Journal of Educational Evaluation for Health Professions

Research articles

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; J Educ Eval Health Prof. 2019;16:36. Published online November 13, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.36

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Purpose
Students’ satisfaction is an essential element in higher education. This study aimed to identify paths and predictive power of students’ satisfaction during team-based learning (TBL) activities in the faculty of life sciences using partial least squares structural equation modelling (PLS-SEM).
Methods
In 2018–2019, at the University of Sussex (Falmer, UK), 180 life science students exposed to TBL were invited to participate in the study. Team-Based-Learning-Student-Assessment-Instrument was used. A conceptual model was developed for testing six hypotheses. H1: What was the effect of TBL on student satisfaction? H2: What was the effect of lectures on student satisfaction? H3: What was the effect of TBL on accountability? H4: What was the effect of lectures on accountability? H5: What was the effect of accountability on student satisfaction? H6: What were the in-sample and out-of-sample predictive power of the model? The analysis was conducted using the PLS-SEM approach.
Results
Ninety-nine students participated in the study giving a 55% response rate. Confirmatory tetrad analysis suggested a reflective model. Construct reliability, validity, average extracted variance, and discriminant validity were confirmed. All path coefficients were positive, and 5 were statistically significant (H1: β=0.587, P<0:001; H2: β=0.262, P<0.001; H3: β=0.532, P<0.001; H4: β=0.063, P=0.546; H5: β=0.200, P=0.002). The in-sample predictive power was weak for Accountability, (R2=0.303; 95% confidence interval [CI], 0.117–0.428; P<0.001) and substantial for Student Satisfaction (R2=0.678; 95% CI, 0.498–0.777; P<0.001). The out-of-sample predictive power was moderate.
Conclusion
The results have demonstrated the possibility of developing and testing a TBL conceptual model using PLS-SEM for the evaluation of path coefficients and predictive power relative to students’ satisfaction.

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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; J Educ Eval Health Prof. 2019;16:23. Published online August 21, 2019; DOI: https://doi.org/10.3352/jeehp.2019.16.23

13,938 View
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7 Web of Science
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Abstract PDF Supplementary Material

Purpose
This study aimed to evaluate students’ perception of team-based learning (TBL) amongst a cohort exposed to this methodology for the first time at a university in the United Kingdom.
Methods
Between November and December 2018, 26 first-year Master of Pharmacy and 90 second-year Biomedical Science students of the School of Life Sciences, University of Sussex, United Kingdom were invited to participate and requested to complete a questionnaire that contained quantitative and qualitative questions. The quantitative component was based on the Team-Based Learning Student Assessment Instrument (TBL-SAI). It additionally contained questions about key student characteristics.
Results
The response rate was 60% (70 of 116); of the participants, 74% (n=52) were females and 26% (n=18) males. The percentage of agreement in the TBL-SAI suggested a favourable response to TBL. The overall mean score for the TBL-SAI was 115.6 (standard deviation, 5.6; maximum score, 140), which was above the threshold of 102, thus suggesting a preference for TBL. Statistically significant differences were not found according to demographic characteristics. Students who predicted a final grade of ≥70% strongly agreed that TBL helped improve their grades. Some students highlighted issues with working in teams, and only 56% of students agreed that they could learn better in a team setting.
Conclusion
This study shows that students exposed to TBL for the first time favoured several aspects of TBL. However, more focused strategies including team-building activities and expert facilitation skills could potentially tackle resistance to working in teams.

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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

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