21st Century Cardio-Respiratory Physiotherapy (CRP) profession requires graduates to deal with ubiquitous and complex problems in their workplaces. CRP modules in undergraduate studies often incorporate massive summative assignments based on conventional lectures. For past two decades, educators are urged to use active learning strategies to produce agile students of modern era. Pedagogy recommends use of active learning strategies to enhance students higher order skills, engagement and self-efficacy. This concept is supported by three main learning theories- Constructivism, Cognitivism and Behaviorism. To date, there is no clear consensus on choice of active learning strategies that targets enhancement of student’s self -efficacy, a skill that directly links to their employability. Hence, the aim of this study was to implement and examine impact of “team-based learning” (TBL), an active collaborative learning stratergy for a respiratory key note lecture – Chronic Obstructive Pulmonary Disease (COPD) in year two physiotherapy undergraduate program
This study is a retrospective mixed analysis – quantitative and qualitative. Four days prior to scheduled lecture session, students were provided with an interactive web-based lecture with case study to complete. In the lecture session, a technology-based readiness assurance test was executed to assess students’ knowledge on web-based lecture content. Post-test, small group peer discussion and presentation on a relevant evidence-based journal article was rolled out. At the end of the lecture session students were requested to submit a formal creative task in the form of power point (maximum 5 slides), Blog (50 words) or infographics. Students were informed this is not a summative assessment and two best work would receive a special reward.
Results: 90 out 109 students attended the lecture session. 67 (74%) out of 90 students submitted formal creative task- Blog (n= 4) power point (n= 58) and infographic (n=5). Students task was assessed based on reflective thinking and learning rubric. Based on the rubric, 5 students were graded excellent, 56 students graded good and 6 students graded near expectation. Qualitative feedback was captured by interactive platform. Out of 75 students, mixed qualitative response was captured from 54 students via an interactive tool immediately post lecture. One group of students had some positive response such as “Vibey, Interactive, energetic, engaging, informative, creative, friendly, unique and love group work” whilst other group of students’ expected a conventional lecture.
Conclusion(s): This study confirms use of TBL would enhance student’s creativity and equilibration of their subject knowledge. Adopting TBL, with appropriate instructional strategies and efficiencies, has the potential to enhance student engagement both inside and outside of the class room. Overwhelming response of student’s creative work evidence their heightened engagement of higher order skills and self-efficacy in the subject content. Further studies are mandated to explore its validity and specificity.
Cost and savings
No further information.
Excellence in cardio-respiratory physiotherapy education requires adaptation of the curriculum to meet student need. TBL allows physio educators to provide students with resource effective, authentic experience of working in teams to solve real life clinical problems inside and out of the class-room.
Top three learning points
No further information.
This is a retrospective study to disseminated best practice in physio education.