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ERIC Number: ED566556
Record Type: Non-Journal
Publication Date: 2015
Pages: 265
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3394-6530-2
Team-Based Learning in a Physical Therapy Gross Anatomy Course
Killins, Anita M.
ProQuest LLC, Ph.D. Dissertation, University of Central Arkansas
As medical knowledge grows exponentially and healthcare systems continue to utilize interdisciplinary care, it is essential that physical therapy (PT) graduates be prepared to practice efficiently and effectively on healthcare teams. Team-based learning (TBL) is a teaching pedagogy used in medicine to improve academic performance and teamwork skills. However TBL's use in physical therapy education has not been well documented. The purpose of this study was to evaluate the effects of TBL in a Gross Anatomy laboratory using the following outcome measures: active learning, deep learning, teamwork, academic performance, and knowledge retention. TBL was substituted for one half of cadaveric prosection time during the laboratory portion of a DPT (Doctor of Physical Therapy) Gross Anatomy course. Comparisons were made between the traditional laboratory group (n = 101) and the TBL laboratory group (n = 109). Academic performance was assessed both in the Gross Anatomy course and in subsequent coursework (Kinesiology). Student surveys were used to make comparisons between groups, and interviews evaluated student and faculty perceptions of TBL and teamwork. The substitution of TBL for prosection time was effective for improving scores on mean unit examinations (p = 0.006), and on Kinesiology questions (p = 0.049), but knowledge retention on a one-year retention test did not improve. TBL was most effective for students with the lowest undergraduate science and cumulative GPA scores (p <0.001 and p = 0.02 respectively). TBL improved student attitudes towards working with peers and towards collaboration as a means for success both as students and as professionals (p < 0.001). Interview information supported the survey findings. Data from this study indicate that using TBL in a Gross Anatomy laboratory is effective in generating an active learning environment, elevating academic performance, deepening learning, and improving perceptions of teamwork. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A