000161762 001__ 161762
000161762 005__ 20251017144559.0
000161762 0247_ $$2doi$$a10.2147/AMEP.S519244
000161762 0248_ $$2sideral$$a144465
000161762 037__ $$aART-2025-144465
000161762 041__ $$aeng
000161762 100__ $$aPérez-Guillén, Silvia
000161762 245__ $$aImplementing team-based learning in physiotherapy education: students’ perceptions and preferences compared to the traditional lecture
000161762 260__ $$c2025
000161762 5060_ $$aAccess copy available to the general public$$fUnrestricted
000161762 5203_ $$aIntroduction: Team-Based Learning (TBL) is an educational strategy designed for small groups that can be effectively implemented across various educational levels. The aim of TBL is the development of meaningful learning teams, facilitating student interaction and effective communication in problem-solving. It is hypothesized that the use of TBL demonstrates higher levels of satisfaction, engagement and responsibility regarding the acquisition of knowledge than the traditional method of master class.
Methods: A cross-sectional study was carried out. Twenty-four university students enrolled in the subject of Clinical Reasoning and Evidence Based Practice of the Physiotherapy Master´s programme during the academic year 2022– 23 were included. Engagement, satisfaction and preferences were collected through the TBL Student Assessment Instrument (TBL-SAI).
Results: Twenty-three students were included in the final analysis, with a mean age of 25.29 ± 3.84 years. The results obtained from the TBL-SAI indicated a score of 25.57 on the accountability subscale, 51.04 on the preference for this learning approach subscale, and 32.43 on the overall satisfaction subscale.
Conclusion: Students found TBL to be engaging, fostering greater responsibility for both individual and group learning. Compared to traditional lectures, TBL sessions were preferred by students, reflecting a higher level of satisfaction with this collaborative learning approach. Further investigation is warranted to assess long-term knowledge retention and to ensure alignment between TBL activities and intended learning objectives.
000161762 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc$$uhttps://creativecommons.org/licenses/by-nc/4.0/deed.es
000161762 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000161762 700__ $$aCarrasco-Uribarren, Andoni
000161762 700__ $$aYeung, Euson
000161762 700__ $$aSerra-Llobet, Pol
000161762 700__ $$0(orcid)0000-0001-7732-3914$$aPardos-Aguilella, Pilar$$uUniversidad de Zaragoza
000161762 700__ $$aCabanillas-Barea, Sara
000161762 7102_ $$11006$$2413$$aUniversidad de Zaragoza$$bDpto. Fisiatría y Enfermería$$cÁrea Fisioterapia
000161762 773__ $$g16 (2025), 1019-1027$$tAdvances in Medical Education and Practice$$x1179-7258
000161762 8564_ $$s441180$$uhttps://zaguan.unizar.es/record/161762/files/texto_completo.pdf$$yVersión publicada
000161762 8564_ $$s2557550$$uhttps://zaguan.unizar.es/record/161762/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000161762 909CO $$ooai:zaguan.unizar.es:161762$$particulos$$pdriver
000161762 951__ $$a2025-10-17-14:13:52
000161762 980__ $$aARTICLE