class offers unique benefits to both the student and the instructor.

101 Tips, Traps, and To-Dos for Creating Teams: A Guidebook for School Leaders. Guiding Groups To Become Teams, Facilitating Them To Become High-Performance Teams, and Empowering Them To Become Technology-Based Teams.

ERIC Educational Resources Information Center

Bailey, Gerald D.; Ross, Tweed; Bailey, Gwen L.; Lumley, Dan

Using teams is an effective way to meet the challenges of breaking down teacher isolation, halting curriculum fragmentation, and creating a learning organization. This guide is designed to help school leaders train groups to become teams, guide them to become high-performance teams, and empower them to become technology-based teams. It contains…

Team Up for 21st Century Teaching and Learning: What Research and Practice Reveal about Professional Learning. Condensed Excerpts

ERIC Educational Resources Information Center

Carroll, Thomas G., Ed.; Fulton, Kathleen, Ed.; Doerr, Hanna, Ed.

2010-01-01

This document contains excerpts from Team Up for 21st Century Teaching & Learning. This document includes the excerpts of five articles that provide a substantial evidence-based argument for the power of collaborative communities to improve teaching and learning. These articles are: (1) Professional Communities and the Artisan Model of…

How to Collaborate through Teams

ERIC Educational Resources Information Center

Conderman, Greg

2016-01-01

Teachers are spending more of their time and making more decisions within teams. Effective teacher-based teams provide academic and behavioral support for students as well as professional development for teachers. Learn how the best teams function.

Towards a new paradigm: Activity level balanced sustainability reporting.

PubMed

Samudhram, Ananda; Siew, Eu-Gene; Sinnakkannu, Jothee; Yeow, Paul H P

2016-11-01

Technoeconomic paradigms based economic growth theories suggest that waves of technological innovations drove the economic growth of advanced economies. Widespread economic degradation and pollution is an unintended consequence of such growth. Tackling environmental and social issues at firm levels would help us to overcome such issues at macro-levels. Consequently, the Triple Bottom Line (TBL) reporting approach promotes firm level economic, environmental and social performances. Incorporating Zink's (2014) 3-pillar presentation model, this paper indicates that economic, social and environmental performances tend to be reported at firm level. All three pillars are not covered evenly at the activity levels. Thus, a loophole is identified whereby excellent environmental performance at activity levels could potentially leave poor social performance undisclosed. A refinement of the TBL paradigm, whereby all three pillars are covered at the activity level, is suggested, to enhance sustainability reporting. Copyright © 2016 Elsevier Ltd. All rights reserved.

Multidisciplinary obstetric simulated emergency scenarios (MOSES): promoting patient safety in obstetrics with teamwork-focused interprofessional simulations.

PubMed

Freeth, Della; Ayida, Gubby; Berridge, Emma Jane; Mackintosh, Nicola; Norris, Beverley; Sadler, Chris; Strachan, Alasdair

2009-01-01

We describe an example of simulation-based interprofessional continuing education, the multidisciplinary obstetric simulated emergency scenarios (MOSES) course, which was designed to enhance nontechnical skills among obstetric teams and, hence, improve patient safety. Participants' perceptions of MOSES courses, their learning, and the transfer of learning to clinical practice were examined. Participants included senior midwives, obstetricians, and obstetric anesthetists, including course faculty from 4 purposively selected delivery suites in England. Telephone or e-mail interviews with MOSES course participants and facilitators were conducted, and video-recorded debriefings that formed integral parts of this 1-day course were analyzed. The team training was well received. Participants were able to check out assumptions and expectations of others and develop respect for different roles within the delivery suite (DS) team. Skillful facilitation of debriefing after each scenario was central to learning. Participants reported acquiring new knowledge or insights, particularly concerning the role of communication and leadership in crisis situations, and they rehearsed unfamiliar skills. Observing peers working in the simulations increased participants' learning by highlighting alternative strategies. The learning achieved by individuals and groups was noticeably dependent on their starting points. Some participants identified limited changes in their behavior in the workplace following the MOSES course. Mechanisms to manage the transfer of learning to the wider team were weakly developed, although 2 DS teams made changes to their regular update training. Interprofessional, team-based simulations promote new learning.

Survey Tools for Faculty to Quickly Assess Multidisciplinary Team Dynamics in Capstone Courses

ERIC Educational Resources Information Center

Solnosky, Ryan; Fairchild, Joshua

2017-01-01

Many engineering faculty have limited skills and/or assessment tools to evaluate team dynamics in multidisciplinary team-based capstone courses. Rapidly deployable tools are needed here to provide proactive feedback to teams to facilitate deeper learning. Two surveys were developed based on industrial and organizational psychology theories around…

Enhancing Collaborative Learning through Group Intelligence Software

NASA Astrophysics Data System (ADS)

Tan, Yin Leng; Macaulay, Linda A.

Employers increasingly demand not only academic excellence from graduates but also excellent interpersonal skills and the ability to work collaboratively in teams. This paper discusses the role of Group Intelligence software in helping to develop these higher order skills in the context of an enquiry based learning (EBL) project. The software supports teams in generating ideas, categorizing, prioritizing, voting and multi-criteria decision making and automatically generates a report of each team session. Students worked in a Group Intelligence lab designed to support both face to face and computer-mediated communication and employers provided feedback at two key points in the year long team project. Evaluation of the effectiveness of Group Intelligence software in collaborative learning was based on five key concepts of creativity, participation, productivity, engagement and understanding.

The effect of team accelerated instruction on students’ mathematics achievement and learning motivation

NASA Astrophysics Data System (ADS)

Sri Purnami, Agustina; Adi Widodo, Sri; Charitas Indra Prahmana, Rully

2018-01-01

This study aimed to know the improvement of achievement and motivation of learning mathematics by using Team Accelerated Instruction. The research method used was the experiment with descriptive pre-test post-test experiment. The population in this study was all students of class VIII junior high school in Jogjakarta. The sample was taken using cluster random sampling technique. The instrument used in this research was questionnaire and test. Data analysis technique used was Wilcoxon test. It concluded that there was an increase in motivation and student achievement of class VII on linear equation system material by using the learning model of Team Accelerated Instruction. Based on the results of the learning model Team Accelerated Instruction can be used as a variation model in learning mathematics.

Effects of the Team Competition-Based Ubiquitous Gaming Approach on Students' Interactive Patterns, Collective Efficacy and Awareness of Collaboration and Communication

ERIC Educational Resources Information Center

Chen, Chih-Hung; Hwang, Gwo-Jen

2017-01-01

Previous research has illustrated the importance of acquiring knowledge from authentic contexts; however, without full engagement, students' learning performance might not be as good as expected. In this study, a Team Competition-based Ubiquitous Gaming approach was proposed for improving students' learning effectiveness in authentic learning…

Scaffolding Project-Based Learning with the Project Management Body of Knowledge (PMBOK[R])

ERIC Educational Resources Information Center

van Rooij, Shahron Williams

2009-01-01

This paper reports the results of a study of the extent to which processes and procedures from the discipline of project management can scaffold online project-based learning in a graduate-level instructional technology course, by facilitating intra-team interaction, enhancing project outcomes and promoting a positive project team experience. With…

From Group to Team: Skilled Facilitation Moves a Group from a Collection of Individuals to an Effective Team

ERIC Educational Resources Information Center

Lee, Ginny V.

2009-01-01

School-based learning depends on teachers' capacity to engage with each other around central issues of teaching and learning. While such collaboration is readily welcomed by some educators, others remain wedded to an "independent contractor" concept of teaching. Supporting teachers to view themselves as team members and to perform effectively as a…

The Effects of Incorporating Web-Assisted Learning with Team Teaching in Seventh-Grade Science Classes

ERIC Educational Resources Information Center

Jang, Syh-Jong

2006-01-01

Due to the implementation of a 9-year integrated curriculum scheme in Taiwan, research on team teaching and web-based technology appears to be urgent. The purpose of this study was incorporated web-assisted learning with team teaching in seventh-grade science classes. The specific research question concerned student performance and attitudes about…

Case Studies' Effect on Undergraduates' Achievement, Attitudes, and Team Shared Mental Models in Educational Psychology

ERIC Educational Resources Information Center

Razzouk, Rim; Johnson, Tristan E.

2013-01-01

The purpose of this study was to examine the effect of case studies on learning outcomes, attitudes toward instructions, and team shared mental models (SMM) in a team-based learning environment in an undergraduate educational psychology course. Approximately 105 students who participated in this study were randomly assigned to either a case-study…

Creating Learning Communities in the Classroom

ERIC Educational Resources Information Center

Saville, Bryan K.; Lawrence, Natalie Kerr; Jakobsen, Krisztina V.

2012-01-01

There are many ways to construct classroom-based learning communities. Nevertheless, the emphasis is always on cooperative learning. In this article, the authors focus on three teaching methods--interteaching, team-based learning, and cooperative learning in large, lecture-based courses--that they have used successfully to create classroom-based…

Efficacy of simulation-based trauma team training of non-technical skills. A systematic review.

PubMed

Gjeraa, K; Møller, T P; Østergaard, D

2014-08-01

Trauma resuscitation is a complex situation, and most organisations have multi-professional trauma teams. Non-technical skills are challenged during trauma resuscitation, and they play an important role in the prevention of critical incidents. Simulation-based training of these is recommended. Our research question was: Does simulation-based trauma team training of non-technical skills have effect on reaction, learning, behaviour or patient outcome? The authors searched PubMed, EMBASE and the Cochrane Library and found 13 studies eligible for analysis. We described and compared the educational interventions and the evaluations of effect according to the four Kirkpatrick levels: reaction, learning (knowledge, skills, attitudes), behaviour (in a clinical setting) and patient outcome. No studies were randomised, controlled and blinded, resulting in a moderate to high risk of bias. The multi-professional trauma teams had positive reactions to simulation-based training of non-technical skills. Knowledge and skills improved in all studies evaluating the effect on learning. Three studies found improvements in team performance (behaviour) in the clinical setting. One of these found difficulties in maintaining these skills. Two studies evaluated on patient outcome, of which none showed improvements in mortality, complication rate or duration of hospitalisation. A significant effect on learning was found after simulation-based training of the multi-professional trauma team in non-technical skills. Three studies demonstrated significantly increased clinical team performance. No effect on patient outcome was found. All studies had a moderate to high risk of bias. More comprehensive randomised studies are needed to evaluate the effect on patient outcome. © 2014 The Acta Anaesthesiologica Scandinavica Foundation. Published by John Wiley & Sons Ltd.

Role-Playing and Problem-Based Learning: The Use of Cross-Functional Student Teams in Business Application Development

ERIC Educational Resources Information Center

Pike, Jacqueline C.; Spangler, William; Williams, Valerie; Kollar, Robert

2017-01-01

To create a learning experience which replicates the process by which consultants, systems developers and business end users collaborate to design and implement a business application, a cross-functional student team project was developed and is described. The overall learning experience was distinguished by specific components and characteristics…

Developing a Culture of Assessment through a Faculty Learning Community: A Case Study

ERIC Educational Resources Information Center

Schlitz, Stephanie A.; O'Connor, Margaret; Pang, Yanhui; Stryker, Deborah; Markell, Stephen; Krupp, Ethan; Byers, Celina; Jones, Sheila Dove; Redfern, Alicia King

2009-01-01

This article describes how a diverse, interdisciplinary team of faculty formed a topic-based faculty learning community. Following an introduction to faculty learning communities and a brief discussion of their benefit to faculty engaged in the process of adopting new technology, we explain how our team, through a competitive mini-grant…

Improving uptake of flexible sigmoidoscopy screening: a randomized trial of nonparticipant reminders in the English Screening Programme.

PubMed

Kerrison, Robert S; McGregor, Lesley M; Marshall, Sarah; Isitt, John; Counsell, Nicholas; Rees, Colin J; von Wagner, Christian

2017-01-01

Background and study aims  Uptake of flexible sigmoidoscopy screening in the English Bowel Scope Screening (BSS) Programme is low. The aim of this study was to test the impact of a nonparticipant reminder and theory-based leaflet to promote uptake among former nonresponders (previously did not confirm their appointment) and nonattenders (previously confirmed their appointment but did not attend). Patients and methods  Eligible adults were men and women in London who had not attended a BSS appointment within 12 months of their invitation. Individuals were randomized (1:1:1) to receive no reminder (control), a 12-month reminder plus standard information booklet (TMR-SIB), or a 12-month reminder plus bespoke theory-based leaflet (TMR-TBL) designed to address barriers to screening. The primary outcome of the study was the proportion of individuals screened within each group 12 weeks after the delivery of the reminder. Results  A total of 1383 men and women were randomized and analyzed as allocated (n = 461 per trial arm). Uptake was 0.2 % (n = 1), 10.4 % (n = 48), and 15.2 % (n = 70) in the control, TMR-SIB, and TMR-TBL groups, respectively. Individuals in the TMR-SIB and TMR-TBL groups were significantly more likely to attend screening than individuals in the control group (adjusted odds ratio [OR] 53.7, 95 % confidence interval [CI] 7.4 - 391.4, P  < 0.001 and OR 89.0, 95 %CIs 12.3 - 645.4, P  < 0.01, respectively). Individuals in the TMR-TBL group were also significantly more likely to attend screening than individuals in the TMR-SIB group (OR 1.7, 95 %CIs 1.1 - 2.5, P  = 0.01). Across all groups, former nonattenders were more likely to participate in screening than former nonresponders (uptake was 14.2 % and 8.0 %, respectively; OR 2.5, 95 %CIs 1.4 - 4.4, P  < 0.01). The adenoma detection rate among screened adults was 7.6 %, which is comparable to the rate in initial attenders. Conclusions  Reminders targeting former nonparticipants can improve uptake and are effective for both former nonresponders and nonattenders. Theory-based information designed to target barriers to screening added significantly to this strategy. © Georg Thieme Verlag KG Stuttgart · New York.

How to use coaching and action learning to support mentors in the workplace.

PubMed

Nash, Sue; Scammell, Janet

Using the example of mentoring preregistration student nurses, this article explores facilitation of learning in the workplace and examines the use of coaching and action learning to support mentors and the wider clinical team. A case study, where a mentor has difficulties with an underperforming student, is considered. Action learning and coaching are then explored, with the aim of maximising personal and team learning. These strategies can be easily transferred to other work based learning situations.

Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools

ERIC Educational Resources Information Center

Saunders, William M.; Goldenberg, Claude N.; Gallimore, Ronald

2009-01-01

The authors conducted a quasi-experimental investigation of effects on achievement by grade-level teams focused on improving learning. For 2 years (Phase 1), principals-only training was provided. During the final 3 years (Phase 2), school-based training was provided for principals and teacher leaders on stabilizing team settings and using…

Alkaloid-Derived Thioureas in Asymmetric Organocatalysis: A Cooperative Learning Activity in a Project-Based Laboratory Course

ERIC Educational Resources Information Center

Monge, David

2015-01-01

An experiment carried out by advanced undergraduate students in a project-based laboratory course is described. Taking into account the positive effects of working in teams, which has been key for successful research in industry and academia, a cooperative learning experience in the laboratory was developed. Students working in teams of four…

Cooperative Learning and Dyadic Interactions: Two Modes of Knowledge Construction in Socio-Constructivist Settings for Team-Sport Teaching

ERIC Educational Resources Information Center

Darnis, Florence; Lafont, Lucile

2015-01-01

Background: Within a socio-constructivist perspective, this study is situated at the crossroads of three theoretical approaches. First, it is based upon team sport and the tactical act model in games teaching. Second, it took place in dyadic or small group learning conditions with verbal interaction. Furthermore, these interventions were based on…

Fostering Teacher Learning Communities: A Case Study of a School-Based Leadership Team's Action Research

ERIC Educational Resources Information Center

Fischer, Kenneth Brian

2013-01-01

The purpose of this study is to examine how a school-based leadership team identifies and alters school conditions to foster the development of TLCs. Many educators, school leaders, and politicians have embraced teacher learning communities (TLCs) as a vehicle for school reform. Despite the considerable documentation of the capability for TLCs to…

Developing International Managerial Skills through the Cross-Cultural Assignment: Experiential Learning by Matching U.S.-Based and International Students

ERIC Educational Resources Information Center

Neiva de Figueiredo, Joao; Mauri, Alfredo J.

2013-01-01

This article describes the "Cross-Cultural Assignment," an experiential learning technique for students of business that deepens self-awareness of their own attitudes toward different cultures and develops international managerial skills. The technique consists of pairing up small teams of U.S.-based business students with small teams of…

Function of multiple Lis-Homology domain/WD-40 repeat-containing proteins in feed-forward transcriptional repression by silencing mediator for retinoic and thyroid receptor/nuclear receptor corepressor complexes.

PubMed

Choi, Hyo-Kyoung; Choi, Kyung-Chul; Kang, Hee-Bum; Kim, Han-Cheon; Lee, Yoo-Hyun; Haam, Seungjoo; Park, Hyoung-Gi; Yoon, Ho-Geun

2008-05-01

Lis-homology (LisH) motifs are involved in protein dimerization, and the discovery of the conserved N-terminal LisH domain in transducin beta-like protein 1 and its receptor (TBL1 and TBLR1) led us to examine the role of this domain in transcriptional repression. Here we show that multiple beta-transducin (WD-40) repeat-containing proteins interact to form oligomers in solution and that oligomerization depends on the presence of the LisH domain in each protein. Repression of transcription, as assayed using Gal4 fusion proteins, also depended on the presence of the LisH domain, suggesting that oligomerization is a prerequisite for efficient transcriptional repression. Furthermore, we show that the LisH domain is responsible for the binding to the hypoacetylated histone H4 tail and for stable chromatin targeting by the nuclear receptor corepressor complex. Mutations in conserved residues in the LisH motif of TBL1 and TBLR1 block histone binding, oligomerization, and transcriptional repression, supporting the functional importance of the LisH motif in transcriptional repression. Our results indicate that another WD-40 protein, TBL3, also preferentially binds to the N-terminal domain of TBL1 and TBLR1, and forms oligomers with other WD-40 proteins. Finally, we observed that the WD-40 proteins RbAp46 and RbAp48 of the sin3A corepressor complex failed to dimerize. We also found the specific interaction UbcH/E2 with TBL1, but not RbAp46/48. Altogether, our results thus indicate that the presence of multiple LisH/WD-40 repeat containing proteins is exclusive to nuclear receptor corepressor/ silencing mediator for retinoic and thyroid receptor complexes compared with other class 1 histone deacetylase-containing corepessor complexes.

Medicine as It Should Be: Teaching Team and Teamwork during a Palliative Care Clerkship.

PubMed

Head, Barbara A; Furman, Christian Davis; Lally, Andrew M; Leake, Kimberly; Pfeifer, Mark

2018-05-01

Interprofessional Education (IPE) is an important component of medical education. Rotations with palliative care interdisciplinary teams (IDTs) provide an optimal environment for IPE and teaching teamwork skills. Our objective was to assess the learning of senior medical students during a palliative care rotation. A constant comparison method based on grounded theory was used in this qualitative study. Senior medical students completed a semi-structured reflective writing exercise after a required one-week palliative care clerkship. Sixty randomly selected reflective writings were analyzed. The reflective writings were analyzed to evaluate the student's experiences. Dominant themes identified were related to teams and teamwork. Eight specific themes were identified: value of IDT for team members; value of IDT for patient/family; importance of each team member; reliance on other team members; roles of team members; how teams work; team communication; and interdisciplinary assessment and care planning. Students described exposure to novel experiences and planned to incorporate newly learned behaviors in their future practice. By participating in palliative care IDTs, medical students consistently learned about teamwork within healthcare. Additionally, they learned the importance of such teamwork to patients and the team itself. Rotations with palliative care IDTs have a significant role to play in IPE and preparing medical students to practice on teams.

Principal Leadership of Data Team Protocols within a Professional Learning Community

ERIC Educational Resources Information Center

Chambers, Charmelle

2014-01-01

The following document represents a Problem Based Learning Project (PBL) focusing on school leadership practices leading to increased student achievement. Current research findings indicate effective principals recognize the importance of building teacher capacity through promoting collaborative team work. School principals effectively leading…

Assessing the Impact of a Multi-Disciplinary Peer-Led-Team Learning Program on Undergraduate STEM Education

ERIC Educational Resources Information Center

Carlson, Kerri; Celotta, Dayius Turvold; Curran, Erin; Marcus, Mithra; Loe, Melissa

2016-01-01

There has been a national call to transition away from the traditional, passive, lecture-based model of STEM education towards one that facilitates learning through active engagement and problem solving. This mixed-methods research study examines the impact of a supplemental Peer-Led Team Learning (PLTL) program on knowledge and skill acquisition…

Alignment of an interprofessional student learning experience with a hospital quality improvement initiative.

PubMed

Fowler, Terri O; Wise, Holly H; Mauldin, Mary P; Ragucci, Kelly R; Scheurer, Danielle B; Su, Zemin; Mauldin, Patrick D; Bailey, Jennifer R; Borckardt, Jeffrey J

2018-04-11

Assessment of interprofessional education (IPE) frequently focuses on students' learning outcomes including changes in knowledge, skills, and/or attitudes. While a foundational education in the values and information of their chosen profession is critical, interprofessional learning follows a continuum from formal education to practice. The continuum increases in significance and complexity as learning becomes more relationship based and dependent upon the ability to navigate complex interactions with patients, families, communities, co-workers, and others. Integrating IPE into collaborative practice is critical to enhancing students' experiential learning, developing teamwork competencies, and understanding the complexity of teams. This article describes a project that linked students with a hospital-based quality-improvement effort to focus on the acquisition and practice of teamwork skills and to determine the impact of teamwork on patient and quality outcome measures. A hospital unit was identified with an opportunity for improvement related to quality care, patient satisfaction, employee engagement, and team behaviours. One hundred and thirty-seven students from six health profession colleges at the Medical University of South Carolina underwent TeamSTEPPS® training and demonstrated proficiency of their teamwork-rating skills with the TeamSTEPPS® Team Performance Observation Tool (T-TPO). Students observed real-time team behaviours of unit staff before and after staff attended formal TeamSTEPPS® training. The students collected a total of 778 observations using the T-TPO. Teamwork performance on the unit improved significantly across all T-TPO domains (team structure, communication, leadership, situation monitoring, and mutual support). Significant improvement in each domain continued post-intervention and at 15-month follow-up, improvement remained significant compared to baseline. Student engagement in TeamSTEPPS® training and demonstration of their reliability as teamwork-observers was a valuable learning experience and also yielded an opportunity to gather unique, and otherwise difficult to attain, data from a hospital unit for use by quality managers and administrators.

Members Matter in Team Training: Multilevel and Longitudinal Relationships between Goal Orientation, Self-Regulation, and Team Outcomes

ERIC Educational Resources Information Center

Dierdorff, Erich C.; Ellington, J. Kemp

2012-01-01

Longitudinal data from 338 individuals across 64 teams in a simulation-based team-training context were used to examine the effects of dispositional goal orientation on self-regulated learning (self-efficacy and metacognition). Team goal orientation compositions, as reflected by average goal orientations of team members, were examined for…

Team Learning and Team Composition in Nursing

ERIC Educational Resources Information Center

Timmermans, Olaf; Van Linge, Roland; Van Petegem, Peter; Elseviers, Monique; Denekens, Joke

2011-01-01

Purpose: This study aims to explore team learning activities in nursing teams and to test the effect of team composition on team learning to extend conceptually an initial model of team learning and to examine empirically a new model of ambidextrous team learning in nursing. Design/methodology/approach: Quantitative research utilising exploratory…

Team learning and effectiveness in virtual project teams: the role of beliefs about interpersonal context.

PubMed

Ortega, Aída; Sánchez-Manzanares, Miriam; Gil, Francisco; Rico, Ramón

2010-05-01

There has been increasing interest in team learning processes in recent years. Researchers have investigated the impact of team learning on team effectiveness and analyzed the enabling conditions for the process, but team learning in virtual teams has been largely ignored. This study examined the relationship between team learning and effectiveness in virtual teams, as well as the role of team beliefs about interpersonal context. Data from 48 teams performing a virtual consulting project over 4 weeks indicate a mediating effect of team learning on the relationship between beliefs about the interpersonal context (psychological safety, task interdependence) and team effectiveness (satisfaction, viability). These findings suggest the importance of team learning for developing effective virtual teams.

Measuring Learners' Attitudes toward Team Projects: Scale Development Through Exploratory And Confirmatory Factor Analyses

ERIC Educational Resources Information Center

Chyung, Seung Youn; Winiecki, Donald J.; Hunt, Gary; Sevier, Carol M.

2017-01-01

Team projects are increasingly used in engineering courses. Students may develop attitudes toward team projects from prior experience, and their attitudinal responses could influence their performance during team project-based learning in the future. Thus, instructors need to measure students' attitudes toward team projects during their learner…

Use of knowledge-sharing web-based portal in gross and microscopic anatomy.

PubMed

Durosaro, Olayemi; Lachman, Nirusha; Pawlina, Wojciech

2008-12-01

Changes in worldwide healthcare delivery require review of current medical school curricula structure to develop learning outcomes that ensures mastery of knowledge and clinical competency. In the last 3 years, Mayo Medical School implemented outcomes-based curriculum to encompass new graduate outcomes. Standard courses were replaced by 6-week clinically-integrated didactic blocks separated by student-self selected academic enrichment activities. Gross and microscopic anatomy was integrated with radiology and genetics respectively. Laboratory components include virtual microscopy and anatomical dissection. Students assigned to teams utilise computer portals to share learning experiences. High-resolution computed tomographic (CT) scans of cadavers prior to dissection were made available for correlative learning between the cadaveric material and radiologic images. Students work in teams on assigned presentations that include histology, cell and molecular biology, genetics and genomic using the Nexus Portal, based on DrupalEd, to share their observations, reflections and dissection findings. New generation of medical students are clearly comfortable utilising web-based programmes that maximise their learning potential of conceptually difficult and labor intensive courses. Team-based learning approach emphasising the use of knowledge-sharing computer portals maximises opportunities for students to master their knowledge and improve cognitive skills to ensure clinical competency.

Expansion of Pathogen-Specific Mono- and Multifunctional Th1 and Th17 Cells in Multi-Focal Tuberculous Lymphadenitis

PubMed Central

Kumar, Nathella Pavan; Sridhar, Rathinam; Banurekha, Vaithilingam V.; Nair, Dina; Jawahar, Mohideen S.; Nutman, Thomas B.; Babu, Subash

2013-01-01

Background Th1 and Th17 responses are known to play an important role in immunity to pulmonary tuberculosis (PTB), although little is known about their role in extrapulmonary forms of tuberculosis (TB). Methods To identify the role of Th1, Th17, and Th22 cells in multi-focal TB lymphadenitis (TBL), we examined mycobacteria–specific immune responses in the whole blood of individuals with PTB (n = 20) and compared them with those with TBL (n = 25). Results Elevated frequencies of CD4+ T cells expressing IFN- γ, TNF-α, and IL-2 were present in individuals with TBL compared with those with PTB at baseline and in response to ESAT-6 and CFP-10. Similarly, increased frequencies of CD4+ T cells expressing IL-17A, IL-17F, and IFN-γ were also present in individuals with TBL at baseline and following ESAT-6 and CFP-10 stimulation although no significant difference in frequency of Th22 cells was observed. Finally, frequencies of Th1 (but not Th17) cells exhibited a significantly negative correlation with natural regulatory T cell frequencies at baseline. Conclusions Multi-focal TB lymphadenitis is therefore characterized by elevated frequencies of Th1 and Th17 cells, indicating that Th1 and Th17 responses in TB disease are probably correlates of disease severity rather than of protective immunity. PMID:23451159

A longitudinal interprofessional simulation curriculum for critical care teams: Exploring successes and challenges.

PubMed

Leclair, Laurie W; Dawson, Mary; Howe, Alison; Hale, Sue; Zelman, Eric; Clouser, Ryan; Garrison, Garth; Allen, Gilman

2018-05-01

Interprofessional care teams are the backbone of intensive care units (ICUs) where severity of illness is high and care requires varied skills and experience. Despite this care model, longitudinal educational programmes for such workplace teams rarely include all professions. In this article, we report findings on the initial assessment and evaluation of an ongoing, longitudinal simulation-based curriculum for interprofessional workplace critical care teams. The study had two independent components, quantitative learner assessment and qualitative curricular evaluation. To assess curriculum effectiveness at meeting learning objectives, participant-reported key learning points identified using a self-assessment tool administered immediately following curricular participation were mapped to session learning objectives. To evaluate the curriculum, we conducted a qualitative study using a phenomenology approach involving purposeful sampling of nine curricular participants undergoing recorded semi-structured interviews. Verbatim transcripts were reviewed by two independent readers to derive themes further subdivided into successes and barriers. Learner self-assessment demonstrated that the majority of learners, across all professions, achieved at least one intended learning objective with senior learners more likely to report team-based objectives and junior learners more likely to report knowledge/practice objectives. Successes identified by curricular evaluation included authentic critical care curricular content, safe learning environment, and team comradery from shared experience. Barriers included unfamiliarity with the simulation environment and clinical coverage for curricular participation. This study suggests that a sustainable interprofessional curriculum for workplace ICU critical care teams can achieve the desired educational impact and effectively deliver authentic simulated work experiences if barriers to educational engagement and participation can be overcome.

Designing Pedagogical Innovation for Collaborating Teacher Teams

ERIC Educational Resources Information Center

Weitze, Charlotte Laerke

2017-01-01

In this design-based research project, teachers co-created and used a new learning design model, the "IT-Pedagogical Think Tank Model for Teacher Teams." This continuous-competence-development method enabled teachers to collaborate and develop innovative-learning designs for students in a new hybrid synchronous video-mediated learning…

Improving Student Teamwork in a Collaborative Project-Based Course

ERIC Educational Resources Information Center

Kapp, Edward

2009-01-01

While collaborative student projects can be effective in improving student learning, the failure of students to work together effectively remains a widely reported problem in collaborative learning. This article describes a team-building intervention designed to improve the students' abilities to work together in teams successfully. The…

Champions or Helpers: Leadership in Curriculum Reform in Science

ERIC Educational Resources Information Center

Johnson, Elizabeth D.; Bird, Fiona L.; Fyffe, Jeanette; Yench, Emma

2012-01-01

This study describes the perceptions of embedded teaching and learning leadership teams working on curriculum reform in science teaching departments. The teams combined a formally recognised leader, School Director of Learning and Teaching, with a project-based, more junior academic, Curriculum Fellow, to better leverage support for curriculum…

Student Perceptions of Value Added in an Active Learning Experience: Producing, Reviewing and Evaluating a Sales Team Video Presentation

ERIC Educational Resources Information Center

Corbett, James J.; Kezim, Boualem; Stewart, James

2010-01-01

This study investigates the effectiveness of a video team-based activity as a learning experience in a sales management course. Students perceived this learning activity approach as a beneficial and effective instructional technique. The benefits of making a video in a marketing course reinforce the understanding and the use of the sales process…

Team-Based Development of Medical Devices: An Engineering–Business Collaborative

PubMed Central

Eberhardt, Alan W.; Johnson, Ophelia L.; Kirkland, William B.; Dobbs, Joel H.; Moradi, Lee G.

2016-01-01

There is a global shift in the teaching methodology of science and engineering toward multidisciplinary, team-based processes. To meet the demands of an evolving technical industry and lead the way in engineering education, innovative curricula are essential. This paper describes the development of multidisciplinary, team-based learning environments in undergraduate and graduate engineering curricula focused on medical device design. In these programs, students actively collaborate with clinicians, professional engineers, business professionals, and their peers to develop innovative solutions to real-world problems. In the undergraduate senior capstone courses, teams of biomedical engineering (BME) and business students have produced and delivered numerous functional prototypes to satisfied clients. Pursuit of commercialization of devices has led to intellectual property (IP) disclosures and patents. Assessments have indicated high levels of success in attainment of student learning outcomes and student satisfaction with their undergraduate design experience. To advance these projects toward commercialization and further promote innovative team-based learning, a Master of Engineering (MEng) in Design and Commercialization was recently launched. The MEng facilitates teams of graduate students in engineering, life sciences, and business who engage in innovation-commercialization (IC) projects and coursework that take innovative ideas through research and development (R&D) to create marketable devices. The activities are structured with students working together as a “virtual company,” with targeted outcomes of commercialization (license agreements and new start-ups), competitive job placement, and/or career advancement. PMID:26902869

Team-Based Development of Medical Devices: An Engineering-Business Collaborative.

PubMed

Eberhardt, Alan W; Johnson, Ophelia L; Kirkland, William B; Dobbs, Joel H; Moradi, Lee G

2016-07-01

There is a global shift in the teaching methodology of science and engineering toward multidisciplinary, team-based processes. To meet the demands of an evolving technical industry and lead the way in engineering education, innovative curricula are essential. This paper describes the development of multidisciplinary, team-based learning environments in undergraduate and graduate engineering curricula focused on medical device design. In these programs, students actively collaborate with clinicians, professional engineers, business professionals, and their peers to develop innovative solutions to real-world problems. In the undergraduate senior capstone courses, teams of biomedical engineering (BME) and business students have produced and delivered numerous functional prototypes to satisfied clients. Pursuit of commercialization of devices has led to intellectual property (IP) disclosures and patents. Assessments have indicated high levels of success in attainment of student learning outcomes and student satisfaction with their undergraduate design experience. To advance these projects toward commercialization and further promote innovative team-based learning, a Master of Engineering (MEng) in Design and Commercialization was recently launched. The MEng facilitates teams of graduate students in engineering, life sciences, and business who engage in innovation-commercialization (IC) projects and coursework that take innovative ideas through research and development (R&D) to create marketable devices. The activities are structured with students working together as a "virtual company," with targeted outcomes of commercialization (license agreements and new start-ups), competitive job placement, and/or career advancement.

Team-Based Testing Improves Individual Learning

ERIC Educational Resources Information Center

Vogler, Jane S.; Robinson, Daniel H.

2016-01-01

In two experiments, 90 undergraduates took six tests as part of an educational psychology course. Using a crossover design, students took three tests individually without feedback and then took the same test again, following the process of team-based testing (TBT), in teams in which the members reached consensus for each question and answered…

Sustainable Supplier Performance Evaluation and Selection with Neofuzzy TOPSIS Method

PubMed Central

Chaharsooghi, S. K.; Ashrafi, Mehdi

2014-01-01

Supplier selection plays an important role in the supply chain management and traditional criteria such as price, quality, and flexibility are considered for supplier performance evaluation in researches. In recent years sustainability has received more attention in the supply chain management literature with triple bottom line (TBL) describing the sustainability in supply chain management with social, environmental, and economic initiatives. This paper explores sustainability in supply chain management and examines the problem of identifying a new model for supplier selection based on extended model of TBL approach in supply chain by presenting fuzzy multicriteria method. Linguistic values of experts' subjective preferences are expressed with fuzzy numbers and Neofuzzy TOPSIS is proposed for finding the best solution of supplier selection problem. Numerical results show that the proposed model is efficient for integrating sustainability in supplier selection problem. The importance of using complimentary aspects of sustainability and Neofuzzy TOPSIS concept in sustainable supplier selection process is shown with sensitivity analysis. PMID:27379267

Development of an Evaluation Methodology for Triple Bottom Line Reports Using International Standards on Reporting

NASA Astrophysics Data System (ADS)

Skouloudis, Antonis; Evangelinos, Konstantinos; Kourmousis, Fotis

2009-08-01

The purpose of this article is twofold. First, evaluation scoring systems for triple bottom line (TBL) reports to date are examined and potential methodological weaknesses and problems are highlighted. In this context, a new assessment methodology is presented based explicitly on the most widely acknowledged standard on non-financial reporting worldwide, the Global Reporting Initiative (GRI) guidelines. The set of GRI topics and performance indicators was converted into scoring criteria while the generic scoring devise was set from 0 to 4 points. Secondly, the proposed benchmark tool was applied to the TBL reports published by Greek companies. Results reveal major gaps in reporting practices, stressing the need for the further development of internal systems and processes in order to collect essential non-financial performance data. A critical overview of the structure and rationale of the evaluation tool in conjunction with the Greek case study is discussed while recommendations for future research on the field of this relatively new form of reporting are suggested.

Development of an evaluation methodology for triple bottom line reports using international standards on reporting.

PubMed

Skouloudis, Antonis; Evangelinos, Konstantinos; Kourmousis, Fotis

2009-08-01

The purpose of this article is twofold. First, evaluation scoring systems for triple bottom line (TBL) reports to date are examined and potential methodological weaknesses and problems are highlighted. In this context, a new assessment methodology is presented based explicitly on the most widely acknowledged standard on non-financial reporting worldwide, the Global Reporting Initiative (GRI) guidelines. The set of GRI topics and performance indicators was converted into scoring criteria while the generic scoring devise was set from 0 to 4 points. Secondly, the proposed benchmark tool was applied to the TBL reports published by Greek companies. Results reveal major gaps in reporting practices, stressing the need for the further development of internal systems and processes in order to collect essential non-financial performance data. A critical overview of the structure and rationale of the evaluation tool in conjunction with the Greek case study is discussed while recommendations for future research on the field of this relatively new form of reporting are suggested.

Passive autonomous infrared sensor technology

NASA Astrophysics Data System (ADS)

Sadjadi, Firooz

1987-10-01

This study was conducted in response to the DoD's need for establishing understanding of algorithm's modules for passive infrared sensors and seekers and establishing a standardized systematic procedure for applying this understanding to DoD applications. We quantified the performances of Honeywell's Background Adaptive Convexity Operator Region Extractor (BACORE) detection and segmentation modules, as functions of a set of image metrics for both single-frame and multiframe processing. We established an understanding of the behavior of the BACORE's internal parameters. We characterized several sets of stationary and sequential imagery and extracted TIR squared, TBIR squared, ESR, and range for each target. We generated a set of performance models for multi-frame processing BACORE that could be used to predict the behavior of BACORE in image metric space. A similar study was conducted for another of Honeywell's segmentors, namely Texture Boundary Locator (TBL), and its performances were quantified. Finally, a comparison of TBL and BACORE on the same data base and same number of frames was made.

Sustainable Supplier Performance Evaluation and Selection with Neofuzzy TOPSIS Method.

PubMed

Chaharsooghi, S K; Ashrafi, Mehdi

2014-01-01

Supplier selection plays an important role in the supply chain management and traditional criteria such as price, quality, and flexibility are considered for supplier performance evaluation in researches. In recent years sustainability has received more attention in the supply chain management literature with triple bottom line (TBL) describing the sustainability in supply chain management with social, environmental, and economic initiatives. This paper explores sustainability in supply chain management and examines the problem of identifying a new model for supplier selection based on extended model of TBL approach in supply chain by presenting fuzzy multicriteria method. Linguistic values of experts' subjective preferences are expressed with fuzzy numbers and Neofuzzy TOPSIS is proposed for finding the best solution of supplier selection problem. Numerical results show that the proposed model is efficient for integrating sustainability in supplier selection problem. The importance of using complimentary aspects of sustainability and Neofuzzy TOPSIS concept in sustainable supplier selection process is shown with sensitivity analysis.

An Examination of Interprofessional Team Functioning in a BScN Blended Learning Program: Implications for Accessible Distance-Based Nursing Education Programs

ERIC Educational Resources Information Center

Carter, Lorraine Mary; Beattie, Bev; Caswell, Wenda; Fitzgerald, Scott; Nowrouzi, Behdin

2016-01-01

In this study, the perceptions and experiences of an interprofessional team responsible for the development and delivery of the Registered Practical Nurse (RPN) to Bachelor of Science in Nursing (BScN) Blended Learning Program at Nipissing University were examined. In this program, RPNs can acquire a BScN through distance-based part-time study,…

A Qualitative Investigation into How Problem-Based Learning Impacts on the Development of Team-Working Skills in Occupational Therapy Students

ERIC Educational Resources Information Center

Seymour, Alison

2013-01-01

It has been suggested that problem-based learning (PBL) has a positive impact on the team-working skills of medical, health and social care students. These skills are important for graduates to master to enable effective collaborative working in today's diverse health and social care settings. What is not clear from the literature is how…

Team Projects and Peer Evaluations

ERIC Educational Resources Information Center

Doyle, John Kevin; Meeker, Ralph D.

2008-01-01

The authors assign semester- or quarter-long team-based projects in several Computer Science and Finance courses. This paper reports on our experience in designing, managing, and evaluating such projects. In particular, we discuss the effects of team size and of various peer evaluation schemes on team performance and student learning. We report…

Designing Adaptive Instruction for Teams: A Meta-Analysis

ERIC Educational Resources Information Center

Sottilare, Robert A.; Shawn Burke, C.; Salas, Eduardo; Sinatra, Anne M.; Johnston, Joan H.; Gilbert, Stephen B.

2018-01-01

The goal of this research was the development of a practical architecture for the computer-based tutoring of teams. This article examines the relationship of team behaviors as antecedents to successful team performance and learning during adaptive instruction guided by Intelligent Tutoring Systems (ITSs). Adaptive instruction is a training or…

How Virtual Team Leaders Cope with Creativity Challenges

ERIC Educational Resources Information Center

Han, Soo Jeoung; Chae, Chungil; Macko, Patricia; Park, Woongbae; Beyerlein, Michael

2017-01-01

Purpose: As technology-mediated communication improves, many organizations increasingly use new types of collaborative online tools to promote team-based learning and performance. The purpose of this study is to explore how virtual team leaders cope with process challenges in developing a context for team creativity. Design/methodology/approach:…

A parallel calibration utility for WRF-Hydro on high performance computers

NASA Astrophysics Data System (ADS)

Wang, J.; Wang, C.; Kotamarthi, V. R.

2017-12-01

A successful modeling of complex hydrological processes comprises establishing an integrated hydrological model which simulates the hydrological processes in each water regime, calibrates and validates the model performance based on observation data, and estimates the uncertainties from different sources especially those associated with parameters. Such a model system requires large computing resources and often have to be run on High Performance Computers (HPC). The recently developed WRF-Hydro modeling system provides a significant advancement in the capability to simulate regional water cycles more completely. The WRF-Hydro model has a large range of parameters such as those in the input table files — GENPARM.TBL, SOILPARM.TBL and CHANPARM.TBL — and several distributed scaling factors such as OVROUGHRTFAC. These parameters affect the behavior and outputs of the model and thus may need to be calibrated against the observations in order to obtain a good modeling performance. Having a parameter calibration tool specifically for automate calibration and uncertainty estimates of WRF-Hydro model can provide significant convenience for the modeling community. In this study, we developed a customized tool using the parallel version of the model-independent parameter estimation and uncertainty analysis tool, PEST, to enabled it to run on HPC with PBS and SLURM workload manager and job scheduler. We also developed a series of PEST input file templates that are specifically for WRF-Hydro model calibration and uncertainty analysis. Here we will present a flood case study occurred in April 2013 over Midwest. The sensitivity and uncertainties are analyzed using the customized PEST tool we developed.

Measuring Team Learning Behaviours through Observing Verbal Team Interaction

ERIC Educational Resources Information Center

Raes, Elisabeth; Boon, Anne; Kyndt, Eva; Dochy, Filip

2015-01-01

Purpose: This study aims to explore, as an answer to the observed lack of knowledge about actual team learning behaviours, the characteristics of the actual observed basic team learning behaviours and facilitating team learning behaviours more in-depth of three project teams. Over time, team learning in an organisational context has been…

Investigating Team Learning in a Military Context

ERIC Educational Resources Information Center

Veestraeten, Marlies; Kyndt, Eva; Dochy, Filip

2014-01-01

As teams have become fundamental parts of today's organisations, the need for these teams to function and learn efficiently and effectively is widely emphasised. Also in military contexts team learning is vital. The current article examines team learning behaviour in military teams as it aims to cross-validate a team learning model that was…

Development of an Online Smartphone-Based eLearning Nutrition Education Program for Low-Income Individuals.

PubMed

Stotz, Sarah; Lee, Jung Sun

2018-01-01

The objective of this report was to describe the development process of an innovative smartphone-based electronic learning (eLearning) nutrition education program targeted to Supplemental Nutrition Assistance Program-Education-eligible individuals, entitled Food eTalk. Lessons learned from the Food eTalk development process suggest that it is critical to include all key team members from the program's inception using effective inter-team communication systems, understand the unique resources needed, budget ample time for development, and employ an iterative development and evaluation model. These lessons have implications for researchers and funding agencies in developing an innovative evidence-based eLearning nutrition education program to an increasingly technology-savvy, low-income audience. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Telescope Bernard Lyot: operation, instrumentation, perspectives

NASA Astrophysics Data System (ADS)

Cabanac, R.

2016-12-01

This talk is the TBL director report at the 3rd French national telescopes Users Meeting of 2016. Telescope Bernard Lyot, the 2-m at Pic du midi (2870m), is dedicated to spectro-polarimetric studies since 2007 with the instrument Narval. This paper presents TBL operation, science highlights and statistics of the past 10 years of operation. It also opens perspectives for the coming 10 years with the funding of Neo-Narval (Narval stabilized to v_r < 3m/s) and SPIrou at Pic du midi (aka SPIP) for the study of the young exoplanetary systems.

Capturing the Magic of Classroom Training in Blended Learning

ERIC Educational Resources Information Center

Laiken, Marilyn E.; Milland, Russ; Wagner, Jon

2014-01-01

Organizations today are faced with the challenges of expanding their traditional classroom-based approaches into blended learning experiences which integrate regular classrooms, virtual classrooms, social learning, independent reading, on the job learning and other methodologies. Our team converted a two-day classroom-based program, taught from…

Enhancing team learning in nursing teams through beliefs about interpersonal context.

PubMed

Ortega, Aída; Sánchez-Manzanares, Miriam; Gil, Francisco; Rico, Ramón

2013-01-01

This article is a report of a study that examines the relationship between team-level learning and performance in nursing teams, and the role of beliefs about the interpersonal context in this relationship. Over recent years, there has been an increasing interest in the learning processes of work teams. Researchers have investigated the impact of team learning on team performance, and the enabling conditions for this learning. However, team learning in nursing teams has been largely ignored. A cross-sectional field survey design was used. The sample comprises a total of 468 healthcare professionals working in 89 nursing teams at different public hospitals throughout Spain. Members of nursing teams participated voluntarily by completing a confidential individual questionnaire. Team supervisors evaluated nursing teams' performance. Data were collected over 2007-2008. The results show a mediating effect of team learning on the relationship between beliefs about interpersonal context (psychological safety, perceived task interdependence, and group potency) and team performance. Our findings suggest that beliefs about interpersonal context and team learning are important to effective nursing team performance. © 2012 Blackwell Publishing Ltd.

Process and Learning Outcomes from Remotely-Operated, Simulated, and Hands-on Student Laboratories

ERIC Educational Resources Information Center

Corter, James E.; Esche, Sven K.; Chassapis, Constantin; Ma, Jing; Nickerson, Jeffrey V.

2011-01-01

A large-scale, multi-year, randomized study compared learning activities and outcomes for hands-on, remotely-operated, and simulation-based educational laboratories in an undergraduate engineering course. Students (N = 458) worked in small-group lab teams to perform two experiments involving stress on a cantilever beam. Each team conducted the…

You Like It, You Learn It: Affectivity and Learning in Competitive Social Role Play Gaming

ERIC Educational Resources Information Center

Brom, Cyril; Šisler, Vít; Slussareff, Michaela; Selmbacherová, Tereza; Hlávka, Zdenek

2016-01-01

Despite the alleged ability of digital game-based learning (DGBL) to foster positive affect and in turn improve learning, the link between affectivity and learning has not been sufficiently investigated in this field. Regarding learning from team-based games with competitive elements, even less is known about the relationship between…

Building an Undergraduate STEM Team Using Team-Based Learning Leading to the Production of a Storyboard Appropriate for Elementary Students

NASA Astrophysics Data System (ADS)

Cutright, Teresa J.; Evans, Edward; Brantner, Justin S.

2014-06-01

A unique undergraduate team that spans five different engineering disciplines, chemistry, biology, and mathematics was formed. The team was formed to promote cross-disciplinary learning, to improve retention, and to prepare the students for the kind of problems they will face in their careers. This paper describes the variety of activities used over 2 years to tie the team together, as well as afford opportunities to develop team-building skills. The activities described highlight the critical elements of a faculty leader whose own work is interdisciplinary, correct balance of disciplines in the team, and sufficient time for team development. The use of external feedback was essential for all activities. Clearly defined goals and hard deadlines were critical for the completion of individual activities, as well as developing a healthy team environment. Although the student cohort has learned from the activities, more time is needed to assess whether the students have become a fully efficient team. Furthermore, an additional cohort would be needed to assess whether the approach was able to assist with student's interest in STEM and their desire to help other people.

Evaluation of FCS self and peer-assessment approach based on Cooperative and Engineering Design learning.

PubMed

Cvetkovic, Dean

2013-01-01

The Cooperative Learning in Engineering Design curriculum can be enhanced with structured and timely self and peer assessment teaching methodologies which can easily be applied to any Biomedical Engineering curriculum. A study was designed and implemented to evaluate the effectiveness of this structured and timely self and peer assessment on student team-based projects. In comparing the 'peer-blind' and 'face-to-face' Fair Contribution Scoring (FCS) methods, both had advantages and disadvantages. The 'peer-blind' self and peer assessment method would cause high discrepancy between self and team ratings. But the 'face-to-face' method on the other hand did not have the discrepancy issue and had actually proved to be a more accurate and effective, indicating team cohesiveness and good cooperative learning.

Effects of Simulation With Problem-Based Learning Program on Metacognition, Team Efficacy, and Learning Attitude in Nursing Students: Nursing Care With Increased Intracranial Pressure Patient.

PubMed

Lee, Myung-Nam; Nam, Kyung-Dong; Kim, Hyeon-Young

2017-03-01

Nursing care for patients with central nervous system problems requires advanced professional knowledge and care skills. Nursing students are more likely to have difficulty in dealing with adult patients who have severe neurological problems in clinical practice. This study investigated the effect on the metacognition, team efficacy, and learning attitude of nursing students after an integrated simulation and problem-based learning program. A real scenario of a patient with increased intracranial pressure was simulated for the students. The results showed that this method was effective in improving the metacognitive ability of the students. Furthermore, we used this comprehensive model of simulation with problem-based learning in order to assess the consequences of student satisfaction with the nursing major, interpersonal relationships, and importance of simulation-based education in relation to the effectiveness of the integrated simulation with problem-based learning. The results can be used to improve the design of clinical practicum and nursing education.

The moderating role of team resources in translating nursing teams' accountability into learning and performance: a cross-sectional study.

PubMed

Rashkovits, Sarit; Drach-Zahavy, Anat

2017-05-01

The aim of this study was to test the moderated-mediation model suggesting that nursing teams' accountability affects team effectiveness by enhancing team learning when relevant resources are available to the team. Disappointing evidence regarding improvement in nurses' safe and quality care elevate the need in broadening our knowledge regarding the factors that enhance constant learning in nursing teams. Accountability is considered as crucial for team learning and quality of care but empirical findings have shown mixed evidence. A cross-sectional design. Forty-four nursing teams participated in the study. Data were collected in 2013-2014: Head nurses completed validated questionnaires, regarding team resources for learning (time availability, team autonomy and team performance feedback), and nursing teams' effectiveness; and nurses answered questionnaires regarding teams' accountability and learning (answers were aggregated to the team level). The model was tested using a moderated-mediation analysis with resources as moderating variables, and team learning as the mediator in the team accountability-team effectiveness link. The results of a mixed linear regression show that, as expected, nursing teams' accountability was positively linked to nursing teams' learning, when time availability, and team autonomy were high rather than low, and team performance feedback was low rather than high. Nurturing team accountability is not enough for achieving team learning and subsequent team effectiveness. Rather there is a need to provide nursing teams with adequate time, autonomy, and be cautious with performance feedback, as the latter may motivate nurses to repeat routine work strategies rather than explore improved ones. © 2016 John Wiley & Sons Ltd.

Cycles of Exploration, Reflection, and Consolidation in Model-Based Learning of Genetics

ERIC Educational Resources Information Center

Kim, Beaumie; Pathak, Suneeta A.; Jacobson, Michael J.; Zhang, Baohui; Gobert, Janice D.

2015-01-01

Model-based reasoning has been introduced as an authentic way of learning science, and many researchers have developed technological tools for learning with models. This paper describes how a model-based tool, "BioLogica"™, was used to facilitate genetics learning in secondary 3-level biology in Singapore. The research team co-designed…

Peer Evaluation of Team Member Effectiveness as a Formative Educational Intervention

ERIC Educational Resources Information Center

Mentzer, Nathan; Laux, Dawn; Zissimopoulos, Angelika; Richards, K. Andrew R.

2017-01-01

Peer evaluation of team member effectiveness is often used to complement cooperative learning in the classroom by holding students accountable for their team contributions. Drawing on the tenants of self-determination theory, this study investigated the impact of formative peer evaluation in university level team-based design projects. The…

Surface Emissivity Effects on Thermodynamic Retrieval of IR Spectral Radiance

NASA Technical Reports Server (NTRS)

Zhou, Daniel K.; Larar, Allen M.; Smith, William L.; Liu, Xu

2006-01-01

The surface emissivity effect on the thermodynamic parameters (e.g., the surface skin temperature, atmospheric temperature, and moisture) retrieved from satellite infrared (IR) spectral radiance is studied. Simulation analysis demonstrates that surface emissivity plays an important role in retrieval of surface skin temperature and terrestrial boundary layer (TBL) moisture. NAST-I ultraspectral data collected during the CLAMS field campaign are used to retrieve thermodynamic properties of the atmosphere and surface. The retrievals are then validated by coincident in-situ measurements, such as sea surface temperature, radiosonde temperature and moisture profiles. Retrieved surface emissivity is also validated by that computed from the observed radiance and calculated emissions based on the retrievals of surface temperature and atmospheric profiles. In addition, retrieved surface skin temperature and emissivity are validated together by radiance comparison between the observation and retrieval-based calculation in the window region where atmospheric contribution is minimized. Both simulation and validation results have lead to the conclusion that variable surface emissivity in the inversion process is needed to obtain accurate retrievals from satellite IR spectral radiance measurements. Retrieval examples are presented to reveal that surface emissivity plays a significant role in retrieving accurate surface skin temperature and TBL thermodynamic parameters.

A wind tunnel study of flows over idealised urban surfaces with roughness sublayer corrections

NASA Astrophysics Data System (ADS)

Ho, Yat-Kiu; Liu, Chun-Ho

2017-10-01

Dynamics in the roughness (RSLs) and inertial (ISLs) sublayers in the turbulent boundary layers (TBLs) over idealised urban surfaces are investigated analytically and experimentally. In this paper, we derive an analytical solution to the mean velocity profile, which is a continuous function applicable to both RSL and ISL, over rough surfaces in isothermal conditions. Afterwards, a modified mixing-length model for RSL/ISL transport is developed that elucidates how surface roughness affects the turbulence motions. A series of wind tunnel experiments are conducted to measure the vertical profiles of mean and fluctuating velocities, together with momentum flux over various configurations of surface-mounted ribs in cross flows using hot-wire anemometry (HWA). The analytical solution agrees well with the wind tunnel result that improves the estimate to mean velocity profile over urban surfaces and TBL dynamics as well. The thicknesses of RSL and ISL are calculated by monitoring the convergence/divergence between the temporally averaged and spatio-temporally averaged profiles of momentum flux. It is found that the height of RSL/ISL interface is a function of surface roughness. Examining the direct, physical influence of roughness elements on near-surface RSL flows reveals that the TBL flows over rough surfaces exhibit turbulence motions of two different length scales which are functions of the RSL and ISL structure. Conclusively, given a TBL, the rougher the surface, the higher is the RSL intruding upward that would thinner the ISL up to 50 %. Therefore, the conventional ISL log-law approximation to TBL flows over urban surfaces should be applied with caution.

The organizational and operational boundaries of triple bottom line reporting: a survey.

PubMed

Archel, Pablo; Fernández, Manuel; Larrinaga, Carlos

2008-01-01

This article responds to Gray's (2002) call for normative research on social and environmental accounting (SEA) and Parker's (2005) call for active engagement in the process of designing SEA systems. More specifically, our investigation focuses on the study of boundary setting for triple bottom line (TBL) reporting, an issue that has been given more attention by practitioners than by researchers. The study reviews the consequences of boundary setting for the discharge of organizational accountability, from which it develops a framework to investigate TBL reporting boundaries and then reports on an empirical survey of best practice. It concludes that organizations are strategically setting and disclosing their boundaries instead of discharging their accountability and argues that such strategies have far-reaching consequences, because reporting boundaries are not only reflective of organizations but also have a constitutive role in their definition. A further consequence is that it calls into question the use of voluntary labeling, such as "in accordance" with Global Reporting Initiative; one implication being that further research into technical developments in TBL reporting could contribute to the discharge of organizational accountability.

Tissue-specific changes of glutamine synthetase activity in oats after rhizosphere infestation by Pseudomonas syringae pv. tabaci. Final report

DOE Office of Scientific and Technical Information (OSTI.GOV)

Knight, T.J.; Temple, S.; Sengupta-Gopalan, C.

1996-05-15

Oats (Avena sativa L. lodi) tolerant of rhizosphere infestation by Pseudomonas syringae pv. tabaci when challenged by the pathogen experience tissue-specific alterations of ammonia assimilatory capabilities. Altered ammonia assimilatory potentials between root and leaf tissue result from selective inactivation of glutamine synthetase (GS) by the toxin Tabtoxinine-B-lactam (TBL). Root GS is sensitive and leaf GSs are resistant to TBL inactivation. With prolonged challenge by the pathogen root GS activity decreases but leaf GS specific activity increase. Higher leaf GS activity is due to decreased rates of degradation rather than increased GS synthesis. Higher leaf GS activity and elevated levels ofmore » GS polypeptide appear to result from a limited interaction between GS and TBL leading to the accumulation of a less active but more stable GS holoenzyme. Tolerant challenged oats besides surviving rhizosphere infestation, experience enhanced growth. A strong correlation exists between leaf GS activity and whole plant fresh weight, suggesting that tissue-specific changes in ammonia assimilatory capability provides the plant a more efficient mechanism for uptake and utilization of nitrogen.« less

Understanding the Complexity of Teacher Interaction in a Teacher Professional Learning Community

ERIC Educational Resources Information Center

Sjoer, Ellen; Meirink, Jacobiene

2016-01-01

In this study, we examine a professional learning community of primary school teachers developing a joint school-based curriculum for science and technology (S&T) education. Team meetings were observed over the course of one school year and the participating teachers and school head were interviewed. An essential factor in the team's…

Making Pedagogy Tangible: Developing Skills and Knowledge Using a Team Teaching and Blended Learning Approach

ERIC Educational Resources Information Center

Crawford, Renée; Jenkins, Louise E.

2018-01-01

In an era of accountability government and industry bodies are mandating that teacher education programs provide evidence of their impact. This paper provides an example of evidence-based practice, exploring how a team teaching and blended learning approach influenced the development of pre-service teachers (PSTs) competency skills and knowledge.…

Strong Teams, Strong Schools: Teacher-to-Teacher Collaboration Creates Synergy that Benefits Students

ERIC Educational Resources Information Center

Sparks, Dennis

2013-01-01

Schools rise and fall based on the quality of the teamwork that occurs within their walls. Well-functioning leadership and teaching teams are essential to the continuous improvement of teaching and learning. That is particularly true when schools have clearly articulated, stretching aspirations for the learning of all their students. Effective…

Knowledge of Mental Capacity Issues in Community Teams for Adults with Learning Disabilities

ERIC Educational Resources Information Center

Willner, Paul; Jenkins, Rosemary; Rees, Paul; Griffiths, Vanessa J.; John, Elinor

2011-01-01

Background: The aim of this study was to evaluate the state of knowledge of mental capacity issues among health and social services professionals working in community teams supporting people with learning disabilities. Methods A structured interview was constructed around three scenarios, based on actual cases, concerning a financial/legal issue,…

Hybrid materials based on novel 2D lanthanide coordination polymers covalently bonded to amine-modified SBA-15 and MCM-41: assembly, characterization, structural features, thermal and luminescence properties.

PubMed

Wang, Jun; Dou, Wei; Kirillov, Alexander M; Liu, Weisheng; Xu, Cailing; Fang, Ran; Yang, Lizi

2016-11-22

Three novel 2D coordination polymers [Tb 2 (μ 4 -L) 2 (μ-HL)(μ-HCOO)(DEF)] n (Tb-L), [Eu(μ 4 -L)(L)(H 2 O) 2 ] n (Eu-L), and [Nd(μ 4 -L)(L)(H 2 O) 2 ] n (Nd-L) were assembled from the corresponding lanthanide(iii) nitrates and 5 methoxy-(4-benzaldehyde)-1,3-benzenedicarboxylic acid (H 2 L) as a main multifunctional building block bearing carboxylate and aldehyde functional groups, using H 2 O/DEF {DEF = N,N-diethylformamide} as a reaction medium. The obtained coordination polymers were isolated as stable microcrystalline solids and fully characterized by elemental analysis, FT-IR spectroscopy, TGA, BET, PXRD, and single-crystal X-ray diffraction methods. Their structures feature intricate 2D metal-organic networks, which were topologically classified as underlying layers with the 4,6L26 (for Tb-L) or sql (for Eu-L and Nd-L) topologies. Besides, a novel series of mesoporous hybrid materials wherein the Tb-L, Eu-L, or Nd-L coordination polymers are covalently grafted into the amine-functionalized SBA-15-NH 2 or MCM-41-NH 2 matrices (via the formation of Schiff-base groups) was also synthesized and fully characterized. These hybrid materials show high thermal and photoluminescence stability, as well as remarkable chemical resistance to boiling water, and acidic or alkaline medium. Luminescent properties of the parent coordination polymers and derived hybrid materials are investigated in detail, showing that the latter combine the luminescent characteristics (intense green or red emissions and excellent stability) of lanthanide coordination polymers and structural features of ordered mesoporous silica molecular sieves. Moreover, light emitting devices were assembled, by coating the hybrid materials onto the surface of UV-LED bulbs, and showed excellent light emitting properties.

An innovative addition to team-based-learning pedagogy to enhance teaching and learning: Students' perceptions of team exams.

PubMed

Khansari, Parto S; Coyne, Leanne

The study investigates students' perceptions of the value of implementing a team exam to enhance learning prior to a summative assessment. Team exams are similar to midterm exams, except that answering questions is a team effort. Data was collected from second year pharmacy students at California Northstate University College of Pharmacy (CNUCOP) through a self-administered online survey. The survey questions included closed-ended questions to evaluate students' perception on preparedness for a summative assessment and to rank advantages and disadvantages of the team exams. Of the 40 students who completed the survey (38% response rate), 100% of participants agreed that having a team exam prior to a major exam made them feel more prepared for a major summative exam. Ninety-seven percent of students believed that the team exam helped them to identify gaps in their knowledge and 85% agreed that taking a team exam reinforced their knowledge by teaching other students. The survey results did not identify any major disadvantages to holding a team exam. Students perceived that taking a team exam prior to a midterm exam is an effective approach to review the course contents and identify areas of improvement. Copyright © 2017. Published by Elsevier Inc.

Team learning and innovation in nursing, a review of the literature.

PubMed

Timmermans, Olaf; Van Linge, Roland; Van Petegem, Peter; Van Rompaey, Bart; Denekens, Joke

2012-01-01

The capability to learn and innovate has been recognized as a key-factor for nursing teams to deliver high quality performance. Researchers suggest there is a relation between team-learning activities and changes in nursing teams throughout the implementation of novelties. A review of the literature was conducted in regard to the relation between team learning and implementation of innovations in nursing teams and to explore factors that contribute or hinder team learning. The search was limited to studies that were published in English or Dutch between 1998 and 2010. Eight studies were included in the review. The results of this review revealed that research on team learning and innovation in nursing is limited. The included studies showed moderate methodological quality and low levels of evidence. Team learning included processes to gather, process, and store information from different innovations within the nursing team and the prevalence of team-learning activities was contributed or hindered by individual and contextual factors. Further research is needed on the relation between team learning and implementation of innovations in nursing. Copyright © 2011 Elsevier Ltd. All rights reserved.

Team Science Approach to Developing Consensus on Research Good Practices for Practice-Based Research Networks: A Case Study.

PubMed

Campbell-Voytal, Kimberly; Daly, Jeanette M; Nagykaldi, Zsolt J; Aspy, Cheryl B; Dolor, Rowena J; Fagnan, Lyle J; Levy, Barcey T; Palac, Hannah L; Michaels, LeAnn; Patterson, V Beth; Kano, Miria; Smith, Paul D; Sussman, Andrew L; Williams, Robert; Sterling, Pamela; O'Beirne, Maeve; Neale, Anne Victoria

2015-12-01

Using peer learning strategies, seven experienced PBRNs working in collaborative teams articulated procedures for PBRN Research Good Practices (PRGPs). The PRGPs is a PBRN-specific resource to facilitate PBRN management and staff training, to promote adherence to study protocols, and to increase validity and generalizability of study findings. This paper describes the team science processes which culminated in the PRGPs. Skilled facilitators used team science strategies and methods from the Technology of Participation (ToP®), and the Consensus Workshop Method to support teams to codify diverse research expertise in practice-based research. The participatory nature of "sense-making" moved through identifiable stages. Lessons learned include (1) team input into the scope of the final outcome proved vital to project relevance; (2) PBRNs with diverse domains of research expertise contributed broad knowledge on each topic; and (3) ToP® structured facilitation techniques were critical for establishing trust and clarifying the "sense-making" process. © 2015 Wiley Periodicals, Inc.

Team Science Approach to Developing Consensus on Research Good Practices for Practice‐Based Research Networks: A Case Study

PubMed Central

Daly, Jeanette M.; Nagykaldi, Zsolt J.; Aspy, Cheryl B.; Dolor, Rowena J.; Fagnan, Lyle J.; Levy, Barcey T.; Palac, Hannah L.; Michaels, LeAnn; Patterson, V. Beth; Kano, Miria; Smith, Paul D.; Sussman, Andrew L.; Williams, Robert; Sterling, Pamela; O'Beirne, Maeve; Neale, Anne Victoria

2015-01-01

Abstract Using peer learning strategies, seven experienced PBRNs working in collaborative teams articulated procedures for PBRN Research Good Practices (PRGPs). The PRGPs is a PBRN‐specific resource to facilitate PBRN management and staff training, to promote adherence to study protocols, and to increase validity and generalizability of study findings. This paper describes the team science processes which culminated in the PRGPs. Skilled facilitators used team science strategies and methods from the Technology of Participation (ToP®), and the Consensus Workshop Method to support teams to codify diverse research expertise in practice‐based research. The participatory nature of “sense‐making” moved through identifiable stages. Lessons learned include (1) team input into the scope of the final outcome proved vital to project relevance; (2) PBRNs with diverse domains of research expertise contributed broad knowledge on each topic; and (3) ToP® structured facilitation techniques were critical for establishing trust and clarifying the “sense‐making” process. PMID:26602516

Experiences of Practice-Based Learning in Phenomenographic Perspective

ERIC Educational Resources Information Center

Rovio-Johansson, Airi

2018-01-01

Purpose: The paper aims to examine, within the context of professional practice and learning, how designers collaboratively working in international teams experience practice-based learning and how such occasions contribute to professional development. Design/methodology/approach: The paper introduces the cooperation project between Tibro Training…

Case-Based Modeling for Learning: Socially Constructed Skill Development

ERIC Educational Resources Information Center

Lyons, Paul; Bandura, Randall P.

2018-01-01

Purpose: Grounded on components of experiential learning theory (ELT) and self-regulation of learning (SRL) theory, augmented by elements of action theory and script development, the purpose of this paper is to demonstrate the case-based modeling (CBM) instructional approach that stimulates learning in groups or teams. CBM is related to individual…

Learning Together and Working Apart: Routines for Organizational Learning in Virtual Teams

ERIC Educational Resources Information Center

Dixon, Nancy

2017-01-01

Purpose: Research suggests that teaming routines facilitate learning in teams. This paper identifies and details how specific teaming routines, implemented in a virtual team, support its continual learning. The study's focus was to generate authentic and descriptive accounts of the interviewees' experiences with virtual teaming routines.…

A pilot study of team learning on in-patient rounds.

PubMed

Colbert, James; Pelletier, Stephen; Xavier-Depina, Francisca; Shields, Helen

2016-02-01

Medical trainees often do not receive structured teaching during in-patient rounds. To assess whether the addition of a collaborative team learning technique would improve the learning experience on a general medicine in-patient team. Eight learners participated in this pilot study. Learning teams consisted of internal medicine residents and third-year medical students on a general medicine in-patient rotation. The experimental curriculum covered four common topics: cardiac stress testing; syncope; pneumonia; and valvular heart disease. Sessions had the following format: (1) each learner answered five self-assessment questions using an immediate feedback technique; (2) learners were divided into groups of two or three to discuss their answers; (3) the teaching doctor led a discussion to clarify and summarise, and also distributed a handout delineating key learning points. Control sessions consisted of the usual teaching rounds. Learners were e-mailed a daily online survey asking them to rate the rounds and handouts on a Likert scale. Medical trainees often do not receive structured teaching during in-patient rounds All of the learners rated the collaborative team learning intervention as either 'excellent' or 'very good'. Learners also indicated that they found the take-away handout valuable, and positive responses were also noted in the survey comments. A novel collaborative team learning technique resulted in high ratings of teaching rounds by medical residents and medical students. Learners found the sessions engaging, high yield, and educationally valuable. This interactive discussion-based teaching method could be used to enhance the learning experience during teaching rounds on medical, surgical and subspecialty services. © 2015 John Wiley & Sons Ltd.

Measuring the learning capacity of organisations: development and factor analysis of the Questionnaire for Learning Organizations.

PubMed

Oudejans, S C C; Schippers, G M; Schramade, M H; Koeter, M W J; van den Brink, W

2011-04-01

To investigate internal consistency and factor structure of a questionnaire measuring learning capacity based on Senge's theory of the five disciplines of a learning organisation: Personal Mastery, Mental Models, Shared Vision, Team Learning, and Systems Thinking. Cross-sectional study. Substance-abuse treatment centres (SATCs) in The Netherlands. A total of 293 SATC employees from outpatient and inpatient treatment departments, financial and human resources departments. Psychometric properties of the Questionnaire for Learning Organizations (QLO), including factor structure, internal consistency, and interscale correlations. A five-factor model representing the five disciplines of Senge showed good fit. The scales for Personal Mastery, Shared Vision and Team Learning had good internal consistency, but the scales for Systems Thinking and Mental Models had low internal consistency. The proposed five-factor structure was confirmed in the QLO, which makes it a promising instrument to assess learning capacity in teams. The Systems Thinking and the Mental Models scales have to be revised. Future research should be aimed at testing criterion and discriminatory validity.

Management team learning orientation and business unit performance.

PubMed

Bunderson, J Stuart; Sutcliffe, Kathleen M

2003-06-01

Although research has suggested that teams can differ in the extent to which they encourage proactive learning and competence development among their members (a team learning orientation), the performance consequences of these differences are not well understood. Drawing from research on goal orientation and team learning, this article suggests that, although a team learning orientation can encourage adaptive behaviors that lead to improved performance, it is also possible for teams to compromise performance in the near term by overemphasizing learning, particularly when they have been performing well. A test of this proposition in a sample of business unit management teams provides strong support. The results confirm that an appropriate emphasis on learning can have positive consequences for team effectiveness.

Fully determined scaling laws for volumetrically heated convective systems, a tool for assessing habitability of exoplanets

NASA Astrophysics Data System (ADS)

Vilella, Kenny; Kaminski, Edouard

2017-05-01

The long-term habitability of a planet rises from its ability to generate and maintain an atmosphere through partial melting and volcanism. This question has been mainly addressed in the framework of plate tectonics, which may be too specific to apply to the wide range of internal dynamics expected for exoplanets, and even to the thermal evolution of the early Earth. Here we propose a more general theoretical approach of convection to build a regime diagram giving the conditions for partial melting to occur, in planetary bodies, as a function of key parameters that can be estimated for exoplanets, their size and internal heating rate. To that aim, we introduce a refined view of the Thermal Boundary Layer (TBL) in a convective system heated from within, that focuses on the temperature and thickness of the TBL at the top of the hottest temperature profiles, along which partial melting shall first occur. This ;Hottest Thermal Boundary Layer; (HotTBL) is first characterized using fully theoretical scaling laws based on the dynamics of thermal boundary layers. These laws are the first ones proposed in the literature that do not rely on empirical determinations of dimensionless constants and that apply to both low Rayleigh and high Rayleigh convective regimes. We show that the scaling laws can be successfully applied to planetary bodies by comparing their predictions to full numerical simulations of the Moon. We then use the scaling laws to build a regime diagram for exoplanets. Combined with estimates of internal heating in exoplanets, the regime diagram predicts that in the habitable zone partial melting occurs in planets younger than the Earth.

Fully Determined Scaling Laws for Volumetrically Heated Convective Systems, a Tool for Assessing Habitability of Exoplanets.

NASA Astrophysics Data System (ADS)

Vilella, K.; Kaminski, E. C.

2016-12-01

The long-term habitability of a planet rises from its ability to generate and maintain an atmosphere through partial melting and volcanism. This question has been mainly addressed in the framework of plate tectonics, which may be too specific to apply to the wide range of internal dynamics expected for exoplanets, and even to the thermal evolution of the early Earth. Here we propose a more general theoretical approach of convection to build a regime diagram giving the conditions for partial melting to occur in planetary bodies, as a function of key parameters that can be estimated for exoplanets, their size and internal heating rate. To that aim, we introduce a refined view of the Thermal Boundary layer (TBL) in a convective system heated from within, that focuses on the temperature and thickness of the TBL at the top of the hottest temperature profiles, along which partial melting shall first occur. This "Hottest Thermal Boundary Layer" (HotTBL) is first characterized using fully theoretical scaling laws based on the dynamics of thermal boundary layers. These laws are the first ones proposed in the literature that do not rely on empirical determinations of dimensionless constants and that apply to both low Rayleigh and high Rayleigh convective regimes. We show that the scaling laws can be successfully applied to planetary bodies by comparing their predictions to full numerical simulations of the Moon. We then use the scaling laws to build a regime diagram for exoplanets. Combined with estimates of internal heating in exoplanets, the regime diagram predicts that in the habitable zone partial melting occurs in planets younger than the Earth.

Teaching Medical Students at a Distance: Using Distance Learning Benchmarks to Plan and Evaluate a Web-Enhanced Medical Student Curriculum

ERIC Educational Resources Information Center

Olney, Cynthia A.; Chumley, Heidi; Parra, Juan M.

2004-01-01

A team designing a Web-enhanced third-year medical education didactic curriculum based their course planning and evaluation activities on the Institute for Higher Education Policy's (2000) 24 benchmarks for online distance learning. The authors present the team's blueprint for planning and evaluating the Web-enhanced curriculum, which incorporates…

Teamwork Benefits in Tertiary Education: Student Perceptions That Lead to Best Practice Assessment Design

ERIC Educational Resources Information Center

Volkov, Arabella; Volkov, Michael

2015-01-01

Purpose: The purpose of this paper is to contribute to the understanding of the development of students' skills in the context of team-based learning. Academics have heeded the call to incorporate team learning activities into the curricula, yet little is known of student perception of teamwork and whether they view it as beneficial to them and…

Transformation of a Traditional, Freshman Biology, Three-Semester Sequence, to a Two-Semester, Integrated Thematically Organized, and Team-Taught Course

ERIC Educational Resources Information Center

Soto, Julio G.; Everhart, Jerry

2016-01-01

Biology faculty at San José State University developed, piloted, implemented, and assessed a freshmen course sequence based on the macro-to micro-teaching approach that was team-taught, and organized around unifying themes. Content learning assessment drove the conceptual framework of our course sequence. Content student learning increased…

Enhancing Interprofessional Education With Team-Based Learning.

PubMed

Buhse, Marijean; Della Ratta, Carol

Interprofessional education (IPE) has gained momentum across health profession schools in simulation and clinical settings. Exploring interprofessional experiences in the classroom setting may further enhance collaborative skills while advancing clinical knowledge. The authors describe an innovative approach to IPE to teach chronic care concepts to graduate nursing, physician assistant, and public health students. Enhancing IPE with a team-based learning approach resulted in improved knowledge of chronic care management, student perceptions of mutual respect, and perceived development of communication and teamwork skills.

Distributed modeling of diffusive solute transport in peritoneal dialysis.

PubMed

Waniewski, Jacek

2002-01-01

The diffusive transport between blood and an ex-tissue medium (dialysis fluid) is evaluated using a mathematical model that takes into account the (quasicontinuous) distribution of capillaries within the tissue at various distances from the tissue surface, and includes diffusive-convective transport through the capillary wall and lymphatic absorption from the tissue. General formulas for solute penetration depth, lambda, and for the diffusive mass transport coefficient for the transport between blood and dialysis fluid, K(BD), are provided in terms of local transport coefficients for capillary wall, tissue, and lymphatic absorption. For pure diffusive transport between blood and dialysis fluid and thick tissue layers (i.e., if the solute penetration depth is much lower than the tissue thickness) these formulas yield previously known expressions. It is shown that apparent tissue layers, with widths lambdaTBL and lambdaT, respectively, may be defined according to the values of local transport parameters in such a way that K(BD) is equal to the solute clearance K(TBL) from the tissue by blood and lymph for a layer with width lambdaTBL or to the solute clearance K(T) from blood to dialysate by diffusion through the tissue layer with width lambdaT. For tissue layers with width much higher than the penetration depth: lambdaT approximately = lambdaTBL approximately = lambda. These characteristic width lengths depend on the transport parameters (and thus on the size) of solutes. Effective blood flow, which may be related to the exchange of the solute between blood and dialysate, is defined using an analogy to the extraction/absorption coefficients for blood-tissue exchange. Various approximations for the distributed model formula for diffusive mass transport coefficient (K(BD)) are possible. The appropriate range for their application is obtained from the general formula.

Lessons Learned for Collaborative Clinical Content Development

PubMed Central

Collins, S.A.; Bavuso, K.; Zuccotti, G.; Rocha, R.A.

2013-01-01

Background Site-specific content configuration of vendor-based Electronic Health Records (EHRs) is a vital step in the development of standardized and interoperable content that can be used for clinical decision-support, reporting, care coordination, and information exchange. The multi-site, multi-stakeholder Acute Care Documentation (ACD) project at Partners Healthcare Systems (PHS) aimed to develop highly structured clinical content with adequate breadth and depth to meet the needs of all types of acute care clinicians at two academic medical centers. The Knowledge Management (KM) team at PHS led the informatics and knowledge management effort for the project. Objectives We aimed to evaluate the role, governance, and project management processes and resources for the KM team’s effort as part of the standardized clinical content creation. Methods We employed the Center for Disease Control’s six step Program Evaluation Framework to guide our evaluation steps. We administered a forty-four question, open-ended, semi-structured voluntary survey to gather focused, credible evidence from members of the KM team. Qualitative open-coding was performed to identify themes for lessons learned and concluding recommendations. Results Six surveys were completed. Qualitative data analysis informed five lessons learned and thirty specific recommendations associated with the lessons learned. The five lessons learned are: 1) Assess and meet knowledge needs and set expectations at the start of the project; 2) Define an accountable decision-making process; 3) Increase team meeting moderation skills; 4) Ensure adequate resources and competency training with online asynchronous collaboration tools; 5) Develop focused, goal-oriented teams and supportive, consultative service based teams. Conclusions Knowledge management requirements for the development of standardized clinical content within a vendor-based EHR among multi-stakeholder teams and sites include: 1) assessing and meeting informatics knowledge needs, 2) setting expectations and standardizing the process for decision-making, and 3) ensuring the availability of adequate resources and competency training. PMID:23874366

Assessment of student interprofessional education (IPE) training for team-based geriatric home care: does IPE training change students' knowledge and attitudes?

PubMed

Reilly, Jo Marie; Aranda, María P; Segal-Gidan, Freddi; Halle, Ashley; Han, Phuu Pwint; Harris, Patricia; Jordan, Katie; Mulligan, Roseann; Resnik, Cheryl; Tsai, Kai-Ya; Williams, Brad; Cousineau, Michael R

2014-01-01

Our study assesses changes in students' knowledge and attitudes after participation in an interprofessional, team-based, geriatric home training program. Second-year medical, physician assistant, occupational therapy, social work, and physical therapy students; third-year pharmacy students; and fourth-year dental students were led by interprofessional faculty teams. Student participants were assessed before and after the curriculum using an interprofessional attitudes learning scale. Significant differences and positive data trends were noted at year-end. Our study suggests that early implementation, assessment, and standardization of years of student training is needed for optimal interprofessional geriatric learning. Additionally, alternative student assessment tools should be considered for future studies.

Meaningful Learning in the Teaching of Culture: The Project Based Learning Approach

ERIC Educational Resources Information Center

Kean, Ang Chooi; Kwe, Ngu Moi

2014-01-01

This paper reports on a collaborative effort taken by a team of three teacher educators in using the Project Based Learning (PBL) approach in the teaching of Japanese culture with the aim to investigate the presence of actual "meaningful learning" among 15 students of a 12-Week Preparatory Japanese Language course under a teacher…

Flipping Business Education: Transformative Use of Team-Based Learning in Human Resource Management Classrooms

ERIC Educational Resources Information Center

Huang, Chung-Kai; Lin, Chun-Yu

2017-01-01

With the globalization of macro-economic environments, it is important to think about how to use instructional design and web-based digital technologies to enhance students' self-paced learning, stir up learning motivation and enjoyment, build up knowledge-sharing channels, and enhance individual learning. This study experimented with the flipped…

The Army Learning Organisation Workshop

DTIC Science & Technology

2013-06-01

realised. Facilitation was provided through external ( academic /subject matter expert) and internal (DALO Research Team) providers. The external...Learning Organisation arena ensured a common base of understanding for this discussion. The engagement of an academic with experience in facilitation, and...ways in which the learning organisation, and some of the claims made about learning organisations are presented in the ( academic , practitioner based

Computer-based simulation training to improve learning outcomes in mannequin-based simulation exercises.

PubMed

Curtin, Lindsay B; Finn, Laura A; Czosnowski, Quinn A; Whitman, Craig B; Cawley, Michael J

2011-08-10

To assess the impact of computer-based simulation on the achievement of student learning outcomes during mannequin-based simulation. Participants were randomly assigned to rapid response teams of 5-6 students and then teams were randomly assigned to either a group that completed either computer-based or mannequin-based simulation cases first. In both simulations, students used their critical thinking skills and selected interventions independent of facilitator input. A predetermined rubric was used to record and assess students' performance in the mannequin-based simulations. Feedback and student performance scores were generated by the software in the computer-based simulations. More of the teams in the group that completed the computer-based simulation before completing the mannequin-based simulation achieved the primary outcome for the exercise, which was survival of the simulated patient (41.2% vs. 5.6%). The majority of students (>90%) recommended the continuation of simulation exercises in the course. Students in both groups felt the computer-based simulation should be completed prior to the mannequin-based simulation. The use of computer-based simulation prior to mannequin-based simulation improved the achievement of learning goals and outcomes. In addition to improving participants' skills, completing the computer-based simulation first may improve participants' confidence during the more real-life setting achieved in the mannequin-based simulation.

Enhancing Teacher Education Students' Generic Skills through Problem-Based Learning

ERIC Educational Resources Information Center

Murray-Harvey, Rosalind; Curtis, David D.; Cattley, Georgina; Slee, Phillip T.

2005-01-01

Claims made for the value of problem-based learning (PBL) as an effective method for professional education programmes draw on constructivist principles of teaching and learning to achieve essential content knowledge, higher order thinking skills, and a team approach to problem-solving through the interdisciplinary, student-directed study of…

Teams as a Learning Forum for Accounting Professionals.

ERIC Educational Resources Information Center

Kleinman, Gary; Siegel, Philip; Eckstein, Claire

2002-01-01

Hierarchical regression and structural equation modeling of data from 440 accountants found that social interaction in work teams fosters individual, organizational, and team learning. Organizational and personal learning mediated the relationship between team social interaction processes and the attitudinal outcomes, but team learning did not.…

An IYPT-based undergraduate physics tournament in China

NASA Astrophysics Data System (ADS)

Li, Chuanyong; Song, Feng; Liu, Yubin; Sun, Qian

2013-03-01

International Young Physicists' Tournament (IYPT) is a team-oriented scientific competition of secondary school students. The participants present their solutions to scientific problems they have prepared over several months and discuss their solutions with other teams. It can also be implemented in university level as its physics problems are all open questions and have no standard answers, especially suitable for undergraduates' ability training in China. The annual tournament of physics learning of undergraduates in our school of physics was started in 2008. Each year, there are 15-18 teams, 20 more student volunteers and 30 more faculty jurors involved. The students benefited in different ways. It is project-based, requiring students to solve the problems in a research way. Team work is developed in both experimenting and discussing stages. The knowledge learned in classrooms can be used to solve these practical and life-related problems, raising their interest and initiative in physics learning. Finally, they are building up their skills in scientific presentation and communication. An IYPT-based program called CUPT (China undergraduate physics tournament) was launched in 2010 and annually attracts about 40 universities to attend. It gains its important role in physics education. National Fund for Talent Training in Basic Sciences (J1103208)

Do learning collaboratives strengthen communication? A comparison of organizational team communication networks over time.

PubMed

Bunger, Alicia C; Lengnick-Hall, Rebecca

Collaborative learning models were designed to support quality improvements, such as innovation implementation by promoting communication within organizational teams. Yet the effect of collaborative learning approaches on organizational team communication during implementation is untested. The aim of this study was to explore change in communication patterns within teams from children's mental health organizations during a year-long learning collaborative focused on implementing a new treatment. We adopt a social network perspective to examine intraorganizational communication within each team and assess change in (a) the frequency of communication among team members, (b) communication across organizational hierarchies, and (c) the overall structure of team communication networks. A pretest-posttest design compared communication among 135 participants from 21 organizational teams at the start and end of a learning collaborative. At both time points, participants were asked to list the members of their team and rate the frequency of communication with each along a 7-point Likert scale. Several individual, pair-wise, and team level communication network metrics were calculated and compared over time. At the individual level, participants reported communicating with more team members by the end of the learning collaborative. Cross-hierarchical communication did not change. At the team level, these changes manifested differently depending on team size. In large teams, communication frequency increased, and networks grew denser and slightly less centralized. In small teams, communication frequency declined, growing more sparse and centralized. Results suggest that team communication patterns change minimally but evolve differently depending on size. Learning collaboratives may be more helpful for enhancing communication among larger teams; thus, managers might consider selecting and sending larger staff teams to learning collaboratives. This study highlights key future research directions that can disentangle the relationship between learning collaboratives and team networks.

O-Acetylation of Plant Cell Wall Polysaccharides

PubMed Central

Gille, Sascha; Pauly, Markus

2011-01-01

Plant cell walls are composed of structurally diverse polymers, many of which are O-acetylated. How plants O-acetylate wall polymers and what its function is remained elusive until recently, when two protein families were identified in the model plant Arabidopsis that are involved in the O-acetylation of wall polysaccharides – the reduced wall acetylation (RWA) and the trichome birefringence-like (TBL) proteins. This review discusses the role of these two protein families in polysaccharide O-acetylation and outlines the differences and similarities of polymer acetylation mechanisms in plants, fungi, bacteria, and mammals. Members of the TBL protein family had been shown to impact pathogen resistance, freezing tolerance, and cellulose biosynthesis. The connection of TBLs to polysaccharide O-acetylation thus gives crucial leads into the biological function of wall polymer O-acetylation. From a biotechnological point understanding the O-acetylation mechanism is important as acetyl-substituents inhibit the enzymatic degradation of wall polymers and released acetate can be a potent inhibitor in microbial fermentations, thus impacting the economic viability of, e.g., lignocellulosic based biofuel production. PMID:22639638

Using Transactivity to Understand Emergence of Team Learning

PubMed Central

Zoethout, Hildert; Wesselink, Renate; Runhaar, Piety; Mulder, Martin

2017-01-01

Team learning is a recurrent topic in research on effective teamwork. However, research about the fact that team learning processes emerge from conversations and the different forms this emergence can take is limited. The aim of this study is to determine whether the extent to which team members act on each other’s reasoning (transactivity) can be used to understand how team learning processes emerge. Research on teacher teams was used as the case study: Video recordings of three different teacher teams were used as primary data, and the data were analyzed using qualitative interaction analysis. The analysis shows that the content of team learning processes changes when team members act more closely on each other’s reasoning. In particular, team learning processes related to the storage and retrieval of information took place only in sequences in which team members acted closely on each other’s reasoning. PMID:28490855

Using Transactivity to Understand Emergence of Team Learning.

PubMed

Zoethout, Hildert; Wesselink, Renate; Runhaar, Piety; Mulder, Martin

2017-04-01

Team learning is a recurrent topic in research on effective teamwork. However, research about the fact that team learning processes emerge from conversations and the different forms this emergence can take is limited. The aim of this study is to determine whether the extent to which team members act on each other's reasoning (transactivity) can be used to understand how team learning processes emerge. Research on teacher teams was used as the case study: Video recordings of three different teacher teams were used as primary data, and the data were analyzed using qualitative interaction analysis. The analysis shows that the content of team learning processes changes when team members act more closely on each other's reasoning. In particular, team learning processes related to the storage and retrieval of information took place only in sequences in which team members acted closely on each other's reasoning.

A randomized, controlled trial of team-based competition to increase learner participation in quality-improvement education.

PubMed

Scales, Charles D; Moin, Tannaz; Fink, Arlene; Berry, Sandra H; Afsar-Manesh, Nasim; Mangione, Carol M; Kerfoot, B Price

2016-04-01

Several barriers challenge resident engagement in learning quality improvement (QI). We investigated whether the incorporation of team-based game mechanics into an evidence-based online learning platform could increase resident participation in a QI curriculum. Randomized, controlled trial. Tertiary-care medical center residency training programs. Resident physicians (n = 422) from nine training programs (anesthesia, emergency medicine, family medicine, internal medicine, ophthalmology, orthopedics, pediatrics, psychiatry and general surgery) randomly allocated to a team competition environment (n = 200) or the control group (n = 222). Specialty-based team assignment with leaderboards to foster competition, and alias assignment to de-identify individual participants. Participation in online learning, as measured by percentage of questions attempted (primary outcome) and additional secondary measures of engagement (i.e. response time). Changes in participation measures over time between groups were assessed with a repeated measures ANOVA framework. Residents in the intervention arm demonstrated greater participation than the control group. The percentage of questions attempted at least once was greater in the competition group (79% [SD ± 32] versus control, 68% [SD ± 37], P= 0.03). Median response time was faster in the competition group (P= 0.006). Differences in participation continued to increase over the duration of the intervention, as measured by average response time and cumulative percent of questions attempted (each P< 0.001). Team competition increases resident participation in an online course delivering QI content. Medical educators should consider game mechanics to optimize participation when designing learning experiences. Published by Oxford University Press in association with the International Society for Quality in Health Care 2016. This work is written by (a) US Government employee(s) and is in the public domain in the US.

Advancing MCH Interdisciplinary/Interprofessional Leadership Training and Practice Through a Learning Collaborative.

PubMed

McHugh, Meaghan C; Margolis, Lewis H; Rosenberg, Angela; Humphreys, Elizabeth

2016-11-01

Purpose The Interdisciplinary Leadership Learning Collaborative (ILLC), under the sponsorship of AUCD and the Maternal and Child Health Bureau, brought together six teams, composed of 14 MCHB and UCEDD training programs to enhance their leadership training. Description Using adult learning principles, interactive training methods, and skill-focused learning, the ILLC built upon the evidence-based Interdisciplinary Leadership Development Program of the University of North Carolina at Chapel Hill. The program began with a 4-day on-site intensive and then continued through monthly conference calls, a mid-term on-site workshop, and a summary virtual workshop to present programmatic accomplishments and share plans for sustainability. Coaching/consultation for the teams around particular challenges was also part of the program. Assessment All teams reported enhancements in intentional leadership training, threading of leadership concepts across clinical, didactic, and workshop settings, and new collaborative partnerships for leadership training. Teams also identified a number of strategies to increase sustainability of their intentional leadership training efforts. Conclusion for Practice The learning collaborative is a productive model to address the growing need for interdisciplinary MCH leaders.

Surgical resident learning styles have changed with work hours.

PubMed

Quillin, Ralph C; Cortez, Alexander R; Pritts, Timothy A; Hanseman, Dennis J; Edwards, Michael J; Davis, Bradley R

2016-01-01

The Accreditation Council for Graduate Medical Education instituted the 80-h workweek for residency programs in 2003. This presented a unique challenge for surgery residents who must acquire a medical and technical knowledge base during training. Therefore, learning should be delivered in an environment congruent with an individual's learning style. In this study, we evaluated the learning styles of general surgery residents to determine how learning styles changed after the implementation to the 80-h workweek. Kolb learning style inventory was taken by general surgery residents at the University of Cincinnati's Department of Surgery, and results from 1999-2012 were analyzed. Statistical analysis was performed using the chi-squared, logistic regression and Wilcoxon rank-sum test. Significance was defined as a P value of <0.05. A total of 411 responses were obtained from 115 residents. Surgical residents were primarily converging (59.0%) and assimilating (19.1%) learners before 2003. However, there was a shift in predominate learning styles after the institution of the 80-h workweek to converging (43.9%) and accommodating (40.4%, P < 0.001). Surgical residents were also more likely to be team-based learners after the start of the 80-h workweek (odds ratio = 2.13, P = 0.0016). After the institution of the 80-h workweek, most general surgery residents remained action-based learners. However, there was a shift within this majority toward a preference for team-based learning. This change paralleled the transition to a more team-based approach to patient care with the implementation of the 80-h workweek. These findings are important for surgical educators to consider in the development of surgical resident curriculum. Copyright © 2016 Elsevier Inc. All rights reserved.

Interprofessional team management in pediatric critical care: some challenges and possible solutions

PubMed Central

Stocker, Martin; Pilgrim, Sina B; Burmester, Margarita; Allen, Meredith L; Gijselaers, Wim H

2016-01-01

Background Aiming for and ensuring effective patient safety is a major priority in the management and culture of every health care organization. The pediatric intensive care unit (PICU) has become a workplace with a high diversity of multidisciplinary physicians and professionals. Therefore, delivery of high-quality care with optimal patient safety in a PICU is dependent on effective interprofessional team management. Nevertheless, ineffective interprofessional teamwork remains ubiquitous. Methods We based our review on the framework for interprofessional teamwork recently published in association with the UK Centre for Advancement of Interprofessional Education. Articles were selected to achieve better understanding and to include and translate new ideas and concepts. Findings The barrier between autonomous nurses and doctors in the PICU within their silos of specialization, the failure of shared mental models, a culture of disrespect, and the lack of empowering parents as team members preclude interprofessional team management and patient safety. A mindset of individual responsibility and accountability embedded in a network of equivalent partners, including the patient and their family members, is required to achieve optimal interprofessional care. Second, working competently as an interprofessional team is a learning process. Working declared as a learning process, psychological safety, and speaking up are pivotal factors to learning in daily practice. Finally, changes in small steps at the level of the microlevel unit are the bases to improve interprofessional team management and patient safety. Once small things with potential impact can be changed in one’s own unit, engagement of health care professionals occurs and projects become accepted. Conclusion Bottom–up patient safety initiatives encouraging participation of every single care provider by learning effective interprofessional team management within daily practice may be an effective way of fostering patient safety. PMID:26955279

Interprofessional team management in pediatric critical care: some challenges and possible solutions.

PubMed

Stocker, Martin; Pilgrim, Sina B; Burmester, Margarita; Allen, Meredith L; Gijselaers, Wim H

2016-01-01

Aiming for and ensuring effective patient safety is a major priority in the management and culture of every health care organization. The pediatric intensive care unit (PICU) has become a workplace with a high diversity of multidisciplinary physicians and professionals. Therefore, delivery of high-quality care with optimal patient safety in a PICU is dependent on effective interprofessional team management. Nevertheless, ineffective interprofessional teamwork remains ubiquitous. We based our review on the framework for interprofessional teamwork recently published in association with the UK Centre for Advancement of Interprofessional Education. Articles were selected to achieve better understanding and to include and translate new ideas and concepts. The barrier between autonomous nurses and doctors in the PICU within their silos of specialization, the failure of shared mental models, a culture of disrespect, and the lack of empowering parents as team members preclude interprofessional team management and patient safety. A mindset of individual responsibility and accountability embedded in a network of equivalent partners, including the patient and their family members, is required to achieve optimal interprofessional care. Second, working competently as an interprofessional team is a learning process. Working declared as a learning process, psychological safety, and speaking up are pivotal factors to learning in daily practice. Finally, changes in small steps at the level of the microlevel unit are the bases to improve interprofessional team management and patient safety. Once small things with potential impact can be changed in one's own unit, engagement of health care professionals occurs and projects become accepted. Bottom-up patient safety initiatives encouraging participation of every single care provider by learning effective interprofessional team management within daily practice may be an effective way of fostering patient safety.

Team Learning Beliefs and Behaviours in Response Teams

ERIC Educational Resources Information Center

Boon, Anne; Raes, Elisabeth; Kyndt, Eva; Dochy, Filip

2013-01-01

Purpose: Teams, teamwork and team learning have been the subject of many research studies over the last decades. This article aims at investigating and confirming the Team Learning Beliefs and Behaviours (TLB&B) model within a very specific population, i.e. police and firemen teams. Within this context, the paper asks whether the team's…

Rational Thinking in School-Based Practice

ERIC Educational Resources Information Center

Clark, Mary Kristen; Flynn, Perry

2011-01-01

Purpose: We reflect on Alan Kamhi's (2011) prologue on balancing certainty and uncertainty as it pertains to school-based practice. Method: In schools, rational thinking depends on effective team processes, much like professional learning communities. We consider the conditions that are required for rational thinking and how rational team dialogue…

A new macrocyclic terbium(III) complex for use in RNA footprinting experiments

PubMed Central

Belousoff, Matthew J.; Ung, Phuc; Forsyth, Craig M.; Tor, Yitzhak; Spiccia, Leone; Graham, Bim

2009-01-01

Reaction of terbium triflate with a heptadentate ligand derivative of cyclen, L1 = 2-[7-ethyl-4,10-bis(isopropylcarbamoylmethyl)-1,4,7,10-tetraazacyclododec-1-yl]-N-isopropylacetamide, produced a new synthetic ribonuclease, [Tb(L1)(OTf)(OH2)](OTf)2·MeCN (C1). X-ray crystal structure analysis indicates that the terbium(III) centre in C1 is 9-coordinate, with a capped square-antiprism geometry. Whilst the terbium(III) center is tightly bound by the L1 ligand, two of the coordination sites are occupied by labile water and triflate ligands. In water, the triflate ligand is likely to be displaced, forming [Tb(L1)(OH2)2]3+, which is able to effectively promote RNA cleavage. This complex greatly accelerates the rate of intramolecular transesterification of an activated model RNA phosphodiester, uridine-3′-p-nitrophenylphosphate (UpNP), with kobs = 5.5(1) × 10-2 s-1 at 21°C and pH 7.5, corresponding to an apparent second-order rate constant of 277(5) M-1s-1. By contrast, the analogous complex of an octadentate derivative of cyclen featuring only a single labile coordination site, [Tb(L2)(OH2)](OTf)3 (C2), where L2 = 2-[4,7,10-tris(isopropylcarbamoylmethyl)-1,4,7,10-tetraazacyclododec-1-yl]-N-isopropyl-acetamide, is inactive. [Tb(L1)(OH2)2]3+ is also capable of hydrolyzing short transcripts of the HIV-1 transactivation response (TAR) element, HIV-1 dimerization initiation site (DIS) and ribosomal A-site, as well as formyl methionine transfer RNA (tRNAfMet), albeit at a considerably slower rate than UpNP transesterification (kobs = 2.78(8) × 10-5 M-1s-1 for TAR cleavage at 37°C, pH 6.5, corresponding to an apparent second-order rate constant of 0.56(2) M-1s-1). Cleavage is concentrated at the single-stranded “bulge” regions of these RNA motifs. Exploiting this selectivity, [Tb(L1)(OH2)23+ was successfully employed in footprinting experiments, in which binding of the Tat peptide and neomycin B to the bulge region of the TAR stem-loop was confirmed. PMID:19119812

Rationale and methodology of a collaborative learning project in congenital cardiac care

PubMed Central

Wolf, Michael J.; Lee, Eva K.; Nicolson, Susan C.; Pearson, Gail D.; Witte, Madolin K.; Huckaby, Jeryl; Gaies, Michael; Shekerdemian, Lara S.; Mahle, William T.

2018-01-01

Background Collaborative learning is a technique through which individuals or teams learn together by capitalizing on one another’s knowledge, skills, resources, experience, and ideas. Clinicians providing congenital cardiac care may benefit from collaborative learning given the complexity of the patient population and team approach to patient care. Rationale and development Industrial system engineers first performed broad-based time-motion and process analyses of congenital cardiac care programs at 5 Pediatric Heart Network core centers. Rotating multidisciplinary team site visits to each center were completed to facilitate deep learning and information exchange. Through monthly conference calls and an in-person meeting, we determined that duration of mechanical ventilation following infant cardiac surgery was one key variation that could impact a number of clinical outcomes. This was underscored by one participating center’s practice of early extubation in the majority of its patients. A consensus clinical practice guideline using collaborative learning was developed and implemented by multidisciplinary teams from the same 5 centers. The 1-year prospective initiative was completed in May 2015, and data analysis is under way. Conclusion Collaborative learning that uses multidisciplinary team site visits and information sharing allows for rapid structured fact-finding and dissemination of expertise among institutions. System modeling and machine learning approaches objectively identify and prioritize focused areas for guideline development. The collaborative learning framework can potentially be applied to other components of congenital cardiac care and provide a complement to randomized clinical trials as a method to rapidly inform and improve the care of children with congenital heart disease. PMID:26995379

Rationale and methodology of a collaborative learning project in congenital cardiac care.

PubMed

Wolf, Michael J; Lee, Eva K; Nicolson, Susan C; Pearson, Gail D; Witte, Madolin K; Huckaby, Jeryl; Gaies, Michael; Shekerdemian, Lara S; Mahle, William T

2016-04-01

Collaborative learning is a technique through which individuals or teams learn together by capitalizing on one another's knowledge, skills, resources, experience, and ideas. Clinicians providing congenital cardiac care may benefit from collaborative learning given the complexity of the patient population and team approach to patient care. Industrial system engineers first performed broad-based time-motion and process analyses of congenital cardiac care programs at 5 Pediatric Heart Network core centers. Rotating multidisciplinary team site visits to each center were completed to facilitate deep learning and information exchange. Through monthly conference calls and an in-person meeting, we determined that duration of mechanical ventilation following infant cardiac surgery was one key variation that could impact a number of clinical outcomes. This was underscored by one participating center's practice of early extubation in the majority of its patients. A consensus clinical practice guideline using collaborative learning was developed and implemented by multidisciplinary teams from the same 5 centers. The 1-year prospective initiative was completed in May 2015, and data analysis is under way. Collaborative learning that uses multidisciplinary team site visits and information sharing allows for rapid structured fact-finding and dissemination of expertise among institutions. System modeling and machine learning approaches objectively identify and prioritize focused areas for guideline development. The collaborative learning framework can potentially be applied to other components of congenital cardiac care and provide a complement to randomized clinical trials as a method to rapidly inform and improve the care of children with congenital heart disease. Copyright © 2016 Elsevier Inc. All rights reserved.

Site-Based Management in Education: Rochester City School District Case Study.

ERIC Educational Resources Information Center

Gross, Alan

This paper describes outcomes of a partnership between the Rochester City School District (New York) and the Kodak 21st Century Learning Challenge consulting program for improving school-based planning team (S-BPT) operations. The purpose of the school-based planning team is to involve the entire school community in improving school effectiveness.…

Games for Learning: Which Template Generates Social Construction of Knowledge?

ERIC Educational Resources Information Center

Garcia, Francisco A.

2015-01-01

The purpose of this study was to discover how three person teams use game templates (trivia, role-play, or scavenger hunt) to socially construct knowledge. The researcher designed an experimental Internet-based database to facilitate teams creating each game. Teams consisted of teachers, students, hobbyist, and business owners who shared similar…

Distributed Group Design Process: Lessons Learned.

ERIC Educational Resources Information Center

Eseryel, Deniz; Ganesan, Radha

A typical Web-based training development team consists of a project manager, an instructional designer, a subject-matter expert, a graphic artist, and a Web programmer. The typical scenario involves team members working together in the same setting during the entire design and development process. What happens when the team is distributed, that is…

Utilizing Team Debate to Increase Student Abilities for Mentoring and Critical Appraisal of Global Health Care in Doctor of Nursing Practice Programs.

PubMed

Elliott, Naomi; Farnum, Karen; Beauchesne, Michelle

2016-01-01

Although graduates of doctor of nursing practice (DNP) programs are expected to demonstrate competence in advanced clinical scholarship, mentoring, and leadership, little is published about how team debate on a global health care topic supports DNP student learning and skill development. This article reports on an illuminative evaluation of DNP student learning experiences of team debate in the context of a 2-week international school program in Ireland. A focused illuminative evaluation approach involving a cohort of seven DNP students, who had participated in an international school team debate, was used. Data were collected using a Web-based qualitative questionnaire designed to elicit in-depth reflective accounts of DNP students' learning experiences. Content analysis revealed that team debate on a global health care topic enhanced learning in relation to fostering critical thinking and critical appraisal skills; encouraging teamwork; providing opportunities for mentoring, relationship building, and socialization into profession; and, from the DNP student perspective, increasing knowledge and global understanding of health care. This evaluation provides insights for nurse educators into the benefits of introducing team debate as a group activity to enhancing scholarly inquiry and mentoring skills of DNP students. Further research to evaluate team debate in other nurse education programs is needed. Copyright © 2016 Elsevier Inc. All rights reserved.

Fundamental Research in Engineering Education. Student Learning in Industrially Situated Virtual Laboratories

ERIC Educational Resources Information Center

Koretsky, Milo D.; Kelly, Christine; Gummer, Edith

2011-01-01

The instructional design and the corresponding research on student learning of two virtual laboratories that provide an engineering task situated in an industrial context are described. In this problem-based learning environment, data are generated dynamically based on each student team's distinct choices of reactor parameters and measurements.…

Evaluating Experiential Learning in the Business Context: Contributions to Group-Based and Cross-Functional Working

ERIC Educational Resources Information Center

Piercy, Niall

2013-01-01

The use of experiential learning techniques has become popular in business education. Experiential learning approaches offer major benefits for teaching contemporary management practices such as cross-functional and team-based working. However, there remains relatively little empirical data on the success of experiential pedagogies in supporting…

Using MBTI for the Success Assessment of Engineering Teams in Project-Based Learning

ERIC Educational Resources Information Center

Rodríguez Montequín, V.; Mesa Fernández, J. M.; Balsera, J. Villanueva; García Nieto, A.

2013-01-01

Project-Based Learning (PBL) is a teaching and learning methodology that emphasizes student centered instruction by assigning projects. The students have to conduct significant projects and cope with realistic working conditions and scenarios. PBL is generally done by groups of students working together towards a common goal. Several factors play…

Translational leadership: new approaches to team development.

PubMed

Harrigan, Rosanne C; Emery, Lori M

2010-01-01

Little is known about how to develop collaborative multidisciplinary research teams. Following a comprehensive needs assessment, we developed a curriculum-based, multi-disciplinary, didactic and experiential Translational Leadership training program grounded in adult learning theory. In addition, we constructed collaborative clinical/translational research experiences for trainees to enhance clinical/translational research skills. KEY PROGRAMMATIC ELEMENTS AND PRELIMINARY FINDINGS: This 15-week Translational Leadership program was generated based on the following premises. Academic translational leadership teams should partner and collaborate, customize, make the program relevant to the culture, create a common language, use the best resources, and establish measurable goals for success. Development of effective collaborative research teams is essential to the management of successful translational research teams. Development of these skills in addition to cultural humility will provide the best infrastructure and human capital committed to the resolution of health disparities. Effective translational research teams are more comfortable with the component team members and the communities where they implement their protocols. Our participants highly valued the diverse experiences from this program; several have succeeded in leading community-based research teams. Our Translational Leadership program offers essential skills using adult learning theory for translational researchers who become capable of leading and participating in translational research teams. We believe including community members in the training of translational research programs is an important asset. The multidisciplinary approach develops skills that are also of significant use to the community and its acceptance of responsibility for its own health.

Revitalizing pathology laboratories in a gastrointestinal pathophysiology course using multimedia and team-based learning techniques.

PubMed

Carbo, Alexander R; Blanco, Paola G; Graeme-Cooke, Fiona; Misdraji, Joseph; Kappler, Steven; Shaffer, Kitt; Goldsmith, Jeffrey D; Berzin, Tyler; Leffler, Daniel; Najarian, Robert; Sepe, Paul; Kaplan, Jennifer; Pitman, Martha; Goldman, Harvey; Pelletier, Stephen; Hayward, Jane N; Shields, Helen M

2012-05-15

In 2008, we changed the gastrointestinal pathology laboratories in a gastrointestinal pathophysiology course to a more interactive format using modified team-based learning techniques and multimedia presentations. The results were remarkably positive and can be used as a model for pathology laboratory improvement in any organ system. Over a two-year period, engaging and interactive pathology laboratories were designed. The initial restructuring of the laboratories included new case material, Digital Atlas of Video Education Project videos, animations and overlays. Subsequent changes included USMLE board-style quizzes at the beginning of each laboratory, with individual readiness assessment testing and group readiness assessment testing, incorporation of a clinician as a co-teacher and role playing for the student groups. Student responses for pathology laboratory contribution to learning improved significantly compared to baseline. Increased voluntary attendance at pathology laboratories was observed. Spontaneous student comments noted the positive impact of the laboratories on their learning. Pathology laboratory innovations, including modified team-based learning techniques with individual and group self-assessment quizzes, multimedia presentations, and paired teaching by a pathologist and clinical gastroenterologist led to improvement in student perceptions of pathology laboratory contributions to their learning and better pathology faculty evaluations. These changes can be universally applied to other pathology laboratories to improve student satisfaction. Copyright © 2012 Elsevier GmbH. All rights reserved.

Effects of Learning Style Profile of Team on Quality of Materials Developed in Collaborative Learning Processes

ERIC Educational Resources Information Center

Erdem, Mukaddes

2009-01-01

The study described looks at the effects of learning style profile of teams on the quality of materials developed in a collaborative learning process. The study was carried out on collaborative teams of four or five university students, formed through learner preferences. Learning styles of the teams were determined using Kolb's Learning Styles…

Grasping the Dynamic Complexity of Team Learning: An Integrative Model for Effective Team Learning in Organisations

ERIC Educational Resources Information Center

Decuyper, Stefan; Dochy, Filip; Van den Bossche, Piet

2010-01-01

In this article we present an integrative model of team learning. Literature shows that effective team learning requires the establishment of a dialogical space amongst team members, in which communicative behaviours such as "sharing", "co-construction" and "constructive conflict" are balanced. However, finding this balance is not enough.…

Teaching and Learning with Virtual Teams

ERIC Educational Resources Information Center

Ferris, Sharmila, Ed.; Godar, Susan, Ed.

2006-01-01

The growth of e-learning and distance education today creates an increasingly pressing need for research and writing on the pedagogy of e-learning. Teams are, or should be, an integral component of e-learning. "Teaching and Learning with Virtual Teams" develops this concept by investigating many issues around teams in the virtual and hybrid…

Mutual benefit for foreign medical students and Chinese postgraduates: A mixed team-based learning method overcomes communication problems in hematology clerkship.

PubMed

Chen, Xianling; Chen, Buyuan; Li, Xiaofan; Song, Qingxiao; Chen, Yuanzhong

2017-03-04

Hematology is difficult for students to learn. A beneficial education method for hematology clerkship training is required to help students develop clinical skills. Foreign medical students often encounter communication issues in China. To address this issue, Chinese post-graduates from our institute are willing to assist with educating foreign students. Therefore, we propose a mixed team-based learning method (MTBL) which might overcome communication problems in hematology clerkship. Twenty-two foreign medical Students attended a 2-week hematology clerkship in Fujian Medical University Union Hospital. Twenty-one foreign African medical students were assigned randomly into two groups. Fourteen foreign African medical students were assigned to MTBL group. Each MTBL team included two foreign African medical students and one Chinese post-graduate. Seven foreign African medical students were assigned to lecture-based learning method (LBL) group, which had a foreign medical classmate from Hong Kong or Chinese intern volunteers to serve as translators. The practice test scores of MTBL were significantly higher than LBL group (p < 0.05). The MTBL group had increased motivation to prepare before class, an engaged classroom atmosphere, and an improvement in their understanding of difficult topics. Interestingly, the Chinese post-graduates also benefited from this setting, as they found that this interaction improved their communication in the English language. The mixed team-based learning method overcomes communication problems in hematology clerkship. Foreign medical students and Chinese post-graduates alike can benefit from MTBL. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(2):93-96, 2017. © 2016 The International Union of Biochemistry and Molecular Biology.

Interprofessional Education and Practice Guide No. 8: Team-based interprofessional practice placements.

PubMed

Brewer, Margo L; Barr, Hugh

2016-11-01

Whilst interest in interprofessional learning (IPL) in practice contexts has grown in recent years, the complexities involved have led many universities to rely on IPL in the classroom, online, and/or simulated contexts. Curtin University's Faculty of Health Sciences has successfully implemented a multi-award winning, large-scale Interprofessional Practice Programme. This programme, which began with five small pilots in 2009, provides team-based interprofessional practice placements for over 550 students from nine professions per annum. Drawing on both the literature and Curtin University's experience, this Interprofessional Education and Practice Guide aims to assist university and practice-based educators to "weigh the case" for introducing team-based interprofessional placements. The key lessons learned at Curtin University are identified to offer guidance to others towards establishing a similar programme for students during their prequalifying courses in health, social care, and related fields.

Professional Learning Communities: Concepts in Action in a Principal Preparation Program, an Elementary School Team, a Leadership Team, and a Business Partnership

ERIC Educational Resources Information Center

Servais, Kristine; Derrington, Mary Lynne; Sanders, Kellie

2009-01-01

The Professional Learning Community (PLC) model has moved to the forefront in the field of education as one of the most effective frameworks to improve student achievement and overall school success. The research conducted for this paper provides evidence for systemic and action based improvement using the PLC model in four diverse venues:…

Is There a Relationship between Individual Learning, Team Learning, and Organizational Learning?

ERIC Educational Resources Information Center

Tanyaovalaksna, Sumeth; Li, Xiaobin

2013-01-01

Scholars suggest that there is a need for more research, particularly quantitative designs, that aim to examine the relationship between individual learning, team learning, and organizational learning. The purpose of this study is to investigate whether there is a relationship between perceived individual learning, team learning, and…

Twelve tips for a successful interprofessional team-based high-fidelity simulation education session

PubMed Central

Bould, M. Dylan; Layat Burn, Carine; Reeves, Scott

2014-01-01

Simulation-based education allows experiential learning without risk to patients. Interprofessional education aims to provide opportunities to different professions for learning how to work effectively together. Interprofessional simulation-based education presents many challenges, including the logistics of setting up the session and providing effective feedback to participants with different backgrounds and mental models. This paper aims to provide educators with a series of practical and pedagogical tips for designing, implementing, assessing, and evaluating a successful interprofessional team-based simulation session. The paper is organized in the sequence that an educator might use in developing an interprofessional simulation-based education session. Collectively, this paper provides guidance from determining interprofessional learning objectives and curricular design to program evaluation. With a better understanding of the concepts and pedagogical methods underlying interprofessional education and simulation, educators will be able to create conditions for a unique educational experience where individuals learn with and from other specialties and professions in a controlled, safe environment. PMID:25023765

Learning to cooperate in solving the traveling salesman problem.

PubMed

Qi, Dehu; Sun, Ron

2005-01-01

A cooperative team of agents may perform many tasks better than single agents. The question is how cooperation among self-interested agents should be achieved. It is important that, while we encourage cooperation among agents in a team, we maintain autonomy of individual agents as much as possible, so as to maintain flexibility and generality. This paper presents an approach based on bidding utilizing reinforcement values acquired through reinforcement learning. We tested and analyzed this approach and demonstrated that a team indeed performed better than the best single agent as well as the average of single agents.

Evaluating students' perceptions of an interprofessional problem-based pilot learning project.

PubMed

Eccott, Lynda; Greig, Alison; Hall, Wendy; Lee, Michael; Newton, Christie; Wood, Victoria

2012-01-01

Interprofessional teams provide the promise of effective, comprehensive and reliable care. Interprofessional education (IPE) promotes students' knowledge and attitudes to support interprofessional teamwork, and problem-based learning formats enable students to gain valuable teamwork experience. To design, implement, and evaluate an interprofessional problem-based learning module in a large Canadian university focusing on the effects of this format on students' knowledge, attitudes, and perceptions. A pre-post mixed-methods research design was used, with a convenience sample of 24 students from medicine, pharmacy, nursing, physical therapy, and occupational therapy. Participants in the module were divided into 5 teams composed of one member from each discipline. Pre-tests were delivered just prior to module participation and post-tests directly followed. Students also participated in focus groups to provide feedback about module content, process, outcomes, and practical considerations. Students' attitudes toward interprofessional teamwork improved from baseline to post-intervention. Mean differences were significant using paired t-tests on confidence in professional role (p <0.001), communication (p = 0.02), understanding roles of others (p = 0.002), identification with the team (p = 0.002), comfort with members (p = 0.047), cooperation with team members (p = 0.004), team perceptions (p = 0.04), decision-making (p <0.001), team efficiency (p <0.001), minimal conflict (p = 0.04), and group contributions (p = 0.03). Focus group themes indicated students were satisfied with the module, perceived increased knowledge about roles and perspectives, greater confidence to collaborate, and increased motivation to engage in intra-curricular IPE. The timing of their exposure within their respective educational programs was identified as important.

New Hampshire HIV/AIDS Resource-Based Learning Curriculum Project.

ERIC Educational Resources Information Center

Snider, Susan C., Ed.

The age appropriate units of AIDS/HIV instruction in this guide are based on the student outcomes listed in the "New Hampshire Educators HIV/AIDS Handbook: Curriculum and Policy Guide." All of the units, organized by grade levels, were written collaboratively by teams of New Hampshire educators, each team consisting of a library media…

Reflections on an Interdisciplinary, Community-Based, Team-Taught Adventure

ERIC Educational Resources Information Center

Fauvel, Anne Marie; Miller, Lisa K.; Lane, Paul; Farris, John

2010-01-01

A new team-taught course focused on interdisciplinary teaching and integrative learning was offered at Grand Valley State University during the Summer of 2008 at a regional campus in Holland, Michigan. Faculty from Engineering and Business developed this community-based, alternative-format course to engage students in the question: "What will…

The Importance of Team Sex Composition in Team-Training Research Employing Complex Psychomotor Tasks.

PubMed

Jarrett, Steven M; Glaze, Ryan M; Schurig, Ira; Arthur, Winfred

2017-08-01

The relationship between team sex composition and team performance on a complex psychomotor task was examined because these types of tasks are commonly used in the lab-based teams literature. Despite well-documented sex-based differences on complex psychomotor tasks, the preponderance of studies-mainly lab based-that use these tasks makes no mention of the sex composition of teams across or within experimental conditions. A sample of 123 four-person teams with varying team sex composition learned and performed a complex psychomotor task, Steal Beasts Pro PE. Each team completed a 5-hr protocol whereby they conducted several performance missions. The results indicated significant large mean differences such that teams with larger proportions of males had higher performance scores. These findings demonstrate the potential effect of team sex composition on the validity of studies that use complex psychomotor tasks to explore and investigate team performance-related phenomena when (a) team sex composition is not a focal variable of interest and (b) it is not accounted for or controlled. Given the proclivity of complex psychomotor action-based tasks used in lab-based team studies, it is important to understand and control for the impact of team sex composition on team performance. When team sex composition is not controlled for, either methodologically or statistically, it may affect the validity of the results in teams studies using these types of tasks.

Effects of Using Teams Games Tournaments (TGT) Cooperative Technique for Learning Mathematics in Secondary Schools of Bangladesh

ERIC Educational Resources Information Center

Salam, Abdus; Hossain, Anwar; Rahman, Shahidur

2015-01-01

Games-based learning has captured the interest of educationists and industrialists who seek to reveal the characteristics of computer games as perceived by some to be a potentially effective approach for teaching and learning. Despite this interest in using games-based learning, there is a dearth of studies on the context of gaming and education…

Collaborative Falls Prevention: Interprofessional Team Formation, Implementation, and Evaluation.

PubMed

Lasater, Kathie; Cotrell, Victoria; McKenzie, Glenise; Simonson, William; Morgove, Megan W; Long, Emily E; Eckstrom, Elizabeth

2016-12-01

As health care rapidly evolves to promote person-centered care, evidence-based practice, and team-structured environments, nurses must lead interprofessional (IP) teams to collaborate for optimal health of the populations and more cost-effective health care. Four professions-nursing, medicine, social work, and pharmacy-formed a teaching team to address fall prevention among older adults in Oregon using an IP approach. The teaching team developed training sessions that included interactive, evidence-based sessions, followed by individualized team coaching. This article describes how the IP teaching team came together to use a unique cross-training approach to teach each other. They then taught and coached IP teams from a variety of community practice settings to foster their integration of team-based falls-prevention strategies into practice. After coaching 25 teams for a year each, the authors present the lessons learned from the teaching team's formation and experiences, as well as feedback from practice team participants that can provide direction for other IP teams. J Contin Educ Nurs. 2016;47(12):545-550. Copyright 2016, SLACK Incorporated.

Learning by viewing versus learning by doing: A comparative study of observer and participant experiences during an interprofessional simulation training.

PubMed

Reime, Marit Hegg; Johnsgaard, Tone; Kvam, Fred Ivan; Aarflot, Morten; Engeberg, Janecke Merethe; Breivik, Marit; Brattebø, Guttorm

2017-01-01

Larger student groups and pressure on limited faculty time have raised the question of the learning value of merely observing simulation training in emergency medicine, instead of active team participation. The purpose of this study was to examine observers and hands-on participants' self-reported learning outcomes during simulation-based interprofessional team training regarding non-technical skills. In addition, we compared the learning outcomes for different professions and investigated team performance relative to the number of simulations in which they participated. A concurrent mixed-method design was chosen to evaluate the study, using questionnaires, observations, and focus group interviews. Participants included a total of 262 postgraduate and bachelor nursing students and medical students, organised into 44 interprofessional teams. The quantitative data showed that observers and participants had similar results in three of six predefined learning outcomes. The qualitative data emphasised the importance of participating in different roles, training several times, and training interprofessionally to enhance realism. Observing simulation training can be a valuable learning experience, but the students' preferred hands-on participation and learning by doing. For this reason, one can legitimise the observer role, given the large student groups and limited faculty time, as long as the students are also given some opportunity for hands-on participation in order to become more confident in their professional roles.

Evaluating community-based public health leadership training.

PubMed

Ceraso, Marion; Gruebling, Kirsten; Layde, Peter; Remington, Patrick; Hill, Barbara; Morzinski, Jeffrey; Ore, Peggy

2011-01-01

Addressing the nation's increasingly complex public health challenges will require more effective multisector collaboration and stronger public health leadership. In 2005, the Healthy Wisconsin Leadership Institute launched an annual, year-long intensive "community teams" program. The goal of this program is to develop collaborative leadership and public health skills among Wisconsin-based multisectoral teams mobilizing their communities to improve public health. To measure the scope of participation and program impacts on individual learning and practice, including application of new knowledge and collective achievements of teams on coalition and short-term community outcomes. End-of-year participant program evaluations and follow-up telephone interviews with participants 20 months after program completion. Community-based public health leadership training program. Sixty-eight participants in the Community Teams Program during the years 2006 to 2007 and 2007 to 2008. Professional diversity of program participants; individual learning and practice, including application of new knowledge; and collective achievements of teams, including coalition and short-term community outcomes. Participants in the Community Teams Program represent a diversity of sectors, including nonprofit, governmental, academic, business, and local public health. Participation increased knowledge across all public health and leadership competency areas covered in the program. Participating teams reported outcomes, including increased engagement of community leadership, expansion of preventive services, increased media coverage, strengthened community coalitions, and increased grant funding. Evaluation of this community-based approach to public health leadership training has shown it to be a promising model for building collaborative and public health leadership skills and initiating sustained community change for health improvement.

Does Staff Development in Cognitively Guided Instructional Theory Change Middle School Teachers' Mental Models about Teaching and Learning?

ERIC Educational Resources Information Center

Schmitz, Judith R.

This practicum was designed to increase middle-level teaching teams' understanding of cognitively guided instructional strategies or brain-based learning theories and to promote the incorporation of these strategies into the teaching of cross-curriculum thematic units. Twelve staff development modules based on a new perspective of learning which…

Effects of Implementing STEM-I Project-Based Learning Activities for Female High School Students

ERIC Educational Resources Information Center

Lou, Shi-Jer; Tsai, Huei-Yin; Tseng, Kuo-Hung; Shih, Ru-Chu

2014-01-01

This study aims to explore the application of STEM-I (STEM-Imagination) project-based learning activities and its effects on the effectiveness, processes, and characteristics of STEM integrative knowledge learning and imagination development for female high school students. A total of 72 female high school students were divided into 18 teams.…

The Hard Work of Soft Skills: Augmenting the Project-Based Learning Experience with Interdisciplinary Teamwork

ERIC Educational Resources Information Center

Vogler, Jane S.; Thompson, Penny; Davis, David W.; Mayfield, Blayne E.; Finley, Patrick M.; Yasseri, Dar

2018-01-01

This two-year qualitative study explored the learning process alongside students' perceived outcomes within an interdisciplinary project-based learning (PjBL) task. Students from three different undergraduate courses were assigned a project that spanned across all three classes and placed student teams in the roles of client and contractor.…

A Problem Posing-Based Practicing Strategy for Facilitating Students' Computer Programming Skills in the Team-Based Learning Mode

ERIC Educational Resources Information Center

Wang, Xiao-Ming; Hwang, Gwo-Jen

2017-01-01

Computer programming is a subject that requires problem-solving strategies and involves a great number of programming logic activities which pose challenges for learners. Therefore, providing learning support and guidance is important. Collaborative learning is widely believed to be an effective teaching approach; it can enhance learners' social…

Database Design Learning: A Project-Based Approach Organized through a Course Management System

ERIC Educational Resources Information Center

Dominguez, Cesar; Jaime, Arturo

2010-01-01

This paper describes an active method for database design learning through practical tasks development by student teams in a face-to-face course. This method integrates project-based learning, and project management techniques and tools. Some scaffolding is provided at the beginning that forms a skeleton that adapts to a great variety of…

The Relationship between Teacher Value Orientations and Engagement in Professional Learning Communities

ERIC Educational Resources Information Center

Ning, Hoi Kwan; Lee, Daphnee; Lee, Wing On

2016-01-01

The development of teacher professional learning communities (PLC) has attracted growing attention among practitioners, policy-makers and researchers. The aims of this study were to identify typologies of professional learning teams based on measures of professional learning engagement, and assess their linkages with teachers' value orientations.…

Putting Structure to Flipped Classrooms Using Team-Based Learning

ERIC Educational Resources Information Center

Jakobsen, Krisztina V.; Knetemann, Megan

2017-01-01

Current educational practices and cognitive-developmental theories emphasize the importance of active participation in the learning environment, and they suggest that the first, and arguably most important, step to creating a better learning environment is to make learning an active and reciprocal process. Flipped classrooms, in which students…

Collaborative Learning: Students' Perspectives on How Learning Happens

ERIC Educational Resources Information Center

Almajed, Abdulaziz; Skinner, Vicki; Peterson, Ray; Winning, Tracey

2016-01-01

Collaborative learning (CL), a core component of inquiry-based learning approaches, aims to support students' development of key skills (e.g., working in multidisciplinary teams). To design effective CL activities, we need to understand students' perceptions about CL. However, few studies have examined students' understandings of CL. This…

Champions: District Leaders Build Skills to Boost Educator Practice

ERIC Educational Resources Information Center

Psencik, Kay; Brown, Frederick; Cain, Laura; Coleman, Ramona; Cummings, C. Todd

2014-01-01

Fort Wayne Community Schools continue to increase student learning and meet state and national standards and expectations annually based on several factors that have made a difference for educators within the system: district and principal leadership, learning teams, effective learning designs, and deep commitment to a culture of learning. Fort…

Rethinking Health Professions Education through the Lens of Interprofessional Practice and Education

ERIC Educational Resources Information Center

Brandt, Barbara F.

2018-01-01

Using adult learning principles, health professions educators are well positioned to create interprofessional learning systems for collaborative, team-based practice in the transforming health-care system.

Involving postgraduate's students in undergraduate small group teaching promotes active learning in both

PubMed Central

Kalra, Ruchi; Modi, Jyoti Nath; Vyas, Rashmi

2015-01-01

Background: Lecture is a common traditional method for teaching, but it may not stimulate higher order thinking and students may also be hesitant to express and interact. The postgraduate (PG) students are less involved with undergraduate (UG) teaching. Team based small group active learning method can contribute to better learning experience. Aim: To-promote active learning skills among the UG students using small group teaching methods involving PG students as facilitators to impart hands-on supervised training in teaching and managerial skills. Methodology: After Institutional approval under faculty supervision 92 UGs and 8 PGs participated in 6 small group sessions utilizing the jigsaw technique. Feedback was collected from both. Observations: Undergraduate Feedback (Percentage of Students Agreed): Learning in small groups was a good experience as it helped in better understanding of the subject (72%), students explored multiple reading resources (79%), they were actively involved in self-learning (88%), students reported initial apprehension of performance (71%), identified their learning gaps (86%), team enhanced their learning process (71%), informal learning in place of lecture was a welcome change (86%), it improved their communication skills (82%), small group learning can be useful for future self-learning (75%). Postgraduate Feedback: Majority performed facilitation for first time, perceived their performance as good (75%), it was helpful in self-learning (100%), felt confident of managing students in small groups (100%), as facilitator they improved their teaching skills, found it more useful and better identified own learning gaps (87.5%). Conclusions: Learning in small groups adopting team based approach involving both UGs and PGs promoted active learning in both and enhanced the teaching skills of the PGs. PMID:26380201

Team Learning: Building Shared Mental Models

ERIC Educational Resources Information Center

Van den Bossche, Piet; Gijselaers, Wim; Segers, Mien; Woltjer, Geert; Kirschner, Paul

2011-01-01

To gain insight in the social processes that underlie knowledge sharing in teams, this article questions which team learning behaviors lead to the construction of a shared mental model. Additionally, it explores how the development of shared mental models mediates the relation between team learning behaviors and team effectiveness. Analyses were…

Using Simulation in Interprofessional Education.

PubMed

Paige, John T; Garbee, Deborah D; Brown, Kimberly M; Rojas, Jose D

2015-08-01

Simulation-based training (SBT) is a powerful educational tool permitting the acquisition of surgical knowledge, skills, and attitudes at both the individual- and team-based level in a safe, nonthreatening learning environment at no risk to a patient. Interprofessional education (IPE), in which participants from 2 or more health or social care professions learn interactively, can help improve patient care through the promotion of efficient coordination, dissemination of advances in care across specialties and professions, and optimization of individual- and team-based function. Nonetheless, conducting SBT IPE sessions poses several tactical and strategic challenges that must be effectively overcome to reap IPE's benefits. Copyright © 2015 Elsevier Inc. All rights reserved.

Leading team learning: what makes interprofessional teams learn to work well?

PubMed

Chatalalsingh, Carole; Reeves, Scott

2014-11-01

This article describes an ethnographic study focused on exploring leaders of team learning in well-established nephrology teams in an academic healthcare organization in Canada. Employing situational theory of leadership, the article provides details on how well established team members advance as "learning leaders". Data were gathered by ethnographic methods over a 9-month period with the members of two nephrology teams. These learning to care for the sick teams involved over 30 regulated health professionals, such as physicians, nurses, social workers, pharmacists, dietitians and other healthcare practitioners, staff, students and trainees, all of whom were collectively managing obstacles and coordinating efforts. Analysis involved an inductive thematic analysis of observations, reflections, and interview transcripts. The study indicated how well established members progress as team-learning leaders, and how they adapt to an interprofessional culture through the activities they employ to enable day-to-day learning. The article uses situational theory of leadership to generate a detailed illumination of the nature of leaders' interactions within an interprofessional context.

How can leaders foster team learning? Effects of leader-assigned mastery and performance goals and psychological safety.

PubMed

Ashauer, Shirley A; Macan, Therese

2013-01-01

Learning and adapting to change are imperative as teams today face unprecedented change. Yet, an important part of learning involves challenging assumptions and addressing differences of opinion openly within a group--the kind of behaviors that pose the potential for embarrassment or threat. How can leaders foster an environment in which team members feel it is safe to take interpersonal risks in order to learn? In a study of 71 teams, we found that psychological safety and learning behavior were higher for teams with mastery than performance goal instructions or no goal instructions. Team psychological safety mediated the relationship between mastery and performance goal instructions and learning behavior. Findings contribute to our understanding of how leader-assigned goals are related to psychological safety and learning behavior in a team context, and suggest approaches to foster such processes.

Doing Interdisciplinary Mixed Methods Health Care Research: Working the Boundaries, Tensions, and Synergistic Potential of Team-Based Research.

PubMed

Hesse-Biber, Sharlene

2016-04-01

Current trends in health care research point to a shift from disciplinary models to interdisciplinary team-based mixed methods inquiry designs. This keynote address discusses the problems and prospects of creating vibrant mixed methods health care interdisciplinary research teams that can harness their potential synergy that holds the promise of addressing complex health care issues. We examine the range of factors and issues these types of research teams need to consider to facilitate efficient interdisciplinary mixed methods team-based research. It is argued that concepts such as disciplinary comfort zones, a lack of attention to team dynamics, and low levels of reflexivity among interdisciplinary team members can inhibit the effectiveness of a research team. This keynote suggests a set of effective strategies to address the issues that emanate from the new field of research inquiry known as team science as well as lessons learned from tapping into research on organizational dynamics. © The Author(s) 2016.

The Influence of Learning Behaviour on Team Adaptability

ERIC Educational Resources Information Center

Murray, Peter A.; Millett, Bruce

2011-01-01

Multiple contexts shape team activities and how they learn, and group learning is a dynamic construct that reflects a repertoire of potential behaviour. The purpose of this developmental paper is to examine how better learning behaviours in semi-autonomous teams improves the level of team adaptability and performance. The discussion suggests that…

Learning Conditions, Members' Motivation and Satisfaction: A Multilevel Analysis

ERIC Educational Resources Information Center

Dimas, Isabel Dórdio; Rebelo, Teresa; Lourenço, Paulo Renato

2015-01-01

Purpose: The purpose of this paper was to contribute to the clarification of the conditions under which teams can be successful, especially those related to team learning. To attain this goal, in the present study, the mediating role played by team members' motivation on the relationship between team learning conditions (shared learning beliefs…

Incorporation of project-based learning into an occupational health course.

PubMed

Dehdashti, Alireza; Mehralizadeh, Semira; Kashani, Masoud Motalebi

2013-01-01

Use of an appropriate teaching approach is a major concern for faculty members who are involved in occupational health and safety academic education. The challenge is to explore teaching tools to equip students with knowledge and skills to prepare them for their practices, in which they will encounter occupational health and safety issues in various occupational settings. The current study presents the design and implementation of a team project-based learning approach for undergraduate occupational health students to examine the appropriateness and perceptions of students and educators with regard to such a learning experience. Steps were taken to guide the educators and students through the learning process based on projects completed in teams. The research tools for collecting data were a questionnaire and semi-structured interviews with participants. The results illustrated that use of the proposed teaching approach as part of occupational health education may have the potential to motivate and enhance the active roles of educators and students in the learning process, and improve students' technical and social skills that are crucial for practice in the occupational health field. The study findings showed that project-based learning may provide a promising teaching strategy in the education and training of occupational health students. In addition, academic institutions should encourage educators to plan, introduce and evaluate the effectiveness of project-based learning.

Intensive care nurses' perceptions of simulation-based team training for building patient safety in intensive care: a descriptive qualitative study.

PubMed

Ballangrud, Randi; Hall-Lord, Marie Louise; Persenius, Mona; Hedelin, Birgitta

2014-08-01

To describe intensive care nurses' perceptions of simulation-based team training for building patient safety in intensive care. Failures in team processes are found to be contributory factors to incidents in an intensive care environment. Simulation-based training is recommended as a method to make health-care personnel aware of the importance of team working and to improve their competencies. The study uses a qualitative descriptive design. Individual qualitative interviews were conducted with 18 intensive care nurses from May to December 2009, all of which had attended a simulation-based team training programme. The interviews were analysed by qualitative content analysis. One main category emerged to illuminate the intensive care nurse perception: "training increases awareness of clinical practice and acknowledges the importance of structured work in teams". Three generic categories were found: "realistic training contributes to safe care", "reflection and openness motivates learning" and "finding a common understanding of team performance". Simulation-based team training makes intensive care nurses more prepared to care for severely ill patients. Team training creates a common understanding of how to work in teams with regard to patient safety. Copyright © 2014 Elsevier Ltd. All rights reserved.

Considering Accreditation in Gerontology: The Importance of Interprofessional Collaborative Competencies to Ensure Quality Health Care for Older Adults

ERIC Educational Resources Information Center

Goldberg, Lynette R.; Koontz, Jennifer Scott; Rogers, Nicole; Brickell, Jean

2012-01-01

The health care needs of older adults can be complex and multifaceted. Safe, effective, equitable, and person-centered service provision relies on skilled interprofessional, team-based practice. Too often, students seeking a career specializing in gerontology are not exposed to such interprofessional, team-based learning and practice during their…

Investigating the Linkage between Intrinsic Motivation and Project Team Satisfaction in Undergraduate Agricultural Leadership Students

ERIC Educational Resources Information Center

Lamm, Kevan W.; Carter, Hannah S.; Melendez, Marcus W.

2014-01-01

Organizations have increased the amount of work that is completed by project teams over the past several decades. This trend is projected to continue into the foreseeable future. In response to this trend, the academic community has increased the number of project team based learning experiences for students in classes. The challenge has been that…

Sharing life-altering information: development of pediatric hospital guidelines and team training.

PubMed

Wolfe, Adam D; Frierdich, Sharon A; Wish, Joel; Kilgore-Carlin, Joyce; Plotkin, Julie A; Hoover-Regan, Margo

2014-09-01

Abstract Background: Despite parent and physician reports of inadequate skill development, there are few guidelines for training the pediatric care team in sharing life-altering information (SLAI), i.e., "breaking bad news." The necessary skills for SLAI differ between pediatric and adult medical environments. We set out to establish evidence-based guidelines and multidisciplinary team training for SLAI in pediatrics, and to demonstrate an improvement in immediate self-efficacy of training participants. A multidisciplinary task force, which included parent participation and feedback, and which received input from parents of patients in multiple pediatric subspecialties, crafted children's hospitalwide guidelines for SLAI. A one-hour training module on the guidelines was presented to several multidisciplinary pediatric team audiences; 159 voluntary pre- and post-presentation self-efficacy surveys were collected. Responses were analyzed by paired t-test (within groups) and ANOVA (between groups). All evaluated groups of care team members reported significant improvements in self-efficacy among four learning objectives after the training. Medical trainees, newer physicians, and nonphysician (e.g., midlevel providers including nurses) team members reported the greatest improvements, regardless of whether they had received previous training in SLAI. We propose pediatric-focused SLAI guidelines based on a modified SPIKES protocol. Focus on patient- and family-centered, culturally sensitive pediatric practices should be the basis for development of training that can be periodically reinforced. Future comprehensive training will incorporate experiential learning. SLAI requires a skill set that benefits from lifelong learning.

Organising the Chemistry of Question-Based Learning: A Case Study

ERIC Educational Resources Information Center

de Jesus, Helena Pedrosa; de Souza, Francisle Neri; Teixeira-Dias, Jose J. C.; Watts, Mike

2005-01-01

Designing inquiry-based-learning with and for university students develops problem-solving skills and logical reasoning, as well as reflective thinking. It involves working as a member of a team, questioning, being creative, shaping the skills for continued intellectual development. It is argued that inquiry-based group work is one of the most…

Evaluation of a Problem Based Learning Curriculum Using Content Analysis

ERIC Educational Resources Information Center

Prihatiningsih, Titi Savitri; Qomariyah, Nurul

2016-01-01

Faculty of Medicine UGM has implemented Problem Based Learning (PBL) since 1985. Seven jump tutorial discussions are applied. A scenario is used as a trigger to stimulate students to identify learning objectives (LOs) in step five which are used as the basis for self study in step six. For each scenario, the Block Team formulates the LOs which are…

Advancing student nurse knowledge of the biomedical sciences: A mixed methods study.

PubMed

Craft, Judy; Christensen, Martin; Bakon, Shannon; Wirihana, Lisa

2017-01-01

Nursing students' ability to learn, integrate and apply bioscience knowledge to their clinical practice remains a concern. To evaluate the implementation, influence, and student perspective of a team-teaching workshop to integrate bioscience theory with clinical nursing practice. The team-teaching workshop was offered prior to commencement of the university semester as a refresher course at an Australian university. This study employed a sequential explanatory mixed methods design incorporating both quantitative and qualitative items. An evaluation survey with quantitative and qualitative items and a focus group were employed. The qualitative data were analysed using a thematic approach. The quantitative data was combined with the emergent themes in the qualitative data. Participants were final year nursing students. Nine students attended the workshop. All students completed the evaluation (N=9) and 44.4% (N=4) attended the focus group. The results revealed six themes: (1) lectures are an inadequate teaching strategy for bioscience; (2) teaching strategies which incorporate active learning engage students; (3) the team-teaching workshop provides an effective learning environment; (4) the workshop content should be expanded; (5) pharmacology should relate to bioscience, and bioscience should relate to nursing; and (6) team-teaching was effective in integrating pharmacology with bioscience, and then translating this into nursing practice. Students had felt there was disjointedness between pharmacology and bioscience, and between bioscience and nursing care within their undergraduate studies. The workshop that was based on team-teaching bridged those gaps, utilised active learning strategies and provided an effective learning environment. Team-teaching that employs active learning strategies is an effective approach to assist nursing students to integrate bioscience knowledge into their nursing practice. Copyright © 2016 Elsevier Ltd. All rights reserved.

Tomographic PIV investigation on coherent vortex structures over shark-skin-inspired drag-reducing riblets

NASA Astrophysics Data System (ADS)

Yang, Shao-Qiong; Li, Shan; Tian, Hai-Ping; Wang, Qing-Yi; Jiang, Nan

2016-04-01

Nature has shown us that the microstructure of the skin of fast-swimming sharks in the ocean can reduce the skin friction drag due to the well-known shark-skin effect. In the present study, the effect of shark-skin-inspired riblets on coherent vortex structures in a turbulent boundary layer (TBL) is investigated. This is done by means of tomographic particle image velocimetry (TPIV) measurements in channel flows over an acrylic plate of drag-reducing riblets at a friction Reynolds number of 190. The turbulent flows over drag-reducing riblets are verified by a planar time-resolved particle image velocimetry (TRPIV) system initially, and then the TPIV measurements are performed. Two-dimensional (2D) experimental results with a drag-reduction rate of around 4.81 % are clearly visible over triangle riblets with a peak-to-peak spacing s+ of 14, indicating from the drag-reducing performance that the buffer layer within the TBL has thickened; the logarithmic law region has shifted upward and the Reynolds shear stress decreased. A comparison of the spatial topological distributions of the spanwise vorticity of coherent vortex structures extracted at different wall-normal heights through the improved quadrant splitting method shows that riblets weaken the amplitudes of the spanwise vorticity when ejection (Q2) and sweep (Q4) events occur at the near wall, having the greatest effect on Q4 events in particular. The so-called quadrupole statistical model for coherent structures in the whole TBL is verified. Meanwhile, their spatial conditional-averaged topological shapes and the spatial scales of quadrupole coherent vortex structures as a whole in the overlying turbulent flow over riblets are changed, suggesting that the riblets dampen the momentum and energy exchange between the regions of near-wall and outer portion of the TBL by depressing the bursting events (Q2 and Q4), thereby reducing the skin friction drag.

Process-Oriented Guided Inquiry Learning: POGIL and the POGIL Project

ERIC Educational Resources Information Center

Moog, Richard S.; Creegan, Frank J.; Hanson, David M.; Spencer, James N.; Straumanis, Andrei R.

2006-01-01

Recent research indicates that students learn best when they are actively engaged and they construct their own understanding. Process-Oriented Guided Inquiry Learning (POGIL) is a student-centered instructional philosophy based on these concepts in which students work in teams on specially prepared activities that follow a learning cycle paradigm.…

Changing Attitudes and Facilitating Understanding in the Undergraduate Statistics Classroom: A Collaborative Learning Approach

ERIC Educational Resources Information Center

Curran, Erin; Carlson, Kerri; Celotta, Dayius Turvold

2013-01-01

Collaborative and problem-based learning strategies are theorized to be effective methods for strengthening undergraduate science, technology, engineering, and mathematics education. Peer-Led Team Learning (PLTL) is a collaborative learning technique that engages students in problem solving and discussion under the guidance of a trained peer…

Teleheath Technology as E-Learning: Learning and Practicing Interprofessional Patient Care

ERIC Educational Resources Information Center

Shortridge, Ann; Ross, Heather; Randall, Ken; Ciro, Carrie; Loving, Gary

2018-01-01

Teaching team-based patient competencies to health sciences students has proven to be a challenging endeavor. This paper describes two hands-on learning experiences and their subsequent evaluation. In both of these experiences telehealth technology served as both a distance education e-learning technology, as well as a medium to provide patient…

Active-learning assignments to integrate basic science and clinical course material.

PubMed

Marshall, Leisa L; Nykamp, Diane

2010-09-10

To develop, implement, and evaluate active-learning exercises requiring the integration and application of pathophysiology, medicinal chemistry, pharmacology, and therapeutics knowledge of osteoarthritis and rheumatoid arthritis to formulate therapeutic recommendations for patients with musculoskeletal disorders. Two team-based case study exercises, one evaluating a patient with osteoarthritis and the second, a patient with rheumatoid arthritis, were developed, incorporating material and questions from pathophysiology, medicinal chemistry, pharmacology, and therapeutics. The learning assignments were implemented in a required pharmacotherapy module. Student learning was evaluated using performance on the team-based case study exercises and on 2 examinations. A standard student course evaluation was used to assess students' impressions of the learning activity. The mean student grades for the osteoarthritis and rheumatoid arthritis activities were 9.1 and 8.9, respectively, on a 10-point scale. The majority of students indicated that the learning exercises were more than adequate to excellent in helping students learn. The addition of active-learning activities was successful in teaching pharmacy students the knowledge needed to formulate therapeutic recommendations for patients with musculoskeletal disorders.

Helicopter rotor noise investigation during ice accretion

NASA Astrophysics Data System (ADS)

Cheng, Baofeng

An investigation of helicopter rotor noise during ice accretion is conducted using experimental, theoretical, and numerical methods. This research is the acoustic part of a joint helicopter rotor icing physics, modeling, and detection project at The Pennsylvania State University Vertical Lift Research Center of Excellence (VLRCOE). The current research aims to provide acoustic insight and understanding of the rotor icing physics and investigate the feasibility of detecting rotor icing through noise measurements, especially at the early stage of ice accretion. All helicopter main rotor noise source mechanisms and their change during ice accretion are discussed. Changes of the thickness noise, steady loading noise, and especially the turbulent boundary layer - trailing edge (TBL-TE) noise due to ice accretion are identified and studied. The change of the discrete frequency noise (thickness noise and steady loading noise) due to ice accretion is calculated by using PSU-WOPWOP, an advanced rotorcraft acoustic prediction code. The change is noticeable, but too small to be used in icing detection. The small thickness noise change is due to the small volume of the accreted ice compared to that of the entire blade, although a large iced airfoil shape is used. For the loading noise calculation, two simplified methods are used to generate the loading on the rotor blades, which is the input for the loading noise calculation: 1) compact loading from blade element momentum theory, icing effects are considered by increasing the drag coefficient; and 2) pressure loading from the 2-D CFD simulation, icing effects are considered by using the iced airfoil shape. Comprehensive rotor broadband noise measurements are carried out on rotor blades with different roughness sizes and rotation speeds in two facilities: the Adverse Environment Rotor Test Stand (AERTS) facility at The Pennsylvania State University, and The University of Maryland Acoustic Chamber (UMAC). In both facilities the measured high-frequency broadband noise increases significantly with increasing surface roughness heights, which indicates that it is feasible to quantify helicopter rotor ice-induced surface roughness through acoustic measurements. Comprehensive broadband noise measurements based on different accreted ice roughness at AERTS are then used to form the data base from which a correlation between the ice-induced surface roughness and the broadband noise level is developed. Two parameters, the arithmetic average roughness height, Ra, and the averaged roughness height, based on the integrated ice thickness at the blade tip, are introduced to describe the ice-induced surface roughness at the early stage of the ice accretion. The ice roughness measurements are correlated to the measured broadband noise level. Strong correlations (absolute mean deviations of 9.3% and 11.2% for correlation using Ra and the averaged roughness height respectively) between the ice roughness and the broadband noise level are obtained, which can be used as a tool to determine the accreted ice roughness in the AERTS facility through acoustic measurement. It might be possible to use a similar approach to develop an early ice accretion detection tool for helicopters, as well as to quantify the ice-induced roughness at the early stage of rotor ice accretion. Rotor broadband noise source identification is conducted and the broadband noise related to ice accretion is argued to be turbulent boundary layer - trailing edge (TBL-TE) noise. Theory suggests TBL-TE noise scales with Mach number to the fifth power, which is also observed in the experimental data. The trailing edge noise theories developed by Ffowcs Williams and Hall, and Howe both identify two important parameters: boundary layer thickness and turbulence intensity. Numerical studies of 2-D airfoils with different ice-induced surface roughness heights are conducted to investigate the extent that surface roughness impacts the boundary layer thickness and turbulence intensity (and ultimately the TBL-TE noise). The results show that boundary layer thickness and turbulence intensity at the trailing edge increase with the increased roughness height. Using Howe's trailing edge noise model, the increased sound pressure level (SPL) of the trailing edge noise due to the increased displacement thickness and normalized integrated turbulence intensity are 6.2 dB and 1.6 dB for large and small accreted ice roughness heights, respectively. The estimated increased SPL values agree well with the experimental results, which are 5.8 dB and 2.6 dB for large and small roughness height, respectively. Finally a detailed broadband noise spectral scaling for all measured broadband noise in both AERTS and UMAC facilities is conducted. The magnitude and the frequency spectrum of the measured broadband noise are scaled on characteristic velocity and length. The peak of the laminar boundary layer - vortex shedding (LBL-VS) noise coalesces well on the Strouhal scaling in those cases. For the measured broadband noise from a rotor with relatively large roughness heights, no contribution of the LBL-VS noise is observed. The velocity scaling shows that the TBL-TE noise, which is the dominant source mechanism, scales with Mach number to the fifth power based on the absolute frequency. The length scaling shows that the TBL-TE noise scales well on the absolute roughness height based on Howe's TE noise theory.

Effects of 17β-trenbolone on Eastern and Western mosquitofish (Gambusia holbrooki and G. affinis) anal fin growth and gene expression patterns.

PubMed

Brockmeier, Erica K; Ogino, Yukiko; Iguchi, Taisen; Barber, David S; Denslow, Nancy D

2013-03-15

The Eastern and Western mosquitofish (Gambusia holbrooki and G. affinis) are potential bioindicator organisms for endocrine disruptors. Male mosquitofish have an elongated anal fin (gonopodium) used for internal fertilization whose formation is driven by androgens. Normal female mosquitofish have a normal, rounded anal fin which undergoes elongation into a gonopodium structure when female mosquitofish are exposed to androgenic chemicals. Significant issues with using mosquitofish as a bioindicator include the lack of knowledge on how anal fin growth in females corresponds to endpoints relevant to biological integrity and the lack of information on the molecular pathways that regulate anal fin growth. The objectives of this study were to understand how androgen-induced anal fin elongation relates to changes in endpoints related to the female reproductive system and to understand how anal fin elongation occurs in androgen-exposed female mosquitofish. To achieve these objectives, adult female G. holbrooki were exposed to a vehicle control or one of three doses of the androgen 17β-trenbolone (TB) at nominal concentrations of 0.1, 1 or 10 μg TB/L. Anal fin measurements were taken and livers were used for quantitative polymerase chain reaction analysis of vitellogenin (vtg) mRNA expression at multiple time points. 10 μg TB/L induced anal fin elongation after 7 days of treatment (one-way ANOVA, p<0.05) as did 0.1 and 1 μg TB/L at later time points (one-way ANOVA, p<0.05). 10 μg TB/L significantly reduced hepatic vtg gene expression at all time points assessed (one-way ANOVA, p<0.05). There was no correlation between anal fin elongation levels and vtg gene expression (Spearman's ρ, p>0.05). In a separate experiment, female G. holbrooki and G. affinis were exposed to the vehicle control or 1 μg TB/L. Anal fins were used for qualitative gene expression analysis of the genes sonic hedgehog (shh), muscle segment homeobox C (msxC), and fibroblast growth factor receptor 1 (fgfr1) by in situ hybridization. Shh was expressed in the distal tip of the gonopodium while msxC and fgfr1 were more widely expressed along the same anal fin rays during androgen exposure. These data provide insight into the molecular pathways involved in anal fin elongation and pave the way for future work toward developing the mosquitofish into a bioindicator organism for endocrine disruptors. Copyright © 2012 Elsevier B.V. All rights reserved.

Librarians as Part of Cross-Disciplinary, Multi-Institutional Team Projects: Experiences from the VIVO Collaboration

PubMed Central

Garcia-Milian, Rolando; Norton, Hannah F.; Auten, Beth; Davis, Valrie I.; Holmes, Kristi L.; Johnson, Margeaux; Tennant, Michele R.

2013-01-01

Cross-disciplinary, team-based collaboration is essential for addressing today’s complex research questions, and librarians are increasingly entering into such collaborations. This study identifies skills needed as librarians integrate into cross-disciplinary teams, based on the experiences of librarians involved in the development and implementation of VIVO, a research discovery and collaboration platform. Participants discussed the challenges, skills gained, and lessons learned throughout the project. Their responses were analyzed in the light of the science of team science literature, and factors affecting collaboration on the VIVO team were identified. Skills in inclusive thinking, communication, perseverance, adaptability, and leadership were found to be essential. PMID:23833333

Community Interactive Research Workshop Series: Community Members Engaged as Team Teachers to Conduct Research.

PubMed

Nguyen-Truong, Connie Kim; Tang, Joannie; Hsiao, Chiao-Yun

2017-01-01

Vietnamese women are diagnosed with cervical cancer at twice the rate of non-Hispanic White women and the highest compared to Chinese, Filipino, Korean, and Japanese women. ἀ e Vietnamese Women's Health Project, a community-based participatory research partnership, was developed to address this concern. In earlier studies, community members received research training. To describe how we developed an innovative curricular research training framework. Community members developed their own learning goals and activities, taught alongside a nurse scientist, and participated in a community interactive research workshop series. Popular education principles were used to guide team teaching. Topics, learning goals, lesson plans, and an evaluation w ere de veloped t ogether. ἀ ree, 4 -5.5 h our workshops were hosted. Topics included qualitative research, art of hearing data, reflexivity, analysis, validity, and dissemination. Community members and a nurse scientist co-constructed knowledge through participatory methods. ἀe workshops ran concurrent to the study timeline to inform community members' research activities and vice versa. A range from 8 to 20 participants attended the workshops, of which six community members were team teachers and three facilitated at each workshop. In an evaluation, team teachers reported workshop strengths: an empathetic and trusting learn ing environment, a sense of ownership in learning, a greater under standing of roles in research partnerships, and a feel ing of safety to conduct research with academic investigators. Academic investigators need to be aware that co-constructing knowledge is foundational to long-term sustainability of community-based participatory research partnership (CBPR) partnerships, but requires building team capacity to conduct research collaboratively.

Team Learning in Teacher Teams: Team Entitativity as a Bridge between Teams-in-Theory and Teams-in-Practice

ERIC Educational Resources Information Center

Vangrieken, Katrien; Dochy, Filip; Raes, Elisabeth

2016-01-01

This study aimed to investigate team learning in the context of teacher teams in higher vocational education. As teacher teams often do not meet all criteria included in theoretical team definitions, the construct "team entitativity" was introduced. Defined as the degree to which a group of individuals possesses the quality of being a…

The Next Generation of Learning Teams

ERIC Educational Resources Information Center

Carroll, Tom

2009-01-01

Cross-generational learning teams that bring together novice teachers with veteran teachers would address problems at both ends of the teacher pipeline--and benefit student learning at the same time. In this cross-generational learning team, each member brings different skills to support a child's learning--some bring deep science content…

A learning curve-based method to implement multifunctional work teams in the Brazilian footwear sector.

PubMed

Guimarães, L B de M; Anzanello, M J; Renner, J S

2012-05-01

This paper presents a method for implementing multifunctional work teams in a footwear company that followed the Taylor/Ford system for decades. The suggested framework first applies a Learning Curve (LC) modeling to assess whether rotation between tasks of different complexities affects workers' learning rate and performance. Next, the Macroergonomic Work Analysis (MA) method (Guimarães, 1999, 2009) introduces multifunctional principles in work teams towards workers' training and resources improvement. When applied to a pilot line consisting of 100 workers, the intervention-reduced work related accidents in 80%, absenteeism in 45.65%, and eliminated work related musculoskeletal disorders (WMSD), medical consultations, and turnover. Further, the output rate of the multifunctional team increased average 3% compared to the production rate of the regular lines following the Taylor/Ford system (with the same shoe model being manufactured), while the rework and spoilage rates were reduced 85% and 69%, respectively. Copyright © 2011 Elsevier Ltd and The Ergonomics Society. All rights reserved.

Analogues of the Frog-skin Antimicrobial Peptide Temporin 1Tb Exhibit a Wider Spectrum of Activity and a Stronger Antibiofilm Potential as Compared to the Parental Peptide

NASA Astrophysics Data System (ADS)

Grassi, Lucia; Maisetta, Giuseppantonio; Maccari, Giuseppe; Esin, Semih; Batoni, Giovanna

2017-04-01

The frog skin-derived peptide Temporin 1Tb (TB) has gained increasing attention as novel antimicrobial agent for the treatment of antibiotic-resistant and/or biofilm-mediated infections. Nevertheless, such a peptide possesses a preferential spectrum of action against Gram-positive bacteria. In order to improve the therapeutic potential of TB, the present study evaluated the antibacterial and antibiofilm activities of two TB analogues against medically relevant bacterial species. Of the two analogues, TB_KKG6A has been previously described in the literature, while TB_L1FK is a new analogue designed by us through statistical-based computational strategies. Both TB analogues displayed a faster and stronger bactericidal activity than the parental peptide, especially against Gram-negative bacteria in planktonic form. Differently from the parental peptide, TB_KKG6A and TB_L1FK were able to inhibit the formation of Staphylococcus aureus biofilms by more than 50% at 12 μM, while only TB_KKG6A prevented the formation of Pseudomonas aeruginosa biofilms at 24 μM. A marked antibiofilm activity against preformed biofilms of both bacterial species was observed for the two TB analogues when used in combination with EDTA. Analysis of synergism at the cellular level suggested that the antibiofilm activity exerted by the peptide-EDTA combinations against mature biofilms might be due mainly to a disaggregating effect on the extracellular matrix in the case of S. aureus, and to a direct activity on biofilm-embedded cells in the case of P. aeruginosa. Both analogues displayed a low hemolytic effect at the active concentrations and, overall, TB_L1FK resulted less cytotoxic towards mammalian cells. Collectively, the results obtained demonstrated that subtle changes in the primary sequence of TB may provide TB analogues that, used alone or in combination with adjuvant molecules such as EDTA, exhibit promising features against both planktonic and biofilm cells of medically relevant bacteria.