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- Title
Team-based learning impact: A comparative study of student and faculty facilitators.
- Authors
Iida, Risa; Tanaka, Mai; Torigoe, Minami; Inaba, Sakiko; Wakana, Noriaki; Homma, Kazuhiro; Fukuyama, Naoto
- Abstract
Background: Team-based learning (TBL) refers to the application of an active-learning method that has gained popularity across all health-care disciplines. This study aimed to assess nutrition students' perceptions of the roles of student versus faculty facilitators. Methods: Participants in the study included, 117 2nd-year nutrition students registered in the "Introduction to Medicine" course in the 2022 academic year at a Japanese university. The first TBL session was faculty-led, whereas three students served as facilitators in the second. Upon completion of the course, learners and student facilitators completed a questionnaire on the student-led TBL. Responses to close-ended questions were analyzed using descriptive statistics, and those to open-ended questions were categorized into common themes. Results: A total of 114 learners and 3 student facilitators responded to the questions. Learners found student-led TBL to be just as or more effective than faculty-led TBL in three respects: comprehension (93.0%), active participation (96.5%), and expectation of academic performance improvement (93.9%). According to student facilitators, it improved their knowledge, confidence, communication skills, and leadership abilities. Learners and facilitators indicated that student-led TBL was significantly more effective than faculty-led TBL. Thus, student-led TBL can enhance the ability of all students at different academic levels. Discussion: Student-led TBL appears to be an effective learning strategy in higher education and further shifts toward student-centered learning in the course curriculum.
- Subjects
NUTRITIONAL assessment; COLLEGE teachers; MEDICAL students; LEADERSHIP; CURRICULUM; LEARNING strategies; COMPARATIVE studies; ACADEMIC achievement; ABILITY; TRAINING; QUESTIONNAIRES; COMMUNICATION; MASTERS programs (Higher education); DESCRIPTIVE statistics; STUDENT attitudes
- Publication
Education for Health: Change in Learning & Practice, 2023, Vol 36, Issue 3, p143
- ISSN
1357-6283
- Publication type
Article
- DOI
10.4103/efh.efh_191_23