Team-Based Learning: A Strategy to Enhance Student Learning and Engagement

Abstract

To explore the perception of team-based learning (TBL) from the perspective of the academic team and students in a BSc Nursing second year, evidence-informed decision making module. Team-based learning (TBL) is a teaching and learning strategy developed as a method of ensuring the benefits of small group teaching with large groups of 200+ students. The strategy involves dividing students into teams of around 6-7 students per team; and four distinct phases:

out of class preparatory work which helps ensure students gain the background knowledge needed to aid active learning; the ‘readiness assurance process’ of individual and team testing with immediate feedback; team application activities in which students work on problems to apply the knowledge gained from the preparatory work and testing process; and peer feedback on team performance which provides insight into team working and helps develop communication skills. As a consequence of curriculum redesign the BSc Nursing second year evidence-informed decision making module (EIDM) was to be offered to students studying adult, child and mental health nursing. This meant a significant increase in student numbers. Given this increase, plus the challenge of ensuring students engage with a subject considered to be conceptually difficult, a decision was made to implement TBL in an attempt to enhance student learning.