Implementing Team-Based Learning in Physiotherapy Education: Students’ Perceptions and Preferences Compared to the Traditional Lecture

• Published in: Advances in medical education and practice Vol. 16; pp. 1019 - 1027
• Main Authors: Pérez-Guillén, Silvia, Carrasco-Uribarren, Andoni, Yeung, Euson, Serra-Llobet, Pol, Pardos-Aguilella, Pilar, Cabanillas-Barea, Sara
• Format: Journal Article
• Language: English
• Published: New Zealand Dove Medical Press Limited 01.01.2025; Taylor & Francis Ltd; Dove
• Subjects: Accountability; Active learning; Analysis; College students; Critical thinking; Decision making; Educational evaluation; Evidence-based medicine; Evidence-based practice; Feedback; Group work in education; Knowledge; Learning strategies; Methods; Original Research; Participation; Physical therapy; Preferences; Problem based learning; Problem solving; Questionnaires; Science education; Students; Teaching; Team learning approach in education; Therapeutics, Physiological; active methodologies; clinical reasoning; task-based learning
• ISSN: 1179-7258; 1179-7258
• DOI: 10.2147/AMEP.S519244

Team-Based Learning (TBL) is an educational strategy designed for small groups that can be effectively implemented across various educational levels. The aim of TBL is the development of meaningful learning teams, facilitating student interaction and effective communication in problem-solving. It is hypothesized that the use of TBL demonstrates higher levels of satisfaction, engagement and responsibility regarding the acquisition of knowledge than the traditional method of master class. A cross-sectional study was carried out. Twenty-four university students enrolled in the subject of Clinical Reasoning and Evidence Based Practice of the Physiotherapy Master´s programme during the academic year 2022-23 were included. Engagement, satisfaction and preferences were collected through the TBL Student Assessment Instrument (TBL-SAI). Twenty-three students were included in the final analysis, with a mean age of 25.29 ± 3.84 years. The results obtained from the TBL-SAI indicated a score of 25.57 on the accountability subscale, 51.04 on the preference for this learning approach subscale, and 32.43 on the overall satisfaction subscale. Students found TBL to be engaging, fostering greater responsibility for both individual and group learning. Compared to traditional lectures, TBL sessions were preferred by students, reflecting a higher level of satisfaction with this collaborative learning approach. Further investigation is warranted to assess long-term knowledge retention and to ensure alignment between TBL activities and intended learning objectives.