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Presentation Description
Jessica Bellamy1
1 University of Wollongong
1 University of Wollongong
Background:
Team-based learning (TBL) is a structured form of small-group learning that emphasises student preparation out of class and application of knowledge in class. TBLs help identify inconsistencies between students’ understanding and their practicum experiences; stimulating development of new frameworks (Parmelee et.al., 2012; Zimmerman et.al., 2011).
Team-based learning (TBL) is a structured form of small-group learning that emphasises student preparation out of class and application of knowledge in class. TBLs help identify inconsistencies between students’ understanding and their practicum experiences; stimulating development of new frameworks (Parmelee et.al., 2012; Zimmerman et.al., 2011).
Summary of work:
Most of my teaching has been directed towards 3rd and 4th year Exercise Physiology students; a period where clinical reasoning is developed. Clinical decision making is a key for Exercise Physiologists, and therefore is often reflected in assessment items. A previous strategy utilised to assess clinical reasoning was through participation in Simulated Case Study Learning Tutorials (SCSLs). Through reflection, I noted that students had found SCSLs over challenging. I recognised that the SCSL format favoured high-performing, extroverted students, thus, I shifted towards the TBL format.
Most of my teaching has been directed towards 3rd and 4th year Exercise Physiology students; a period where clinical reasoning is developed. Clinical decision making is a key for Exercise Physiologists, and therefore is often reflected in assessment items. A previous strategy utilised to assess clinical reasoning was through participation in Simulated Case Study Learning Tutorials (SCSLs). Through reflection, I noted that students had found SCSLs over challenging. I recognised that the SCSL format favoured high-performing, extroverted students, thus, I shifted towards the TBL format.
Results:
Informal student feedback was positive.
Informal student feedback was positive.
- ‘The TBL was great. I liked listening to others’ ideas and thoughts on similar topics. Working as a team to complete the quiz – listening to their reasoning – I find that the best way to learn’
- ‘The TBLs are really great. Less pressure, and learnt from colleagues when discussing ideas. TBLs are better than SCSLs’
Discussion:
I continue to reflect and modify both the case studies involved, and the marking criteria associated with each TBL. I strive to ensure assessment task marks accurately reflect the performance and effort of students, including the weighting of individual vs team marks, facilitator feedback and reflection.
Conclusions:
TBLs provide a safe and effective platform for 3rd & 4th year Exercise Physiology students to develop clinical reasoning.
Take home messages:
- TBL case studies should consider embedded or applied WIL for greatest translation
- The balance between individual and team scores must be considered
The use of interactive platforms may be useful for larger class size
References (maximum three)
- Parmelee, D., Michaelsen, L.K., Cook, S., & Hudes, P.D. (2012). Team-based learning: a practical guide: AMEE guide no.65. Medical Teacher, 34(5), e275-287.
- Zimmerman, S.F., Lester Short, G.F., Hendrix, E.M., & Timson, B.F. (2011). Impact of interdisciplinary learning on critical thinking using case study method in allied health care graduate students. Journal of Allied Health, 40(1), 15-18.