Lein Donald H, Lowman John D, Eidson Christopher A, Yuen Hon K
Department of Physical Therapy, School of Health Professions, The University of Alabama at Birmingham, Birmingham, Ala., USA.
Department of Occupational Therapy, School of Health Professions, The University of Alabama at Birmingham, Birmingham, Ala., USA.
J Educ Eval Health Prof. 2017 Feb 28;14:3. doi: 10.3352/jeehp.2017.14.3. eCollection 2017.
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.
本回顾性研究的目的是评估在物理治疗入门级博士（DPT）课程的患者/客户管理课程中实施基于团队的学习（TBL）方法后学生的学业成绩。
本研究的研究设计包括将采用传统教学方法（以讲座为主）授课的DPT学生队列的笔试和实践考试成绩，与随后在两门患者/客户管理课程（基本技能和心肺课程）中采用TBL方法授课的学生队列的成绩进行比较。为了进行这种比较，在这两种教学方法（传统方法与TBL方法）过渡期间，所使用的考试、接触时间和实验课数量以及授课教师保持不变。所有个人课程考试成绩的平均值用于数据分析。
在这两门课程中，接受相同教学方法的不同年份队列的学生之间，平均考试成绩没有显著差异，这使得在每门课程中接受相同教学方法的不同年份队列的学生可以归为一组。对于这两门课程，TBL组的平均考试成绩显著高于传统教学组：基本技能课程（P<0.001）和心肺课程（P<0.001）。
在入门级DPT患者/客户管理课程中，采用TBL方法授课的学生队列在学业上优于接受传统教学方法的学生队列。
