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Student perceptions and comfort with content in a women’s health elective utilising team based learning versus lecture delivery

Dana G Carroll, Jessica M Bellone, Philippe R Gaillard, Golbou Makki, Emily K McCoy

Abstract

Objective: Team based learning (TBL) is a form of active learning that focuses on teamwork, student accountability, and team application exercises. The purpose of this research was to compare students’ perceptions in knowledge and comfort making recommendations, students’ perceptions of traditional lecture versus TBL delivery methods, and overall course grades in a women’s health elective delivered with traditional lectures versus TBL.

Methods: Pre- and post-course surveys were administered to assess students’ perceptions related to women’s health topics.

Results: Ninety-two students completed surveys. Overall, perceived comfort levels improved regardless of course delivery method. There were no significant differences in course grades. Students in the TBL based course overwhelmingly preferred lecture delivery in the post-survey.

Conclusion: Student comfort level with women’s health topics significantly increased regardless of course delivery method without significant change in student grades. Students may be resistant to incorporating team-based, active learning due to the increased accountability and out of class work. 


Keywords

Student Perceptions, Team Based Learning, Women’s Health Elective


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References

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