A Comparison of Modified Team-Based Learning and Lecture-Based Instruction in Occupational Therapy Education

Abstract

This study explored the comparative effectiveness of team-based learning and lecture-based instruction in consecutive cohorts of occupational therapy students. Further, the study explored student perceptions of team-based learning. The mixed method study employed a two-group, quasi-experimental design and a broad qualitative design using thematic analysis with a convenience sample of consecutive occupational therapy student cohorts (N=70, N=62) in a human movement class. Cohort A (N=70) received instruction using a lecture-based instruction (LBI) approach and individual assessment. Cohort B (N=62) received modified team-based learning (TBL). Mid-term, final examination, and final course grades were compared. Thematic analysis was employed to assess student perceptions of TBL as an instructional method. Students receiving LBI had higher mid-term scores than those receiving TBL (p=.000). Final examination scores were also higher for LBI when compared to TBL (p=.000). However, the final course grade score showed no significant difference between LBI and TBL (p=.562). Thematic analysis revealed that students felt positive about the TBL instructional method. Further, students who participated in the TBL class perceived less academic stress, and believed testing and competency assessments were effective reflections of their learning. Both TBL and LBI are viable methods for occupational therapy educators to use in human movement/kinesiology-based courses.

Keywords

• lecture-based instruction
• team-based learning
• student perceptions