Hartman Jeff, Nelson Evan O
Jeff Hartman is an assistant professor in the Doctor of Physical Therapy Program, Department of Family Medicine and Community Health at the University of Wisconsin School of Medicine and Public Health, 5110 Medical Sciences Center, 1300 University Ave. Madison, WI 53706 (
Evan O. Nelson is an associate professor in the Doctor of Physical Therapy Program, Department of Family Medicine and Community Health at the University of Wisconsin School of Medicine and Public Health, Madison, WI.
J Phys Ther Educ. 2025 Jan 7;39(3):274-281. doi: 10.1097/JTE.0000000000000385.
Team-based learning (TBL) allows students to safely struggle with the complexity of clinical practice, yet there are few reports describing implementation in United States Doctor of Physical Therapy (DPT) education. The purpose of this paper is to report the implementation of TBL in a first-year clinical decision-making course within a DPT Program and compare the learning outcomes to a lecture-based teaching model.
MODEL/METHOD DESCRIPTION AND EVALUATION: Team-based learning is an evidence-based, active learning technique whereby students complete clearly communicated, preclass assignments and come to class prepared to apply acquired knowledge and solve real-world scenarios in permanent, predetermined work teams. The University of Wisconsin, Madison implemented TBL in a first-year clinical medicine course. The percentage of points earned on all exams was the primary outcome. Secondary outcomes included the aggregate course grade and 6 Clinical Performance Instrument performance criteria.
Three consecutive cohorts ( n = 117) were taught using lecture-based teaching, and 3 ( n = 118) using TBL. Examination scores were not different between TBL (mean [SD] = 89.61% [3.13%]) and lecture-based teaching (88.50% [4.21%]), and TBL yielded a higher ( Β = 0.73, P = .04) aggregate course grade. Clinical Performance Instrument assessments of student performance during clinical education experiences were not different.
Team-based learning maintained exam, course, and clinical performance. The 0.73% higher course grade for students receiving TBL education is unlikely to represent a meaningful difference in learning outcomes. Implementing TBL in a clinically oriented course as early as the first year of DPT education may create an effective teaching and learning environment that balances content acquisition with clinical application.
