Development and Psychometric Testing of the Team-Based Learning Student Assessment Instrument

Heidi A. Mennenga

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Problem and Project Based Learning Innovations in Medical Education Innovative Teaching and Learning Methods

Abstract

Team-based learning, an innovative teaching strategy, may be useful in meeting the demands of nursing education. However, educators may be hesitant to adopt this teaching strategy because of the lack of available research. The author discusses a study to determine whether a newly developed instrument, the Team-Based Learning Student Assessment Instrument, accurately measures the 3 subscales of accountability, preference for lecture or team-based learning, and student satisfaction. Results suggest the instrument is valid and reliable and may be a valuable tool in assessing the effectiveness of team-based learning.

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2003Problem based learning 2004Team‐based learning in a medical gross anatomy and embryology course 2009A survey of student perceptions of team‐based learning in anatomy curriculum: Favorable views unrelated to grades 2007Modified use of team‐based learning for effective delivery of medical gross anatomy and embryology 2005A Comparison of In-Class Learner Engagement Across Lecture, Problem-Based Learning, and Team Learning Using the STROBE Classroom Observation Tool 2005Active learning in a Year 2 pathology curriculum 2001Using the Team-Learning Model in a Managerial Accounting Class: An Experiment in Cooperative Learning

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2017A mixed methods evaluation of team-based learning for applied pathophysiology in undergraduate nursing education 2013Student Engagement and Examination Performance in a Team-Based Learning Course 2014Physical therapy students’ perceptions of team-based learning in gross anatomy using the Team-Based Learning Student Assessment Instrument

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