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| Cross-validation of the Student Perceptions of Team-Based Learning Scale in the United States |
| Donald H. Lein, John D. Lowman, Christopher A. Eidson, Hon K. Yuen |
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J Educ Eval Health Prof. 2017;14:15 Published online June 29, 2017 DOI: https://doi.org/10.3352/jeehp.2017.14.15 |
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Cross-validation of the Student Perceptions of Team-Based Learning Scale in the United States Journal of Educational Evaluation for Health Professions. 2017;14:15  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 Journal of Educational Evaluation for Health Professions. 2019;16:23 Team-Based Learning in a Capstone Course in Speech-Language Pathology Communication Disorders Quarterly. 2014;37(1):44-52 The Effect of Team-Based Learning on Student Attitudes and Satisfaction Decision Sciences Journal of Innovative Education. 2011;9(1):27-47 Physiotherapy Students’ Perceptions of Team-Based Learning Using the Team-Based Learning Student Assessment Journal of Education and Learning. 2019;8(4):43 Physical therapy students’ perceptions of team-based learning in gross anatomy using the Team-Based Learning Student Assessment Instrument Journal of Educational Evaluation for Health Professions. 2014;11:1 Measuring learners’ perceptions of a team-taught learning environment: development and validation of the Learners’ Team Teaching Perceptions Questionnaire (LTTPQ) Learning Environments Research. 2019;23(1):45-58 Student nurses’ perceptions of learning in a perioperative placement Journal of Advanced Nursing. 2010;67(4):854-864 The applicability of a validated team-based learning student assessment instrument to assess United Kingdom pharmacy students’ attitude toward team-based learning Journal of Educational Evaluation for Health Professions. 2016;13:30 Comparison of student confidence and perceptions of biochemistry concepts using a team-based learning versus traditional lecture-based format Currents in Pharmacy Teaching and Learning. 2017;9(2):302-310 |
