Abstract
Team-based learning (TBL) is a strategy where teams work
together to develop concepts and apply them towards
problem-solving. This latest learning approach has not
been tried in the educational environment of
Rehabilitation Sciences. Hence, this study aimed to assess
the knowledge and practices regarding TBL among
undergraduate physical therapy students. A descriptive
cross sectional survey was conducted involving 222
undergraduate physical therapy students who were
selected via non-probability convenience sampling from
Foundation University Institute of Rehabilitation Sciences
over a period of three months (May 2018 - July 2018). Data
was collected using questionnaire in the light of literature
review, developed by Wright States University's
Department of Communication based on the Minnesota
satisfaction questionnaire. It contained questions
regarding knowledge, practices and satisfaction with
team-based learning, assessed via 19 statements on 5-
point Likert scale. The sample consisted of 208 (93.7%)
females and 14 (6.3%) males with mean age of 20.07±1.18
years. Regarding familiarity with TBL, 189 (85.1 %)
students had understanding of TBL. 182 (82%)
participants had practiced team-based learning whereas
40 (18%) had never practiced TBL in their lives. Majority of
the students agreed on the positive effects of TBL on
quality of learning, clinical reasoning abilities and
professional development (median=4.00). TBL could be a
highly useful, active learning strategy inculcating multiple
skills among undergraduate students and should be
introduced as supplementary to traditional lecture-based
teaching.
Muhammad Furqan Yaqoob, Zara Khalid, Muhammad Ehab Azim, Sana Ahsan, Aamer Naeem, Muhammad Furqan Hassan. (2021) Perceptions regarding team-based learning among undergraduate physical therapy students , Journal of the Pakistan Medical Association, Volume 71, Issue 1.
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