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      Hybrid Team-Based learning in cardiorespiratory physiotherapy education

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      Active Teaching, Team-Based Learning, Physiotherapy Education, Collaborative Learning.
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            Summary

            My pre-print paper added to ScienceOpen has been accepted on 6th Nov 2020 in IOSR - JREM. Please update my pre-print status to published.

            Title:    Hybrid Team-Based Learning in Cardiorespiratory Physiotherapyin HigherEducation

            Country:    United Kingdom

            Authors:    SD Perumal

            DOI:    10.9790/7388-1006021928   

             

            Many Thanks,

            Shakila

            Abstract

            Background: Todays modern and future cardio-respiratory physiotherapists are, and will be, presented with ubiquitous and uncertain complex problems in professional life. Yet, to date, teaching approaches lack robust scientific evidence of optimal learning to stimulate students active cognitive engagement of higher-order skills beyond knowledge and skills transfer and are only focused on graduation. For the past two decades, pedagogy recommends the use of active learning strategies to enhance authentic student engagement, self-efficacy, and satisfaction. In recent years, team-based learning (TBL) is emerging as a popular student-centered active collaborative learning strategy that promotes individual and team learning in medical and allied health education. Objective: This paper reports on the design and impact of the novel Hybrid Team-Based learning" (H-TBL) on students engagement and perceptions of their learning experience in a Year 2 undergraduate physiotherapy Cohort. Study Design : A retrospective study. Methods: In 2019, a keynote lecture on Chronic Obstructive Pulmonary Disease (COPD) was taught using a novel hybrid team-based learning" (H-TBL) comprising phases 1-4, delivered in two sessions (COPD1 and 2) to our year two (n=136), undergraduate physiotherapy students. Results: Of 136 students, 82% engaged in Phase 1, 80% attended Phase 2, and 3 of COPD 2 sessions, and 74% engaged in phase 4. 72% provided their perception of their learning experience. Conclusion: The majority of our students valued the learning experience in H-TBL design. This study confers that H-TBL supports students active engagement and self- efficacy. Future randomized studies are mandated to explore the validity and specificity of H-TBL in the physiotherapy curriculum.

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            Author and article information

            Journal
            ScienceOpen Preprints
            ScienceOpen
            21 October 2020
            Affiliations
            [1 ] Cardiff University, Wales, United Kingdom
            Article
            10.14293/S2199-1006.1.SOR-.PPDXCNZ.v1
            78fc606c-65a6-423c-82ff-12c9f1175861

            This work has been published open access under Creative Commons Attribution License CC BY 4.0 , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Conditions, terms of use and publishing policy can be found at www.scienceopen.com .


            All data generated or analysed during this study are included in this published article (and its supplementary information files).
            Education
            Active Teaching, Team-Based Learning, Physiotherapy Education, Collaborative Learning.

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