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Research Article
Rob Burton
Griffith University
Corresponding Author
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This work is licensed under a CC BY 4.0 License. Read Full License
Background: Team-Based Learning (TBL) is growing in popularity as a method to create active learning within larger group lectures. It is facilitated through phases of individual work, teamwork and immediate feedback, to develop students’ understanding and assessment of conceptual knowledge. A single facilitator can manage many groups within larger lectures. The study aim was to evaluate the impact of TBL on the engagement, learning and satisfaction of students enrolled in a transnational post registration Bachelor of Nursing (BN) program in Singapore.
Methods: A cross-sectional design was employed. The TBL approach was delivered during lecture sessions within a post registration BN program delivered in a Higher Education Institution in Singapore. A sample of BN students was drawn from 305 students undertaking the program. Participation in the surveys was voluntary with informed consent protocols followed. An online anonymous university-delivered student evaluation of course (SEC) survey and an online anonymous survey using the Student Assessment Instrument, were used to collect quantitative and qualitative data. Student performance in the course was also reviewed.
Results: Eighty-two students (27%) completed the SEC scoring a median of 4/5 for satisfaction, and 68 (22%) completed the online survey. As 93 was the neutral score for the survey, there was a moderately positive evaluation with an overall score of 108.5/155 for TBL in accountability for learning, TBL preference and satisfaction with TBL compared to traditional lecture approaches.
Conclusions: Implementation of TBL with this cohort demonstrated evidence of moderately positive engagement, learning and satisfaction when compared to traditional didactic lectures.
Keywords
Team-Based Learning, Transnational Education, Active Learning, Nursing Students
Figure 1
No competing interests reported.
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CURRENT STATUS: Under Review
Version 1
Posted 12 Mar, 2021
No community comments so far
Editorial decision: Major revision
On 19 Mar, 2021
Reviews received
Received 16 Mar, 2021
Reviewers agreed
On 06 Mar, 2021
Reviewers invited
Invitations sent on 05 Mar, 2021
Editor assigned
On 05 Mar, 2021
Editor invited
On 05 Mar, 2021
Submission checks complete
On 03 Mar, 2021
First submitted
On 28 Feb, 2021
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Subject Areas
Nursing
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A new preprint design is coming!
We have improved readability, clarity, accessibility, and opportunities for engagement.
This preprint is under consideration at BMC Nursing. A preprint is a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research Article
Rob Burton
Griffith University
Corresponding Author
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Under Review
Version 1
Posted 12 Mar, 2021
No community comments so far
Editorial decision: Major revision
On 19 Mar, 2021
Reviews received
Received 16 Mar, 2021
Reviewers agreed
On 06 Mar, 2021
Reviewers invited
Invitations sent on 05 Mar, 2021
Editor assigned
On 05 Mar, 2021
Editor invited
On 05 Mar, 2021
Submission checks complete
On 03 Mar, 2021
First submitted
On 28 Feb, 2021
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Nursing
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background: Team-Based Learning (TBL) is growing in popularity as a method to create active learning within larger group lectures. It is facilitated through phases of individual work, teamwork and immediate feedback, to develop students’ understanding and assessment of conceptual knowledge. A single facilitator can manage many groups within larger lectures. The study aim was to evaluate the impact of TBL on the engagement, learning and satisfaction of students enrolled in a transnational post registration Bachelor of Nursing (BN) program in Singapore.
Methods: A cross-sectional design was employed. The TBL approach was delivered during lecture sessions within a post registration BN program delivered in a Higher Education Institution in Singapore. A sample of BN students was drawn from 305 students undertaking the program. Participation in the surveys was voluntary with informed consent protocols followed. An online anonymous university-delivered student evaluation of course (SEC) survey and an online anonymous survey using the Student Assessment Instrument, were used to collect quantitative and qualitative data. Student performance in the course was also reviewed.
Results: Eighty-two students (27%) completed the SEC scoring a median of 4/5 for satisfaction, and 68 (22%) completed the online survey. As 93 was the neutral score for the survey, there was a moderately positive evaluation with an overall score of 108.5/155 for TBL in accountability for learning, TBL preference and satisfaction with TBL compared to traditional lecture approaches.
Conclusions: Implementation of TBL with this cohort demonstrated evidence of moderately positive engagement, learning and satisfaction when compared to traditional didactic lectures.
Figure 1
No competing interests reported.
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