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Background: Team-based learning (TBL) was studied in several preclinical settings, but evidence for its effectiveness in community nursing education is scant. A community health care nursing course was developed, and nursing students engaged in TBL to achieve Sustainable Development Goal 3. Purpose: This study aimed to examine the effect of TBL model integration on students’ learning attitude, community understanding, and community care competence for achieving SDG 3 and determine the extent to which the TBL model altered students’ nursing competence for providing community health care. We compared the effect of TBL and traditional learning (TL) in terms of community health care knowledge objectives. Methods: TBL was employed as the teaching strategy to guide students’ discussion of community care issues, allowing them to fully utilize the knowledge acquired in their community practice. We used an unblinded crossover design, and 99 students participated in the community health nursing course. Results: The results demonstrated that TBL improved participants’ community understanding and enhanced their skills for assessing and fulfilling community needs. The experimental and control groups differed significantly in their TBL performance, learning attitude, and nursing competencies. The performance of those who engaged in TBL was higher than that of those who engaged in TL on all community issues. TBL appears to be a more effective method than TL in terms of achieving nursing students’ knowledge objectives. Conclusions: Regarding practical application, the proposed intervention enables nursing students to acquire professional knowledge related to community aging health care and nursing skills, and establish partnerships with community residents. This facilitates the achievement of the United Nations’ sustainable development goal of ensuring healthy living and promoting well-being at all ages.

The flipped classroom (FC) approach to teaching has been increasingly employed in undergraduate medical education in recent years. In FC applications, students are first exposed to content via online resources. Subsequent face-to-face class time can then be devoted to student-centered activities that promote active learning. Although the FC has been well received by students in other contexts, the perceptions of medical students regarding this innovation are unclear. This review serves as an early exploration into medical student perceptions of benefits and limitations of the FC. Medical students have generally expressed strong appreciation for the pre-class preparation activities (especially when facilitated by concise, readily accessed online tools) as well as for interactive, engaging small group classroom activities. Some students have expressed concerns with the FC and noted that suboptimal student preparation and insufficient direction and structure during active learning sessions may limit the student-centered benefits. Although students generally perceive that FC approaches can improve their learning and knowledge, this has not been conclusively shown via performances on assessment tools, which may be related to caveats with the assessment tools used. In any case, lifelong self-directed learning skills are perceived by medical students to be enhanced by the FC. In conclusion, medical students have generally expressed strong satisfaction with early applications of the FC to undergraduate medical education, and generally prefer this method to lecture-based instruction.

The knowledge and application of pharmacology is essential for safe prescribing and administration of drugs. In this narrative review, the challenges to pharmacology education in the medical curricula were broadly identified to include issues around content and pedagogies. The increasing number of approved drugs and drug targets, expanding field of pharmacology and the often‐changing treatment guidelines and board‐defined competencies can make pharmacology education in the medical curriculum daunting. There has been a consensus around the deployment of innovative medical curricula with emphasis on vertical and horizontal integration. This strategy, effective as it has been, presents new challenges to pharmacology education. As a discipline often perceived by students to be hard‐to‐learn, the future of pharmacology education must include heavy reliance on active learning strategies. The continuing utilization of problem‐based, team‐based and case‐based learning can be complemented with personalized learning which aims to identify the learning gaps in individual students. Technology‐inspired student engagement can foster pharmacology learning and retention. Early exposure to pharmacology from premedical preparation through an enduring across‐the‐level integration can be an effective way to enhance pharmacology learning in the medical curricula.

Background This study aimed to evaluate stomatological students’ learning efficacy and their attitude towards Lecture-Team-Based Learning (LTBL) on topics regarding the design of removable partial dentures via in-class, online, and both in combination. Methods Students from seven distinct grades participated in the course in their fourth academic year (Years 2015, 2016, 2017, 2018, 2019, 2020, and 2021). Students of Years 2015–2019 attended in-class LTBL, students of Year 2020 attended online LTBL, and students of Year 2021 attended the combination mode. The scores of three examinations were compared, namely, individual readiness assessment test, team readiness assurance test, and individual application test. Visual Analog Scales (VAS) were used for students to self-assess their mastery of prosthodontics knowledge before and after the course. Anonymous questionnaires were delivered to evaluate their satisfaction with LTBL via a Likert scale. Results In each academic year, the three exam scores were significantly improved as the course progressed and VAS-post scores were significantly higher than VAS-pre scores. The three examination and VAS scores of students in Year 2020 were significantly lower than those in Years 2019 and 2021. Students were highly satisfied with the LTBL course based on the three parameters of knowledge acquisition, teamwork, and classroom atmosphere. Conclusion Students were highly satisfied with the LTBL course and their learning performance was improved as the course progressed both in-class and online. Online LTBL could be adopted when students have to study online, while in-class LTBL could perform better when combined with video records of an online LTBL course.

Aim To test a modified team‐based learning approach on undergraduate learning outcomes in an acute‐care nursing course in Japan. Design Mixed‐methods. Methods Students worked on three simulated cases, engaged in pre‐class preparation, completed a quiz and engaged in group work. We collected data on team approach, critical‐thinking disposition and time spent in self‐learning at four time‐points: before the intervention and after each simulated case. Data were analysed using a linear mixed model, a Kruskal–Wallis test and a content analysis. Data sources We recruited nursing students attending a mandatory course in acute‐care nursing at University A. Data were collected at four time‐points between April and July 2018. Data from 73 of 93 respondents were analysed. Results Team approach, critical thinking and self‐learning all increased significantly across the time‐points. Four categories emerged from students' comments: ‘achievement of teamwork’, ‘sense of learning efficacy’, ‘satisfaction with course approach’ and ‘issues related to course approach’. The modified team‐based learning approach led to improvements in team approach and critical‐thinking disposition across the course. Conclusion Incorporating team‐based learning into the curriculum not only contributes to team building but is also effective as a teaching method to improve student learning. Implications for the profession and/or patient care The intervention led to improvements in team approach and critical‐thinking disposition across the course. The educational intervention also led to more time for self‐learning. Future studies should include participants from various universities and evaluate the outcomes over a longer period.

Team‐Based Learning (TBL) is a pedagogical tool that has great potential to develop student engagement, accountability, and equity in the online classroom. TBL is rooted in evidence‐based educational theories and practices that underlie many active learning approaches such as self‐testing, team discussion, and application of knowledge. The use of these approaches is associated with better student performance, retention, and sense of belonging in the classroom, aspects that are often reported to be especially lacking in online courses. Here, we describe how we implemented TBL in a face‐to‐face and an online introductory level evolution and biodiversity course. We implemented TBL in the face‐to‐face course (~200 students) starting in 2018 and in the online course (~30 students) starting in the summer of 2019. We used several online applications to facilitate the transition to an online platform such as Simbio, Slack, VoiceThread, Articulate 360, and Teammates. Our experiences using TBL approaches in the online course have been rewarding, and students are engaged and accountable for their learning and performed well in the course. Our goal is to provide an example of how we designed a life science course using TBL approaches and transitioned the course to an online environment. With the current switch to remote instruction and online learning, we recommend the use of TBL as a course design approach that can improve the students’ online learning experience. Implementing Team‐based Learning (TBL) strategies and teamwork in online life science courses improves student engagement, equity, and accountability. Here, we provide a case study demonstrating how to use TBL in an online evolution and biodiversity course. With the current switch to remote instruction and online learning, we recommend the use of TBL as a course design approach that can improve the students’ online learning experience.

The Meta Horizon Workroom (MHW) provides an immersive environment for team‐based learning (TBL). This study evaluated its effectiveness in teaching pharmacology, emphasizing engagement, collaboration, and learning, aiming to assess the potential of MHW in enhancing the learning experience. A pilot study was conducted with Kent and Medway Medical School (KMMS) Year 4 medical students using Meta Quest 2 virtual reality (VR) headsets. Students participated in a virtual TBL session via MHW after a preparatory phase that included studying assigned materials. The session centered on an application exercise, which forms the core of TBL, and focused on solving a pharmacology‐focused case scenario. Data collection involved 5‐point Likert‐scale and open‐ended questions. Descriptive and thematic analyses were performed to assess levels of engagement, collaboration, and learning of pharmacology concepts. Quantitative data indicated that 5 of the 7 participants found the MHW TBL approach more engaging than traditional TBL methods. Furthermore, 6 of the 7 viewed the platform as a potential game‐changer for pharmacology education due to its interactive features. Qualitative feedback emphasized the benefits of interactive tools, peer‐to‐peer learning, and easy access to resources during discussions. However, some challenges, including technical issues during the session, were reported. The findings demonstrate the transformative potential of MHW for pharmacology education, offering an engaging, collaborative, and innovative learning platform. While technical challenges need addressing, this pilot study underscores the value of integrating VR into medical education. This foundational work highlights the promise of immersive virtual environments in revolutionizing pharmacology teaching. Students feedback on the Meta Horizon Workroom‐based Team‐Based Learning (TBL) approach in pharmacology highlights enhanced engagement, collaboration, and conceptual understanding, with most students recommending its future use as an innovative teaching method.

Studies in technology-rich learning environments have reported positive outcomes of active learning when compared to the traditional didactic classroom; others have found no benefits or have found interruption to learning due to the distraction of the technology. Evidence is required to support effective technology spaces that promote professional preparation, engagement and learning transfer. The impact of a technology-enabled collaboration studio on facilitating team-based learning for professional preparation through a case study in biomedical sciences was explored using a mixed method approach. Explicit assessment items as objective measures of student learning outcomes and implicit subjective, self-reported feelings of engagement and readiness for clinical practice is reported. Quantitative results showed an average 11.8% (p < 0.001; 95% CI 6.6-17.0) improvement in the final examination score for those students who had content delivered in the collaborative environment compared to a standard classroom. Qualitative results also support the notion that engagement and learning was enhanced. Investment towards a technology-enabled collaboration studio has shown a contributory effect that improves final grade outcomes through increased engagement, communication, motivation and professionalism for the learner. This research informs guidelines for best practice in active learning environments, particularly in purpose-built high technology learning spaces. [Author abstract]

 This study analyzes individual peer review assessment data in order to understand the following: contributions of  individual team members to in-class  permanent  team  outcomes; social loafing and loss of social interdependence among team members; and the achievement  of the Team Lecture Hybrid(TLH) instructional strategy learning outcomes in a team learning environment. A value creation theoretical framework was used to  assess perceived value creation in 952 statements recorded in 341 intra-group assessment narratives from 127 students in 28 in-class permanent teams across 11 courses. Participants were drawn from public affairs, leadership, and healthcare administration courses, in two US institutions of higher learning from January 2012 to May 2016. Fifteen emerging  themes organized under four predetermined domains including preparednesss (14.3%), contribution to productivity (53.4%), respect for others (13.8%), and flexibility (18.1%; and one emergent domain including teacher contribution (1.15%); revealed the following about individual performance: 1. either added to, or subtracted from collective team performance; 2. were empirically aligned with four value creation cycles in the value creation conceptual framework; and 3.  advanced four expected student learning outcomes. Social loafing and loss of social interdependence was identified in team member interactions and they interfere with student learning outcomes. Permanent team members desired and expected the following five attributes from their team members: 1. to be prepared for project activities; 2. to contribute substantially or intangibly to team productivity by sharing knowledge, having good work habits, improving the team product, and helping with leadership and coordination; 3. to be respectful of others;4. to seek consensus and comprise; and  5. to show flexibility in their interaction with others They also see their teacher as an intangible resource in the permanent team who provides knowledge, moral leadership, structure, and mentoring. Instructors and student should consider these findings when they participate or facilitate learning activities in in-class permanent teams.

 This study analyzes individual peer review assessment data in order to understand the following: contributions of  individual team members to in-class  permanent  team  outcomes; social loafing and loss of social interdependence among team members; and the achievement  of the Team Lecture Hybrid(TLH) instructional strategy learning outcomes in a team learning environment. A value creation theoretical framework was used to  assess perceived value creation in 952 statements recorded in 341 intra-group assessment narratives from 127 students in 28 in-class permanent teams across 11 courses. Participants were drawn from public affairs, leadership, and healthcare administration courses, in two US institutions of higher learning from January 2012 to May 2016. Fifteen emerging  themes organized under four predetermined domains including preparednesss (14.3%), contribution to productivity (53.4%), respect for others (13.8%), and flexibility (18.1%; and one emergent domain including teacher contribution (1.15%); revealed the following about individual performance: 1. either added to, or subtracted from collective team performance; 2. were empirically aligned with four value creation cycles in the value creation conceptual framework; and 3.  advanced four expected student learning outcomes. Social loafing and loss of social interdependence was identified in team member interactions and they interfere with student learning outcomes. Permanent team members desired and expected the following five attributes from their team members: 1. to be prepared for project activities; 2. to contribute substantially or intangibly to team productivity by sharing knowledge, having good work habits, improving the team product, and helping with leadership and coordination; 3. to be respectful of others;4. to seek consensus and comprise; and  5. to show flexibility in their interaction with others They also see their teacher as an intangible resource in the permanent team who provides knowledge, moral leadership, structure, and mentoring. Instructors and student should consider these findings when they participate or facilitate learning activities in in-class permanent teams.