Anne Zachry, PhD, OTR/L; Brittany Nash, PT, DPT, OTR/L, MTC; Ann Nolen, PsyD, FAOTA, OTR
Background: Team-Based Learning (TBL) is an active instructional approach used in health care education that incorporates group work.
Methods: Two occupational therapy professors adopted a TBL instructional approach in two courses for first- and second-year occupational therapy master’s degree level students. The investigators administered a survey to evaluate student perceptions of TBL and lecture-based instruction (LBI). A principal components factor analysis with varimax rotation identified two 5-item factors: “perceptions of LBI” and “perceptions of TBL.” Internal consistency for each factor was strong (Cronbach’s alpha 5 0.856 [preference for LBI]; 0.865 [preference of TBL]). A Wilcoxon matched pairs signed rank test was conducted to determine whether there was a difference in the ranking of two teaching approaches.
Results: The results indicated a significant difference in how the students ranked the instructional approaches, z = -3.19, p < .05, with the students having more positive perceptions of LBI than TBL.
Conclusion: The implications for occupational therapy educators are discussed.
Zachry, A. H., Nash, B. H., & Nolen, A. (2017). Traditional Lectures and Team-Based Learning in an Occupational Therapy Program: A Survey of Student Perceptions. The Open Journal of Occupational Therapy, 5(2). https://doi.org/10.15453/2168-6408.1313