Version 1
: Received: 18 August 2020 / Approved: 20 August 2020 / Online: 20 August 2020 (13:16:54 CEST)
How to cite:
Perumal, S.D. Embedding a Culture of Active Learning in Cardiorespiratory Physiotherapy Education- Hybrid Team-Based Learning(H-TBL). Preprints2020, 2020080463. https://doi.org/10.20944/preprints202008.0463.v1
Perumal, S.D. Embedding a Culture of Active Learning in Cardiorespiratory Physiotherapy Education- Hybrid Team-Based Learning(H-TBL). Preprints 2020, 2020080463. https://doi.org/10.20944/preprints202008.0463.v1
Perumal, S.D. Embedding a Culture of Active Learning in Cardiorespiratory Physiotherapy Education- Hybrid Team-Based Learning(H-TBL). Preprints2020, 2020080463. https://doi.org/10.20944/preprints202008.0463.v1
APA Style
Perumal, S.D. (2020). Embedding a Culture of Active Learning in Cardiorespiratory Physiotherapy Education- Hybrid Team-Based Learning(H-TBL). Preprints. https://doi.org/10.20944/preprints202008.0463.v1
Chicago/Turabian Style
Perumal, S.D. 2020 "Embedding a Culture of Active Learning in Cardiorespiratory Physiotherapy Education- Hybrid Team-Based Learning(H-TBL)" Preprints. https://doi.org/10.20944/preprints202008.0463.v1
Abstract
In recent years, team-based learning (TBL) is gaining popularity as a student-centered active collaborative learning strategy in healthcare education. This paper reports the design, implementation, and impact of a "hybrid team-based learning" (H-TBL) for one respiratory lecture in year two undergraduate physiotherapy program in 2019. A retrospective study was conducted, including 136 second-year undergraduate physiotherapy students using H-TBL design for one respiratory lecture topic. Student engagement was evaluated based on the percentage of completion for pre-class work, attendance to classroom session, and submission of formative creative assignment. Student' performance on formative creative tasks was evaluated based on thinking and learning rubric. Student perceptions were assessed based on the student's feedback using "Mentimeter." 109/ 136 (80%) students attended the COPD 2 session. 90/109 (82%) students engaged in COPD 1 (web-based) and tRAT in COPD 2 session. 54/109 (50%) students provided feedback and 67/90 (74%) students submitted formal formative creative assignment on completion of COPD 2 session. This study confirms that H-TBL enhances student's active engagement, creativity, and equilibration of their subject knowledge. Future randomized studies are mandated to explore the validity and specificity of H-TBL in diverse physiotherapy curriculum to evaluate the long-term student engagement and academic performance.
Keywords
Active Teaching; Team-Based Learning; Physiotherapy Education; Collaborative Learning; Cognitivism; Social Constructivism
Subject
Public Health and Healthcare, Nursing
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
