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Paul Rutter 1 Article
The applicability of a validated team-based learning student assessment instrument to assess United Kingdom pharmacy students’ attitude toward team-based learning  
Leanne Marie Nation, Simon Tweddell, Paul Rutter
J Educ Eval Health Prof. 2016;13:30.   Published online August 29, 2016
DOI: https://doi.org/10.3352/jeehp.2016.13.30
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AbstractAbstract PDF
Purpose
It aimed at testing the validity and reliability of a validated team-based learning student assessment instrument (TBL-SAI) to assess United Kingdom pharmacy students’ attitude toward TBL. Methods: TBL-SAI, consisting of 33 items, was administered to undergraduate pharmacy students from two schools of pharmacy each at University of Wolverhampton and University of Bradford were conducted on the data, along with comparison between the two schools. Results: Students’ response rate was 80.0% (138/173) in completion of the instrument. Overall, the instrument demonstrated validity and reliability when used with pharmacy students. Sub-analysis between schools of pharmacy did, however, show that four items from Wolverhampton data, had factor loadings of less than 0.40. No item in the Bradford data had factor loadings less than 0.40. Cronbach’s alpha score was reliable at 0.897 for the total instrument: Wolverhampton, 0.793 and Bradford, 0.902. Students showed preference to TBL, with Bradford’s scores being statistically higher (P<0.005). Conclusion: This validated instrument has demonstrated reliability and validity when used with pharmacy students. Furthermore students at both schools preferred TBL compared to traditional teaching.

Citations

Citations to this article as recorded by  
  • The effect of repeated online Team-Based Learning on undergraduate nursing students: a quasi-experimental study
    Valeria Vannini, Sara Alberti, Orietta Valentini, Paola Ferri
    Teaching and Learning in Nursing.2024; 19(4): e610.     CrossRef
  • Pharmacy students’ perceptions and attitudes toward face-to-face vs. virtual team-based learning (TBL) in the didactic curriculum: A mixed-methods study
    Osama A. Shoair, Winter J. Smith, May H. Abdel Aziz, Michael A. Veronin, Joseph S. Glavy, Shelby J. Pirtle
    Medical Education Online.2023;[Epub]     CrossRef
  • Modelo de oficinas de qualificação em Aprendizagem Baseada em Equipes com docentes de Medicina
    Mário Roberto Tavares Cardoso de Albuquerque, Nara Macedo Botelho, Milena Coelho Fernandes Caldato
    Revista Brasileira de Educação Médica.2021;[Epub]     CrossRef
  • Toward an Integrative Nursing Curriculum: Combining Team-Based and Problem-Based Learning with Emergency-Care Scenario Simulation
    Cheng-Yi Huang, Ya-huei Wang
    International Journal of Environmental Research and Public Health.2020; 17(12): 4612.     CrossRef
  • Perceptions of team-based learning using the Team-Based Learning Student Assessment Instrument: an exploratory analysis amongst pharmacy and biomedical students in the United Kingdom
    Prabha Parthasarathy, Bugewa Apampa, Andrea Manfrin
    Journal of Educational Evaluation for Health Professions.2019; 16: 23.     CrossRef
  • A conceptual model for students’ satisfaction with team-based learning using partial least squares structural equation modelling in a faculty of life sciences, in the United Kingdom
    Andrea Manfrin, Bugewa Apampa, Prabha Parthasarathy
    Journal of Educational Evaluation for Health Professions.2019; 16: 36.     CrossRef
  • What is interesting in the issue 2016 of Journal of Educational Evaluation for Health Professions?
    Yera Hur
    Journal of Educational Evaluation for Health Professions.2016; 13: 46.     CrossRef

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