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Team-Based Learning in
Occupational Therapy
Dr Ming Nie
Institute of Learning and Teaching in HE
University of Northampton
Team-Based Learning Sequence
Preparation
(Pre-class)
Readiness Assurance
(45-75 minutes of class)
Application activities
(...
Module redesign guided by TBL
Self-study the
workbook (on VLE)
Pre-class
preparation:
Readiness
Assurance
• iRA: 20 MCQs i...
iRA tRA tests results
18
13
5
5
2
Grade distribution in iRA tests (n=43)
A B C D Fail
40
2 1
Grade distribution in tRA tes...
Accountability for own learning
55%35%
10%
I spend time studying before class in order to be more
prepared in team-based a...
Accountability for team learning
61%
39%
I feel I need to contribute to the team's learning (n=31)
Strongly agree
Agree
Satisfaction
13%
45%
36%
6%
Team-based learning activities are an effective
approach to learning (n=31)
Strongly agree
Agr...
Satisfaction with team learning
19%
39%
26%
13%
3%
I enjoy team-based learning activities (n=31)
Strongly agree
Agree
Neit...
Challenges in team learning
• ‘It depends largely on who you end up
with in the team.’
• Disengagement from certain team m...
TBL vs lectures
32%
36%
19%
7%
6%
I more likely get bored during traditional lectures than during team-
based learning act...
Preference for traditional lectures
• ‘Traditional lectures can be interactive and
engaging too when using, e.g. small gro...
Other challenges in studying the module
• Workload
• Feeling overloaded
• Too much content in one week
• Struggle to finis...
Final results
24%
36%
19%
14%
7%
Final Results 2014/15 (n=42)
A
B
C
D
F
14%
48%
31%
7%
Final Results 2013/14 (n=42)
A
B
C
D
Thank you!
Contact me: Ming.Nie@Northampton.ac.uk
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Team-Based Learning in Occupational Therapy

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Dr Ming Nie
Institute of Learning and Teaching in Higher Education
From the University of Northampton.

Published in: Education
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Team-Based Learning in Occupational Therapy

  1. 1. Team-Based Learning in Occupational Therapy Dr Ming Nie Institute of Learning and Teaching in HE University of Northampton
  2. 2. Team-Based Learning Sequence Preparation (Pre-class) Readiness Assurance (45-75 minutes of class) Application activities (1-4 hours of class) Individual Study Individual Test Team Test Appeals (teams) Clarifying Lecture ‘4S’ Activities: • Significant • Specific • Same • Simultaneously
  3. 3. Module redesign guided by TBL Self-study the workbook (on VLE) Pre-class preparation: Readiness Assurance • iRA: 20 MCQs in 20 minutes, on VLE • tRA: 20 MCQs in 40 minutes, on VLE • Appeals • Clarifying lecture Application activities • Practical activities (i.e. Skeletons) • Examination of case studies (wiki) • Killer questions Level 4, 40-credit module, Functional Human Sciences, BSc Occupational Therapy, 43 students Assessment 12 iRA 30% 12 tRA 10% Essay 60% Team forming • 8 groups • 5-6 students each group
  4. 4. iRA tRA tests results 18 13 5 5 2 Grade distribution in iRA tests (n=43) A B C D Fail 40 2 1 Grade distribution in tRA tests (n=43) A B Fail
  5. 5. Accountability for own learning 55%35% 10% I spend time studying before class in order to be more prepared in team-based activities (n=31) Strongly agree Agree Neither agree or disagree
  6. 6. Accountability for team learning 61% 39% I feel I need to contribute to the team's learning (n=31) Strongly agree Agree
  7. 7. Satisfaction 13% 45% 36% 6% Team-based learning activities are an effective approach to learning (n=31) Strongly agree Agree Neither agree nor disagree Disagree • Satisfaction with team learning experience • Effectiveness of TBL approach vs traditional lectures • Other challenges students face in studying the module
  8. 8. Satisfaction with team learning 19% 39% 26% 13% 3% I enjoy team-based learning activities (n=31) Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree 13% 32% 32% 20% 3% I learn better in a team setting (n=31) Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree
  9. 9. Challenges in team learning • ‘It depends largely on who you end up with in the team.’ • Disengagement from certain team members • Team members who dominate group discussion • Challenge in engaging senior students
  10. 10. TBL vs lectures 32% 36% 19% 7% 6% I more likely get bored during traditional lectures than during team- based learning activities (n=31) Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree
  11. 11. Preference for traditional lectures • ‘Traditional lectures can be interactive and engaging too when using, e.g. small group discussions.’ • ‘I feel I’m more in control of my learning’ when using traditional lectures. • ‘Learning is self-driven. If you’re determined to learn you’ll learn something. It doesn’t matter if it’s TBL or traditional lectures’.
  12. 12. Other challenges in studying the module • Workload • Feeling overloaded • Too much content in one week • Struggle to finish the workbook • FHS dominates the week • No space to cope with another TBL module • Need for targeted taught sessions: • complex subjects • consolidating the workbook • tutorial to support the learning of workbook • reassurance from the lecturer
  13. 13. Final results 24% 36% 19% 14% 7% Final Results 2014/15 (n=42) A B C D F 14% 48% 31% 7% Final Results 2013/14 (n=42) A B C D
  14. 14. Thank you! Contact me: Ming.Nie@Northampton.ac.uk

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