基于团队的学习与基于团队的学习学生评估工具（TBL-SAI）：对职业治疗硕士学生认知变化的纵向研究
Team-Based Learning and the Team-Based Learning Student Assessment Instrument (TBL-SAI): A Longitudinal Study of Master of Occupational Therapy Students' Changing Perceptions.
作者信息
Carson Ron, Mennenga Heidi
机构信息
Ron Carson, OTD, MHS, OT, CLT, is Home Health Therapist, Interim Home Health, Daytona Beach, Florida. At the time of the study, he was Associate Professor, Department of Occupational Therapy, Adventist University of Health Sciences, Orlando, FL;
Heidi Mennenga, PhD, RN, CNE, is Assistant Professor, College of Nursing, South Dakota State University, Brookings.
出版信息
Am J Occup Ther. 2019 Jul/Aug;73(4):7304205010p1-7304205010p7. doi: 10.5014/ajot.2019.032623.
OBJECTIVE
Despite evidence showing that team-based learning (TBL) is accepted by students, a gap in evidence exists regarding how students' experiences with TBL may change over time. In this study, we explored changes in accountability, satisfaction, and preference for TBL or traditional lecture among occupational therapy students using TBL across 1 yr of occupational therapy education.
METHOD
Forty-one pairs of data from first- and third-term occupational therapy students were analyzed to determine changes in students' experience with TBL over time.
RESULTS
Data analysis of first- and third-term students showed significant changes in accountability with TBL (p = .027), satisfaction with TBL (p = .021), and preference for TBL over traditional lecture (p = .019).
CONCLUSION
Considerable differences were found in individual cohorts regarding satisfaction, accountability, and the overall TBL experience; however, no notable differences were found between cohorts.
目的
尽管有证据表明基于团队的学习（TBL）被学生所接受，但关于学生参与TBL的体验如何随时间变化的证据仍存在空白。在本研究中，我们探讨了在一年的职业治疗教育中，使用TBL的职业治疗专业学生在责任感、满意度以及对TBL或传统讲座的偏好方面的变化。
方法
对来自职业治疗专业一年级和三年级学生的41对数据进行分析，以确定学生参与TBL的体验随时间的变化情况。
结果
对一年级和三年级学生的数据分析显示，学生在TBL的责任感（p = .027）、对TBL的满意度（p = .021）以及相较于传统讲座对TBL的偏好（p = .019）方面均有显著变化。
结论
在不同个体群组中，关于满意度、责任感以及整体TBL体验存在相当大的差异；然而，不同群组之间未发现显著差异。
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