WorldWideScience

Sample records for learning technologies-learners team

  1. Team Learning Ditinjau dari Team Diversity dan Team Efficacy

    OpenAIRE

    Pohan, Vivi Gusrini Rahmadani; Ancok, Djamaludin

    2010-01-01

    This research attempted to observe team learning from the level of team diversity and team efficacy of work teams. This research used an individual level of analysis rather than the group level. The team members measured the level of team diversity, team efficacy and team learning of the teams through three scales, namely team learning scale, team diversity scale, and team efficacy scale. Respondents in this research were the active team members in a company, PT. Alkindo Mitraraya. The total ...

  2. Team Learning Ditinjau dari Team Diversity dan Team Efficacy

    OpenAIRE

    Vivi Gusrini Rahmadani Pohan; Djamaludin Ancok

    2015-01-01

    This research attempted to observe team learning from the level of team diversity and team efficacy of work teams. This research used an individual level of analysis rather than the group level. The team members measured the level of team diversity, team efficacy and team learning of the teams through three scales, namely team learning scale, team diversity scale, and team efficacy scale. Respondents in this research were the active team members in a company, PT. Alkindo Mitraraya. The total ...

  3. Team Learning and Team Composition in Nursing

    Science.gov (United States)

    Timmermans, Olaf; Van Linge, Roland; Van Petegem, Peter; Elseviers, Monique; Denekens, Joke

    2011-01-01

    Purpose: This study aims to explore team learning activities in nursing teams and to test the effect of team composition on team learning to extend conceptually an initial model of team learning and to examine empirically a new model of ambidextrous team learning in nursing. Design/methodology/approach: Quantitative research utilising exploratory…

  4. Toward Learning Teams

    DEFF Research Database (Denmark)

    Hoda, Rashina; Babb, Jeff; Nørbjerg, Jacob

    2013-01-01

    to sacrifice learning-focused practices. Effective learning under pressure involves conscious efforts to implement original agile practices such as retrospectives and adapted strategies such as learning spikes. Teams, their management, and customers must all recognize the importance of creating learning teams......Today's software development challenges require learning teams that can continuously apply new engineering and management practices, new and complex technical skills, cross-functional skills, and experiential lessons learned. The pressure of delivering working software often forces software teams...

  5. Teaming up for learning

    NARCIS (Netherlands)

    Fransen, Jos

    2012-01-01

    Fransen, J. (2012). Teaming up for learning: Team effectiveness in collaborative learning in higher education (Doctoral dissertation). November, 16, 2012, Open University in the Netherlands (CELSTEC), Heerlen, The Netherlands.

  6. Speeding Up Team Learning.

    Science.gov (United States)

    Edmondson, Amy; Bohmer, Richard; Pisano, Gary

    2001-01-01

    A study of 16 cardiac surgery teams looked at how the teams adapted to new ways of working. The challenge of team management is to implement new processes as quickly as possible. Steps for creating a learning team include selecting a mix of skills and expertise, framing the challenge, and creating an environment of psychological safety. (JOW)

  7. Fostering teachers' team learning

    NARCIS (Netherlands)

    Bouwmans, Machiel; Runhaar, Piety; Wesselink, Renate; Mulder, Martin

    2017-01-01

    The implementation of educational innovations by teachers seems to benefit from a team approach and team learning. The study's goal is to examine to what extent transformational leadership is associated with team learning, and to investigate the mediating roles of participative decision-making,

  8. Enabling Team Learning in Healthcare

    Science.gov (United States)

    Boak, George

    2016-01-01

    This paper is based on a study of learning processes within 35 healthcare therapy teams that took action to improve their services. The published research on team learning is introduced, and the paper suggests it is an activity that has similarities with action research and with those forms of action learning where teams address collective…

  9. Measuring Team Learning Behaviours through Observing Verbal Team Interaction

    Science.gov (United States)

    Raes, Elisabeth; Boon, Anne; Kyndt, Eva; Dochy, Filip

    2015-01-01

    Purpose: This study aims to explore, as an answer to the observed lack of knowledge about actual team learning behaviours, the characteristics of the actual observed basic team learning behaviours and facilitating team learning behaviours more in-depth of three project teams. Over time, team learning in an organisational context has been…

  10. Investigating Team Learning in a Military Context

    Science.gov (United States)

    Veestraeten, Marlies; Kyndt, Eva; Dochy, Filip

    2014-01-01

    As teams have become fundamental parts of today's organisations, the need for these teams to function and learn efficiently and effectively is widely emphasised. Also in military contexts team learning is vital. The current article examines team learning behaviour in military teams as it aims to cross-validate a team learning model that was…

  11. Team Learning Beliefs and Behaviours in Response Teams

    Science.gov (United States)

    Boon, Anne; Raes, Elisabeth; Kyndt, Eva; Dochy, Filip

    2013-01-01

    Purpose: Teams, teamwork and team learning have been the subject of many research studies over the last decades. This article aims at investigating and confirming the Team Learning Beliefs and Behaviours (TLB&B) model within a very specific population, i.e. police and firemen teams. Within this context, the paper asks whether the team's…

  12. Team Leader Structuring for Team Effectiveness and Team Learning in Command-and-Control Teams

    Science.gov (United States)

    van der Haar, Selma; Koeslag-Kreunen, Mieke; Euwe, Eline; Segers, Mien

    2017-01-01

    Due to their crucial and highly consequential task, it is of utmost importance to understand the levers leading to effectiveness of multidisciplinary emergency management command-and-control (EMCC) teams. We argue that the formal EMCC team leader needs to initiate structure in the team meetings to support organizing the work as well as facilitate team learning, especially the team learning process of constructive conflict. In a sample of 17 EMCC teams performing a realistic EMCC exercise, including one or two team meetings (28 in sum), we coded the team leader’s verbal structuring behaviors (1,704 events), rated constructive conflict by external experts, and rated team effectiveness by field experts. Results show that leaders of effective teams use structuring behaviors more often (except asking procedural questions) but decreasingly over time. They support constructive conflict by clarifying and by making summaries that conclude in a command or decision in a decreasing frequency over time. PMID:28490856

  13. Team Leader Structuring for Team Effectiveness and Team Learning in Command-and-Control Teams.

    Science.gov (United States)

    van der Haar, Selma; Koeslag-Kreunen, Mieke; Euwe, Eline; Segers, Mien

    2017-04-01

    Due to their crucial and highly consequential task, it is of utmost importance to understand the levers leading to effectiveness of multidisciplinary emergency management command-and-control (EMCC) teams. We argue that the formal EMCC team leader needs to initiate structure in the team meetings to support organizing the work as well as facilitate team learning, especially the team learning process of constructive conflict. In a sample of 17 EMCC teams performing a realistic EMCC exercise, including one or two team meetings (28 in sum), we coded the team leader's verbal structuring behaviors (1,704 events), rated constructive conflict by external experts, and rated team effectiveness by field experts. Results show that leaders of effective teams use structuring behaviors more often (except asking procedural questions) but decreasingly over time. They support constructive conflict by clarifying and by making summaries that conclude in a command or decision in a decreasing frequency over time.

  14. Team Learning in Teacher Teams: Team Entitativity as a Bridge between Teams-in-Theory and Teams-in-Practice

    Science.gov (United States)

    Vangrieken, Katrien; Dochy, Filip; Raes, Elisabeth

    2016-01-01

    This study aimed to investigate team learning in the context of teacher teams in higher vocational education. As teacher teams often do not meet all criteria included in theoretical team definitions, the construct "team entitativity" was introduced. Defined as the degree to which a group of individuals possesses the quality of being a…

  15. Team Psychological Safety and Team Learning: A Cultural Perspective

    Science.gov (United States)

    Cauwelier, Peter; Ribière, Vincent M.; Bennet, Alex

    2016-01-01

    Purpose: The purpose of this paper was to evaluate if the concept of team psychological safety, a key driver of team learning and originally studied in the West, can be applied in teams from different national cultures. The model originally validated for teams in the West is applied to teams in Thailand to evaluate its validity, and the views team…

  16. Groups Meet . . . Teams Improve: Building Teams That Learn

    Science.gov (United States)

    Hillier, Janet; Dunn-Jensen, Linda M.

    2013-01-01

    Although most business students participate in team-based projects during undergraduate or graduate course work, the team experience does not always teach team skills or capture the team members' potential: Students complete the task at hand but the explicit process of becoming a team is often not learned. Drawing from organizational learning…

  17. Team learning center design principles

    Energy Technology Data Exchange (ETDEWEB)

    Daily, B.; Loveland, J.; Whatley, A. [New Mexico State Univ., Las Cruces, NM (United States)] [and others

    1995-06-01

    This is a preliminary report of a multi-year collaboration of the authors addressing the subject: Can a facility be designed for team learning and would it improve the efficiency and effectiveness of team interactions? Team learning in this context is a broad definition that covers all activities where small to large groups of people come together to work, to learn, and to share through team activities. Multimedia, networking, such as World Wide Web and other tools, are greatly enhancing the capability of individual learning. This paper addresses the application of technology and design to facilitate group or team learning. Many organizational meetings need tens of people to come together to do work as a large group and then divide into smaller subgroups of five to ten to work and then to return and report and interact with the larger group. Current facilities were not, in general, designed for this type of meeting. Problems with current facilities are defined and a preliminary design solution to many of the identified problems is presented.

  18. Increasing Student-Learning Team Effectiveness with Team Charters

    Science.gov (United States)

    Hunsaker, Phillip; Pavett, Cynthia; Hunsaker, Johanna

    2011-01-01

    Because teams are a ubiquitous part of most organizations today, it is common for business educators to use team assignments to help students experientially learn about course concepts and team process. Unfortunately, students frequently experience a number of problems during team assignments. The authors describe the results of their research and…

  19. The Research of Self-Management Team and Superior-Direction Team in Team Learning Influential Factors

    OpenAIRE

    Zhang Wei

    2013-01-01

    Team learning is a cure for bureaucracy; it facilitates team innovation and team performance. But team learning occurs only when necessary conditions were met. This research focused on differences of team learning influential factors between self-management team and superior-direction team. Four variables were chosen as predictors of team learning though literature review and pilot interview. The 4 variables are team motivation, team trust, team conflict and team leadership. Selected 54 self ...

  20. Team learning: building shared mental models

    NARCIS (Netherlands)

    Bossche, van den P.; Gijselaers, W.; Segers, M.; Woltjer, G.B.; Kirschner, P.

    2011-01-01

    To gain insight in the social processes that underlie knowledge sharing in teams, this article questions which team learning behaviors lead to the construction of a shared mental model. Additionally, it explores how the development of shared mental models mediates the relation between team learning

  1. Leadership for Team Learning: The Case of University Teacher Teams

    Science.gov (United States)

    Koeslag-Kreunen, Mieke G. M.; Van der Klink, Marcel R.; Van den Bossche, Piet; Gijselaers, Wim H.

    2018-01-01

    Teacher team involvement is considered a key factor in achieving sustainable innovation in higher education. This requires engaging in team learning behaviors that should result in new knowledge and solutions. However, university teachers are not used to discussing their work practices with one another and tend to neglect any innovation in their…

  2. Facilitating Team Learning through Transformational Leadership

    Science.gov (United States)

    Raes, Elisabeth; Decuyper, Stefan; Lismont, Bart; Van den Bossche, Piet; Kyndt, Eva; Demeyere, Sybille; Dochy, Filip

    2013-01-01

    This article investigates when and how teams engage in team learning behaviours (TLB). More specifically, it looks into how different leadership styles facilitate TLB by influencing the social conditions that proceed them. 498 healthcare workers from 28 nursery teams filled out a questionnaire measuring the concepts leadership style, TLB, social…

  3. Early Identification of Ineffective Cooperative Learning Teams

    Science.gov (United States)

    Hsiung, C .M.; Luo, L. F.; Chung, H. C.

    2014-01-01

    Cooperative learning has many pedagogical benefits. However, if the cooperative learning teams become ineffective, these benefits are lost. Accordingly, this study developed a computer-aided assessment method for identifying ineffective teams at their early stage of dysfunction by using the Mahalanobis distance metric to examine the difference…

  4. New lenses on team learning

    DEFF Research Database (Denmark)

    Musaeus, Peter

    Team læring er sjældent blevet studeret fra et sociokulturelt perspektiv (vygotskiansk). Denne poster er et teoretisk bidrag til team læring, der fokuserer på dialog, tegn-mediering og kulturel historisk praksis for at udvikle en forståelse af team læring som mere end forøgelse i adfærd, viden og...

  5. Grasping the Dynamic Complexity of Team Learning: An Integrative Model for Effective Team Learning in Organisations

    Science.gov (United States)

    Decuyper, Stefan; Dochy, Filip; Van den Bossche, Piet

    2010-01-01

    In this article we present an integrative model of team learning. Literature shows that effective team learning requires the establishment of a dialogical space amongst team members, in which communicative behaviours such as "sharing", "co-construction" and "constructive conflict" are balanced. However, finding this balance is not enough.…

  6. Team-based learning for midwifery education.

    Science.gov (United States)

    Moore-Davis, Tonia L; Schorn, Mavis N; Collins, Michelle R; Phillippi, Julia; Holley, Sharon

    2015-01-01

    Many US health care and education stakeholder groups, recognizing the need to prepare learners for collaborative practice in complex care environments, have called for innovative approaches in health care education. Team-based learning is an educational method that relies on in-depth student preparation prior to class, individual and team knowledge assessment, and use of small-group learning to apply knowledge to complex scenarios. Although team-based learning has been studied as an approach to health care education, its application to midwifery education is not well described. A master's-level, nurse-midwifery, didactic antepartum course was revised to a team-based learning format. Student grades, course evaluations, and aggregate American Midwifery Certification Board examination pass rates for 3 student cohorts participating in the team-based course were compared with 3 student cohorts receiving traditional, lecture-based instruction. Students had mixed responses to the team-based learning format. Student evaluations improved when faculty added recorded lectures as part of student preclass preparation. Statistical comparisons were limited by variations across cohorts; however, student grades and certification examination pass rates did not change substantially after the course revision. Although initial course revision was time-consuming for faculty, subsequent iterations of the course required less effort. Team-based learning provides students with more opportunity to interact during on-site classes and may spur application of knowledge into practice. However, it is difficult to assess the effect of the team-based learning approach with current measures. Further research is needed to determine the effects of team-based learning on communication and collaboration skills, as well as long-term performance in clinical practice. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional

  7. Harnessing members' positive mood for team-directed learning behaviour and team innovation : The moderating role of perceived team feedback

    NARCIS (Netherlands)

    Walter, Frank; van der Vegt, Gerben S.

    2013-01-01

    This study examines the role of individual team members' positive mood and perceived team feedback for their team-directed learning behaviour. Results obtained in a sample of 186 members from 27 work teams showed that positive mood was positively associated with team-directed learning behaviour if

  8. Strategies to Enhance Online Learning Teams. Team Assessment and Diagnostics Instrument and Agent-based Modeling

    Science.gov (United States)

    2010-08-12

    Strategies to Enhance Online Learning Teams Team Assessment and Diagnostics Instrument and Agent-based Modeling Tristan E. Johnson, Ph.D. Learning ...REPORT DATE AUG 2010 2. REPORT TYPE 3. DATES COVERED 00-00-2010 to 00-00-2010 4. TITLE AND SUBTITLE Strategies to Enhance Online Learning ...TeamsTeam Strategies to Enhance Online Learning Teams: Team Assessment and Diagnostics Instrument and Agent-based Modeling 5a. CONTRACT NUMBER 5b. GRANT

  9. Structured Learning Teams: Reimagining Student Group Work

    Science.gov (United States)

    Lendvay, Gregory C.

    2014-01-01

    Even in a standards-based curriculum, teachers can apply constructivist practices such as structured learning teams. In this environment, students become invested in the learning aims, triggering the desire in students to awaken, get information, interpret, remix, share, and design scenarios.

  10. [Verification of Learning Effects by Team-based Learning].

    Science.gov (United States)

    Ono, Shin-Ichi; Ito, Yoshihisa; Ishige, Kumiko; Inokuchi, Norio; Kosuge, Yasuhiro; Asami, Satoru; Izumisawa, Megumi; Kobayashi, Hiroko; Hayashi, Hiroyuki; Suzuki, Takashi; Kishikawa, Yukinaga; Hata, Harumi; Kose, Eiji; Tabata, Kei-Ichi

    2017-11-01

     It has been recommended that active learning methods, such as team-based learning (TBL) and problem-based learning (PBL), be introduced into university classes by the Central Council for Education. As such, for the past 3 years, we have implemented TBL in a medical therapeutics course for 4-year students. Based upon our experience, TBL is characterized as follows: TBL needs fewer teachers than PBL to conduct a TBL module. TBL enables both students and teachers to recognize and confirm the learning results from preparation and reviewing. TBL grows students' responsibility for themselves and their teams, and likely facilitates learning activities through peer assessment.

  11. Leading Teams of Leaders: What Helps Team Member Learning?

    Science.gov (United States)

    Higgins, Monica; Young, Lissa; Weiner, Jennie; Wlodarczyk, Steven

    2010-01-01

    School districts are moving toward a new form of management in which superintendents need to form and nurture leadership teams. A study of 25 such teams in Connecticut suggests that a team's effectiveness is maximized when the team members are coached by other team members, not the superintendent, and when they are coached on task-related…

  12. Diversity, Effort, and Cooperation in Team-Based Learning

    Science.gov (United States)

    Espey, Molly

    2018-01-01

    Student and team performance in 17 sections of an introductory microeconomic theory course taught using team-based learning are analyzed to determine what measurable characteristics of teams influence team and individual outcomes. Results suggest that team performance is positively influenced by the grade point average of the top individual on the…

  13. Leading team learning: what makes interprofessional teams learn to work well?

    Science.gov (United States)

    Chatalalsingh, Carole; Reeves, Scott

    2014-11-01

    This article describes an ethnographic study focused on exploring leaders of team learning in well-established nephrology teams in an academic healthcare organization in Canada. Employing situational theory of leadership, the article provides details on how well established team members advance as "learning leaders". Data were gathered by ethnographic methods over a 9-month period with the members of two nephrology teams. These learning to care for the sick teams involved over 30 regulated health professionals, such as physicians, nurses, social workers, pharmacists, dietitians and other healthcare practitioners, staff, students and trainees, all of whom were collectively managing obstacles and coordinating efforts. Analysis involved an inductive thematic analysis of observations, reflections, and interview transcripts. The study indicated how well established members progress as team-learning leaders, and how they adapt to an interprofessional culture through the activities they employ to enable day-to-day learning. The article uses situational theory of leadership to generate a detailed illumination of the nature of leaders' interactions within an interprofessional context.

  14. Unobtrusive Observation of Team Learning Attributes in Digital Learning

    Directory of Open Access Journals (Sweden)

    David C. Gibson

    2018-05-01

    Full Text Available This article presents a new framework for unobtrusive observation analytics of knowledge and skills-in-action through continuous collection of data from individuals while they interact with digital assets either as individuals or on problem-solving teams. The framework includes measures of the skill and knowledge areas of collaboration, creativity, personal learning, problem solving, and global sustainability, which are observed during natural production and use of communications, intentional artifacts, and resources in a digital learning space designed for self-directed and team-based learning challenges. The article describes the digital context for data collection and shows some example data and analyses.

  15. Student Accountability in Team-Based Learning Classes

    Science.gov (United States)

    Stein, Rachel E.; Colyer, Corey J.; Manning, Jason

    2016-01-01

    Team-based learning (TBL) is a form of small-group learning that assumes stable teams promote accountability. Teamwork promotes communication among members; application exercises promote active learning. Students must prepare for each class; failure to do so harms their team's performance. Therefore, TBL promotes accountability. As part of the…

  16. Team learning : New insights through a temporal lens

    NARCIS (Netherlands)

    Lehmann-Willenbrock, N.

    2017-01-01

    Team learning is a complex social phenomenon that develops and changes over time. Hence, to promote understanding of the fine-grained dynamics of team learning, research should account for the temporal patterns of team learning behavior. Taking important steps in this direction, this special issue

  17. The Influence of Learning Behaviour on Team Adaptability

    Science.gov (United States)

    Murray, Peter A.; Millett, Bruce

    2011-01-01

    Multiple contexts shape team activities and how they learn, and group learning is a dynamic construct that reflects a repertoire of potential behaviour. The purpose of this developmental paper is to examine how better learning behaviours in semi-autonomous teams improves the level of team adaptability and performance. The discussion suggests that…

  18. Team Creativity: The Effects of Perceived Learning Culture, Developmental Feedback and Team Cohesion

    Science.gov (United States)

    Joo, Baek-Kyoo; Song, Ji Hoon; Lim, Doo Hun; Yoon, Seung Won

    2012-01-01

    This study investigates the influence of perceived learning culture, developmental feedback and team cohesion on team creativity. The results showed that the demographic variables, the three antecedents and their interactions explained 41 per cent of variance in team creativity. Team creativity was positively correlated with a higher level of…

  19. Managing team learning in a Spanish commercial bank

    OpenAIRE

    Døving, Erik; Martin-Rubio, Irene

    2013-01-01

    Purpose – The purpose of this paper is to analyze how team management affects team-learning activities. Design/methodology/approach – The authors empirically study 68 teams as they operate in the natural business context of a major Spanish bank. Quantitative research utilizing multiple regression analyses is used to test hypotheses. Findings – The leadership behaviour (consideration, initiation of structure) displayed by the team leader plays a key role in facilitating team learning. Te...

  20. Enabling team learning when members are prone to contentious communication: The role of team leader coaching

    OpenAIRE

    Schaubroeck, John; Carmeli, Avraham; Bhatia, Sarena; Paz, Etty

    2016-01-01

    Members of teams are often prone to interpersonal communication patterns that can undermine the team’s capacity to engage in self-learning processes that are critical to team adaptation and performance improvement. We argue that team leader coaching behaviors are critical to ensuring that team discussions that may foster learning new teamwork skills and strategies are unfettered by the tendency of two or more members to exhibit contentious interpersonal communications. We accordingly test a m...

  1. Does team stability mediate the relationship between leadership and team learning? An empirical study among Dutch project teams

    NARCIS (Netherlands)

    Savelsbergh, Chantal M.J.H.; Poell, Rob F.; van der Heijden, Beatrice

    2014-01-01

    An exploratory field study was conducted among 30 project teams in the sectors of building and utilities, engineering and construction, infrastructure, and area decontamination and development in the Netherlands. It examined the influence of leadership on team learning behaviors and included team

  2. Does team stability mediate the relationship between leadership and team learning? : An empirical study among Dutch project teams

    NARCIS (Netherlands)

    Savelsbergh, C.; Poell, R.F.; van der Heijden, B.

    2015-01-01

    An exploratory field study was conducted among 30 project teams in the sectors of building and utilities, engineering and construction, infrastructure, and area decontamination and development in the Netherlands. It examined the influence of leadership on team learning behaviors and included team

  3. Team Learning: Through the Relational Dynamics of Co-operation and Rivalry in Team Communities

    OpenAIRE

    Lotz, Maja

    2008-01-01

    In this paper I explore the constructive links between co-operation, rivalry, and learning within the structure of team communities. Drawing upon social learning theory, the main purpose of this paper is to argue that both co-operation and rivalry are important triggers for mobilizing learning processes within and between teams. However, social learning theory tends to disregard the positive aspects of rivalry. Consequently, this paper will argue for the need to extend social learning theory ...

  4. Implementation of a team-based learning course: Work required and perceptions of the teaching team.

    Science.gov (United States)

    Morris, Jenny

    2016-11-01

    Team-based learning was selected as a strategy to help engage pre-registration undergraduate nursing students in a second-year evidence-informed decision making course. To detail the preparatory work required to deliver a team-based learning course; and to explore the perceptions of the teaching team of their first experience using team-based learning. Descriptive evaluation. Information was extracted from a checklist and process document developed by the course leader to document the work required prior to and during implementation. Members of the teaching team were interviewed by a research assistant at the end of the course using a structured interview schedule to explore perceptions of first time implementation. There were nine months between the time the decision was made to use team-based learning and the first day of the course. Approximately 60days were needed to reconfigure the course for team-based learning delivery, develop the knowledge and expertise of the teaching team, and develop and review the resources required for the students and the teaching team. This reduced to around 12days for the subsequent delivery. Interview data indicated that the teaching team were positive about team-based learning, felt prepared for the course delivery and did not identify any major problems during this first implementation. Implementation of team-based learning required time and effort to prepare the course materials and the teaching team. The teaching team felt well prepared, were positive about using team-based learning and did not identify any major difficulties. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.

  5. Building Virtual Teams: Experiential Learning Using Emerging Technologies

    Science.gov (United States)

    Hu, Haihong

    2015-01-01

    Currently, virtual teams are being used exponentially in higher education and business because of the development of technologies and globalization. These teams have become an essential approach for collaborative learning as well as task completion. Team learning, especially in an online format, can be challenging due to lack of effective…

  6. The Influence of Multigenerational Workforce in Effective Informal Team Learning

    Directory of Open Access Journals (Sweden)

    Roza Marsaulina Sibarani

    2015-01-01

    Full Text Available The urgency of this research arises from the convergence of two dynamics that are transforming the workplace and impacting organization performance. The first is multigenerational workforce work side by side in the same organization even in the same team. The second is informal learning, a major mode of learning in an organization. Therefore, this paper aims to explore the influence of generational background of Baby Boomers, Generation X and Generation Y in relation to informal team learning in the Indonesian business environment. Both, qualitative and quantitative studies were conducted with 21 interviewees and 184 survey respondents representing a total of 191 multigenerational teams participating in this research. The findings suggest that generational background influence informal learner and effective informal team learning, but have no direct impact on team climate. Understanding generational differences will enable individuals to learn informally and create a conducive team climate that will lead to effective informal team learning.

  7. Creation of Exercises for Team-Based Learning in Business

    Science.gov (United States)

    Timmerman, John E.; Morris, R. Franklin, Jr.

    2015-01-01

    Team-based learning (TBL) is an approach that builds on both the case method and problem-based learning and has been widely adopted in the sciences and healthcare disciplines. In recent years business disciplines have also discovered the value of this approach. One of the key characteristics of the team-based learning approach consists of…

  8. INVESTIGATING FACTORS INFLUENCING STUDENTS’ LEARNING IN A TEAM TEACHING SETTING

    OpenAIRE

    Brenda L Killingsworth; Yajiong Xue

    2015-01-01

    Team teaching factors, including mission clarity, affiliation, innovativeness, and fairness, are examined to determine how they influence student learning in a team-taught course. The study involved 184 college students enrolled in an Introduction to Computers course delivered in a team-taught format in a large university located in the United States. The collaborative teaching design followed a traditional team teaching approach with an instructor team teaching the same course collaborativel...

  9. Learning Together and Working Apart: Routines for Organizational Learning in Virtual Teams

    Science.gov (United States)

    Dixon, Nancy

    2017-01-01

    Purpose: Research suggests that teaming routines facilitate learning in teams. This paper identifies and details how specific teaming routines, implemented in a virtual team, support its continual learning. The study's focus was to generate authentic and descriptive accounts of the interviewees' experiences with virtual teaming routines.…

  10. Team Learning: Through the Relational Dynamics of Co-operation and Rivalry in Team Communities

    Science.gov (United States)

    Lotz, Maja

    2010-01-01

    This paper explores the constructive links between cooperation, rivalry, and learning within the structure of team communities. Drawing upon social learning theory and qualitative data from case studies conducted in Danish team-based firms, the main purpose is to argue that both cooperation and rivalry are important triggers for mobilizing…

  11. Software Engineering Team Project - lessons learned

    Directory of Open Access Journals (Sweden)

    Bogumiła Hnatkowska

    2013-06-01

    Full Text Available In the 2010/11 academic year the Institute of Informatics at Wroclaw University of Technology issued ’Software Engineering Team Project’ as a course being a part of the final exam to earn bachelor’s degree. The main assumption about the course was that it should simulate the real environment (a virtual IT company for its participants. The course was aimed to introduce issues regarding programming in the medium scale, project planning and management. It was a real challenge as the course was offered for more than 140 students. The number of staff members involved in its preparation and performance was more than 15. The paper presents the lessons learned from the first course edition as well as more detailed qualitative and quantitative course assessment.

  12. Interprofessional team meetings: Opportunities for informal interprofessional learning.

    Science.gov (United States)

    Nisbet, Gillian; Dunn, Stewart; Lincoln, Michelle

    2015-01-01

    This study explores the potential for workplace interprofessional learning, specifically the learning that occurs between health professionals as part of their attendance at their regular interprofessional team meetings. While most interprofessional learning research to date has focused on formal structured education programs, this study adds to our understanding of the complexities of the learning processes occurring between health professionals as part of everyday practice. Through observations of team meetings and semi-structured interviews, we found that the interprofessional team meeting provided a practical, time-efficient, and relevant means for interprofessional learning, resulting in perceived benefits to individuals, teams, and patients. The learning process, however, was influenced by members' conceptions of learning, participation within the meeting, and medical presence. This study provides a basis for further research to assist health professionals capitalize on informal learning opportunities within the interprofessional meeting.

  13. Managing Team Learning in a Spanish Commercial Bank

    Science.gov (United States)

    Doving, Erik; Martin-Rubio, Irene

    2013-01-01

    Purpose: The purpose of this paper is to analyze how team management affects team-learning activities. Design/methodology/approach: The authors empirically study 68 teams as they operate in the natural business context of a major Spanish bank. Quantitative research utilizing multiple regression analyses is used to test hypotheses. Findings: The…

  14. Assessing Performance and Learning in Interprofessional Health Care Teams.

    Science.gov (United States)

    Ekmekci, Ozgur; Sheingold, Brenda; Plack, Margaret; LeLacheur, Susan; Halvaksz, Jennifer; Lewis, Karen; Schlumpf, Karen; Greenberg, Larrie

    2015-01-01

    Teamwork has become an integral part of health care delivery. Such emphasis on teamwork has generated the need to systematically measure and improve the learning and performance of health care teams. The purpose of this study was to develop a comprehensive assessment instrument, the Interprofessional Education and Practice Inventory (IPEPI), to evaluate learning and performance in interprofessional health care teams. The 12-month study commenced in three 4-month phases: (1) a panel of 25 national and international experts participated in the Delphi process to identify factors influencing team learning and team performance; (2) the research team analyzed the findings from the two Delphi rounds to develop the IPEPI; and (3) a cohort of 27 students at the university engaged in clinical simulations to test and refine the IPEPI. Findings suggest key factors that significantly influence team learning and performance include whether the group is able to foster a climate of mutual respect, adopt effective communication strategies, develop a sense of trust, and invite contributions from others. Additionally, in assessing organizational factors, participants indicated those factors that significantly influence team learning and performance include whether the organization is patient-centered, creates a culture of safety (not blame), and supports individual and team learning. These findings highlight the critical role assessment plays in enhancing not just interprofessional education or interprofessional practice, but in essence advancing interprofessional education and practice--which requires an integrated examination of how health care professionals learn and perform in teams.

  15. Individual teacher learning in a context of collaboration in teams

    NARCIS (Netherlands)

    Meirink, Jacobiene Albertina

    2007-01-01

    In this study we aimed to examine teacher learning within a context of collaboration in interdisciplinary teams. Five interdisciplinary teams were studied for a period of one year. Data was collected on what and how the teachers learned, by means of examining changes in beliefs and by asking

  16. Collective (Team) Learning Process Models: A Conceptual Review

    Science.gov (United States)

    Knapp, Randall

    2010-01-01

    Teams have become a key resource for learning and accomplishing work in organizations. The development of collective learning in specific contexts is not well understood, yet has become critical to organizational success. The purpose of this conceptual review is to inform human resource development (HRD) practice about specific team behaviors and…

  17. [Developing team reflexivity as a learning and working tool for medical teams].

    Science.gov (United States)

    Riskin, Arieh; Bamberger, Peter

    2014-01-01

    Team reflexivity is a collective activity in which team members review their previous work, and develop ideas on how to modify their work behavior in order to achieve better future results. It is an important learning tool and a key factor in explaining the varying effectiveness of teams. Team reflexivity encompasses both self-awareness and agency, and includes three main activities: reflection, planning, and adaptation. The model of briefing-debriefing cycles promotes team reflexivity. Its key elements include: Pre-action briefing--setting objectives, roles, and strategies the mission, as well as proposing adaptations based on what was previously learnt from similar procedures; Post-action debriefing--reflecting on the procedure performed and reviewing the extent to which objectives were met, and what can be learnt for future tasks. Given the widespread attention to team-based work systems and organizational learning, efforts should be made toward ntroducing team reflexivity in health administration systems. Implementation could be difficult because most teams in hospitals are short-lived action teams formed for a particular event, with limited time and opportunity to consciously reflect upon their actions. But it is precisely in these contexts that reflexive processes have the most to offer instead of the natural impulsive collective logics. Team reflexivity suggests a potential solution to the major problems of iatorgenesis--avoidable medical errors, as it forces all team members to participate in a reflexive process together. Briefing-debriefing technology was studied mainly in surgical teams and was shown to enhance team-based learning and to improve quality-related outcomes and safety.

  18. The moderating role of team resources in translating nursing teams' accountability into learning and performance: a cross-sectional study.

    Science.gov (United States)

    Rashkovits, Sarit; Drach-Zahavy, Anat

    2017-05-01

    The aim of this study was to test the moderated-mediation model suggesting that nursing teams' accountability affects team effectiveness by enhancing team learning when relevant resources are available to the team. Disappointing evidence regarding improvement in nurses' safe and quality care elevate the need in broadening our knowledge regarding the factors that enhance constant learning in nursing teams. Accountability is considered as crucial for team learning and quality of care but empirical findings have shown mixed evidence. A cross-sectional design. Forty-four nursing teams participated in the study. Data were collected in 2013-2014: Head nurses completed validated questionnaires, regarding team resources for learning (time availability, team autonomy and team performance feedback), and nursing teams' effectiveness; and nurses answered questionnaires regarding teams' accountability and learning (answers were aggregated to the team level). The model was tested using a moderated-mediation analysis with resources as moderating variables, and team learning as the mediator in the team accountability-team effectiveness link. The results of a mixed linear regression show that, as expected, nursing teams' accountability was positively linked to nursing teams' learning, when time availability, and team autonomy were high rather than low, and team performance feedback was low rather than high. Nurturing team accountability is not enough for achieving team learning and subsequent team effectiveness. Rather there is a need to provide nursing teams with adequate time, autonomy, and be cautious with performance feedback, as the latter may motivate nurses to repeat routine work strategies rather than explore improved ones. © 2016 John Wiley & Sons Ltd.

  19. INVESTIGATING FACTORS INFLUENCING STUDENTS’ LEARNING IN A TEAM TEACHING SETTING

    Directory of Open Access Journals (Sweden)

    Brenda

    2015-12-01

    Full Text Available Team teaching factors, including mission clarity, affiliation, innovativeness, and fairness, are examined to determine how they influence student learning in a team-taught course. The study involved 184 college students enrolled in an Introduction to Computers course delivered in a team-taught format in a large university located in the United States. The collaborative teaching design followed a traditional team teaching approach with an instructor team teaching the same course collaboratively. Students enrolled in the team-taught course filled out an online survey targeted at identifying key factors that influence student-based outcomes (satisfaction and competency in the course. Results showed that instructor team mission clarity, affiliation, and fairness are significantly related to students’ satisfaction while instructor team mission clarity and fairness are significantly related to students’ competency.

  20. The Joint Influence of Intra- and Inter-Team Learning Processes on Team Performance : A Constructive or Destructive Combination?

    NARCIS (Netherlands)

    Bron, Rike; Endedijk, Maaike D.; van Veelen, Ruth; Veldkamp, Bernard P.

    2018-01-01

    In order for teams to build a shared conception of their task, team learning is crucial. Benefits of intra-team learning have been demonstrated in numerous studies. However, teams do not operate in a vacuum, and interact with their environment to execute their tasks. Our knowledge of the added value

  1. Team-based learning and ethics education in nursing.

    Science.gov (United States)

    Hickman, Susan E; Wocial, Lucia D

    2013-12-01

    This report describes the use of team-based learning concepts in an undergraduate nursing applied ethics course using established reporting guidelines. Team-based learning relies on actively engaging students in the learning process through small-group activities that facilitate the development of skills, including concept analysis, critical thinking, and problem solving. Students are divided into teams of five to seven members who collaborate throughout the semester to work through activities that build on ethics concepts introduced through reading and lectures. Nurse educators are challenged to develop educational approaches that will engage students and help them to apply what they learn from the study of ethics to the lived experience of clinical practice. The ultimate goal is to help students to develop into morally sensitive and competent professionals. Team-based learning represents a novel way to teach these skills to undergraduate nursing students. Copyright 2013, SLACK Incorporated.

  2. GROUPS AND TEAMS AS BUILDING BLOCKS FOR ORGANIZATIONAL LEARNING

    OpenAIRE

    Raluca ZOLTAN; Otilia-Maria BORDEIANU; Romulus VANCEA

    2013-01-01

    The purpose of this paper is to define and analyze the groups and teams within organization as most adequate framework that enable the collective learning. In addition the organizational learning process is presented, whose role is to identify possible changes at the organization level to become learning organization. The need to understand how the organizations learn and how they accelerate their learning process is greater today than ever. It is said that in the future, the only competitive...

  3. Team-Based Testing Improves Individual Learning

    Science.gov (United States)

    Vogler, Jane S.; Robinson, Daniel H.

    2016-01-01

    In two experiments, 90 undergraduates took six tests as part of an educational psychology course. Using a crossover design, students took three tests individually without feedback and then took the same test again, following the process of team-based testing (TBT), in teams in which the members reached consensus for each question and answered…

  4. Preparing Students for Flipped or Team-Based Learning Methods

    Science.gov (United States)

    Balan, Peter; Clark, Michele; Restall, Gregory

    2015-01-01

    Purpose: Teaching methods such as Flipped Learning and Team-Based Learning require students to pre-learn course materials before a teaching session, because classroom exercises rely on students using self-gained knowledge. This is the reverse to "traditional" teaching when course materials are presented during a lecture, and students are…

  5. Team-Based Learning Enhances Performance in Introductory Biology

    Science.gov (United States)

    Carmichael, Jeffrey

    2009-01-01

    Given the problems associated with the traditional lecture method, the constraints associated with large classes, and the effectiveness of active learning, continued development and testing of efficient student-centered learning approaches are needed. This study explores the effectiveness of team-based learning (TBL) in a large-enrollment…

  6. No More Heroes: Entrepreneurial Learning in the SME Management Team

    Science.gov (United States)

    Mckeown, Ian

    2010-01-01

    Entrepreneurship is increasingly viewed as a plural rather than singular endeavour. This paper develops a conceptual framework of team-based entrepreneurial learning, challenging the myth of the entrepreneurial "Lone Ranger" and revealing the significance of power structures in the SME management team in mediating what is and is not learnt.…

  7. Effective Team Learning in the Cloud

    NARCIS (Netherlands)

    Spoelstra, Howard; Van Rosmalen, Peter; Sloep, Peter; Van de Vrie, Evert

    2018-01-01

    Learning in the cloud can be a lonely activity for self-directing and self-organizing learners. Lack of sustained learner motivation can lead to less effective, less bond-creating learning experiences. By providing collaborative project-based learning opportunities these shortcomings can be

  8. Online gaming for learning optimal team strategies in real time

    Science.gov (United States)

    Hudas, Gregory; Lewis, F. L.; Vamvoudakis, K. G.

    2010-04-01

    This paper first presents an overall view for dynamical decision-making in teams, both cooperative and competitive. Strategies for team decision problems, including optimal control, zero-sum 2-player games (H-infinity control) and so on are normally solved for off-line by solving associated matrix equations such as the Riccati equation. However, using that approach, players cannot change their objectives online in real time without calling for a completely new off-line solution for the new strategies. Therefore, in this paper we give a method for learning optimal team strategies online in real time as team dynamical play unfolds. In the linear quadratic regulator case, for instance, the method learns the Riccati equation solution online without ever solving the Riccati equation. This allows for truly dynamical team decisions where objective functions can change in real time and the system dynamics can be time-varying.

  9. Peer-Led Team Learning Helps Minority Students Succeed.

    Science.gov (United States)

    Snyder, Julia J; Sloane, Jeremy D; Dunk, Ryan D P; Wiles, Jason R

    2016-03-01

    Active learning methods have been shown to be superior to traditional lecture in terms of student achievement, and our findings on the use of Peer-Led Team Learning (PLTL) concur. Students in our introductory biology course performed significantly better if they engaged in PLTL. There was also a drastic reduction in the failure rate for underrepresented minority (URM) students with PLTL, which further resulted in closing the achievement gap between URM and non-URM students. With such compelling findings, we strongly encourage the adoption of Peer-Led Team Learning in undergraduate Science, Technology, Engineering, and Mathematics (STEM) courses.

  10. Team role stress : relationships with team learning and performance in project teams

    NARCIS (Netherlands)

    Savelsbergh, C.; Gevers, J.M.P.; Heijden, van der B.I.J.M.; Poell, R.F.

    2012-01-01

    Although role stress literature has almost exclusively focused on individual role incumbents, it is conceivable that shared conditions of ambiguity, conflict, and quantitative or qualitative overload may give rise to a collective experience of role stress in teams. Testing a multilevel mediation

  11. Enhancing Deep Learning: Lessons from the Introduction of Learning Teams in Management Education in France

    Science.gov (United States)

    Borredon, Liz; Deffayet, Sylvie; Baker, Ann C.; Kolb, David

    2011-01-01

    Drawing from the reflective teaching and learning practices recommended in influential publications on learning styles, experiential learning, deep learning, and dialogue, the authors tested the concept of "learning teams" in the framework of a leadership program implemented for the first time in a top French management school…

  12. Optimize Knowledge Sharing, Team Effectiveness, and Individual Learning within the Flipped Team-Based Classroom

    Science.gov (United States)

    Huang, Chung-Kai; Lin, Chun-Yu; Lin, Zih-Cin; Wang, Cui; Lin, Chia-Jung

    2017-01-01

    Due to the competitive and fast-changing nature of external business environments, university students should acquire knowledge of how to cooperate, share knowledge, and enhance team effectiveness and individual learning in the future workplace. Consequently, the redesign of business courses in higher education merits more discussion. Based on the…

  13. An innovative addition to team-based-learning pedagogy to enhance teaching and learning: Students' perceptions of team exams.

    Science.gov (United States)

    Khansari, Parto S; Coyne, Leanne

    The study investigates students' perceptions of the value of implementing a team exam to enhance learning prior to a summative assessment. Team exams are similar to midterm exams, except that answering questions is a team effort. Data was collected from second year pharmacy students at California Northstate University College of Pharmacy (CNUCOP) through a self-administered online survey. The survey questions included closed-ended questions to evaluate students' perception on preparedness for a summative assessment and to rank advantages and disadvantages of the team exams. Of the 40 students who completed the survey (38% response rate), 100% of participants agreed that having a team exam prior to a major exam made them feel more prepared for a major summative exam. Ninety-seven percent of students believed that the team exam helped them to identify gaps in their knowledge and 85% agreed that taking a team exam reinforced their knowledge by teaching other students. The survey results did not identify any major disadvantages to holding a team exam. Students perceived that taking a team exam prior to a midterm exam is an effective approach to review the course contents and identify areas of improvement. Copyright © 2017. Published by Elsevier Inc.

  14. Assessing team effectiveness and affective learning in a datathon.

    Science.gov (United States)

    Piza, Felipe Maia de Toledo; Celi, Leo Anthony; Deliberato, Rodrigo Octavio; Bulgarelli, Lucas; de Carvalho, Fabricio Rodrigues Torres; Filho, Roberto Rabello; de La Hoz, Miguel Angel Armengol; Kesselheim, Jennifer Cohn

    2018-04-01

    Datathons are increasingly organized in the healthcare field. The goal is to assemble people with different backgrounds to work together as a team and engage in clinically relevant research or develop algorithms using health-related datasets. Criteria to assess the return of investment on such events have traditionally included publications produced, patents for prediction, classification, image recognition and other types of software, and start-up companies around the application of machine learning in healthcare. Previous studies have not evaluated whether a datathon can promote affective learning and effective teamwork. Fifty participants of a health datathon event in São Paulo, Brazil at Hospital Israelita Albert Einstein (HIAE) were divided into 8 groups. A survey with 25 questions, using the Affective Learning Scale and Team-Review Questionnaire, was administered to assess team effectiveness and affective learning during the event. Multivariate regression models and Pearson's correlation tests were performed to evaluate the effect of affective learning on teamwork. Majority of the participants were male 76% (37/49); 32% (16/49) were physicians. The mean score for learning (scale from 1 to 10) was 8.38, while that for relevance of the perceived teamwork was 1.20 (scale from 1 to 5; "1" means most relevant). Pearson's correlation between the learning score and perception of teamwork showed moderate association (r = 0.36, p = 0.009). Five learning and 10 teamwork variables were on average positively graded in the event. The final regression model includes all learning and teamwork variables. Effective leadership was strongly correlated with affective learning (β = -0.27, p Effective leadership, team accomplishment, criticism, individual development and creativity were the variables significantly associated with higher levels of affective learning. It is feasible to enhance affective knowledge and the skill to work in a team during a datathon. We

  15. Recommendations for e-learning in New Product Development teams

    NARCIS (Netherlands)

    Bitter-Rijpkema, Marlies; Pannekeet, Kees; Rutjens, Marjo

    2009-01-01

    Bitter-Rijpkema, M., Pannekeet, K., & Rutjens, M. (2009). Recommendations for e-learning in New Product Development teams. In S. Hambach, A. Martens, D. Tavangarian & B. Urban (Eds.), Proceedings of the 2nd International eLBa Science Conference (pp. 135-145). June, 17-19, 2009, Rostock, Germany:

  16. Why do Team-Based Learning educators use TBL?

    Directory of Open Access Journals (Sweden)

    Sean Wu

    2018-01-01

    Full Text Available Aim: Evidence suggests that Team Based Learning (TBL is an effective teaching method for promoting student learning. Many people have also suggested that TBL supports other complex curriculum objectives, such as teamwork and communication skills. However, there is limited rigorous, substantive data to support these claims. Therefore, the purpose of this study was to assess medical educators’ perceptions of the outcomes affected by TBL, thereby highlighting the specific areas of TBL in need of research. Methods: We reviewed the published research on TBL in medical education, and identified 21 unique claims from authors regarding the outcomes of TBL. The claims centred on 4 domains: learning, behaviours, skills, and wellbeing. We created a questionnaire that asked medical educators to rate their support for each claim. The survey was distributed to the medical educators with experience teaching via TBL and who were active users of the Team Based Learning Collaborative listserv. Results: Fifty responses were received. Respondents strongly supported claims that TBL positively impacts behaviours and skills over traditional, lecture based teaching methods, including the promotion of self-directed learning, active learning, peer-to-peer learning, and teaching. In addition, respondents strongly supported claims that TBL promotes teamwork, collaboration, communication and problem solving. Most participants reported that TBL is more effective in promoting interpersonal, accountability, leadership and teaching skills. Conclusion: Medical educators that use TBL have favourable perceptions of the practice across a variety of domains. Future research should examine the actual effects of TBL on these domains.

  17. Team Work and Democratic Learning in Projectmanagement Training

    DEFF Research Database (Denmark)

    Lidon, Ivan; Rebollar, Ruben; Qvist, Palle

    of Zaragoza, which makes it possible to detect problems of teamwork functioning in groups while they develop their projects, in order to prevent possible failure once projects are completed. The Democratic Learning Questionnaire developed at Aalborg University, which studies the decision-making process within...... it possible to establish a correlation between a group's decision making process and the quality of its functioning as a team.......Project Management is a discipline of a basically professional nature. Training in Project Management must provide students with a series of professional competencies, among which teamwork stands out as one of the most important, since all projects, by definition, must be carried out by teams...

  18. Implementing Team Based Learning in an Information Literacy Course

    Directory of Open Access Journals (Sweden)

    Marijn Post

    2016-12-01

    Full Text Available Introduction: Motivating students to improve their Information Literacy (IL skills can be a challenge. As a pilot, we implemented Team Based Learning (TBL in our IL lessons. TBL is an interactive learning approach based on the “flipped classroom” concept, offering students opportunities to gather skills via immediate feedback during individual and team activities. Moreover, TBL promises to be an attractive and activating way of learning. We were interested if TBL, A indeed activates students and B improves their IL skills more than with lectures and self-tuition. Methods: TBL was implemented in a first year bachelor IL course in the year 2015-2016. Student were asked to study three IL e-learning modules before class. The obtained knowledge was assessed individually during an Individual Readiness Assessment test (IRAT and in a team via a Team Readiness Assessment test (TRAT using “scratch and win cards”. After this, teams were given an IL case and the members had to come to a consensus about the best solution out of a couple options provided. Finally, students took a written exam, which was the same as used in this course in the year 2014-2015, when TBL was not applied yet. We compared the grades of the written exam between the two academic years using a Mann Whitney U test (P<0.05. Students’ opinion about TBL was polled using a 34 question student survey. Results: The mean written exam grades were significantly higher in the TBL year than in the preceding year without TBL (respectively, 7.6 ± 1.42 vs 6.5 ± 1.31, P<0.001. The student survey showed that students were positive about the IRATs and TRATs, but neutral about other TBL parts. Conclusion: TBL seems to be a good didactical method to motivate students and enhance their IL skills.

  19. The Relationship between Shared Mental Models and Task Performance in an Online Team- Based Learning Environment

    Science.gov (United States)

    Johnson, Tristan E.; Lee, Youngmin

    2008-01-01

    In an effort to better understand learning teams, this study examines the effects of shared mental models on team and individual performance. The results indicate that each team's shared mental model changed significantly over the time that subjects participated in team-based learning activities. The results also showed that the shared mental…

  20. Learning Team Review 2016-0002 Parking Lot Event 2016

    Energy Technology Data Exchange (ETDEWEB)

    Wilburn, Dianne Williams [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Bitteker, Leo John [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Brooks, Melynda Louise [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Romero-Trujillo, Natalie [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Currie, Scott Allister [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Martin, Joanne Skrivan [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Sondheim, Walter E. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Tovesson, Fredrik [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Young, Jennifer S. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Crespin, Thomas Joe [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

    2016-09-02

    The purpose of a Learning Team is to transfer and communicate the information into operational feedback and improvement. We want to pay attention to the small things that go wrong because they are often early warning signals and may provide insight into the health of the whole system. The incident involved the collision of a van with a forklift having raised tines in rainy, overcast weather.

  1. Experts in Teams – An experiential learning method

    DEFF Research Database (Denmark)

    Johansen, Steffen Kjær

    2017-01-01

    T becomes a learning method rather than a teaching method. Besides discussing the pedagogical characteristics of EiT, the study also gives a general introduction to EiT as it was taught at SDU fall 2016 as well as a brief review of the basic theory behind experiential learning. As such this study serves...... courses. Most of the practical courses are group work along the lines of project based learning. EiT is in a way both. It is a practical course in as much as our students get hands-on experience with interdisciplinary team work and innovation processes. EiT is a theoretical course in as much as our...... both as an introduction to e.g. new teachers of EiT but also as a starting point for a clarification of the features that makes EiT an experiential learning endeavor....

  2. Flipping my environmental geochemistry classroom using Team-Based Learning

    Science.gov (United States)

    Griffith, E. M.

    2016-02-01

    Recent studies indicate that active learning disproportionately benefits STEM students from disadvantaged backgrounds and women in male-dominated fields (Lorenzo et al., 2006; Haak et al., 2011). Freeman et al. (2014) went so far as to suggest that increasing the number of STEM graduates could be done, at least in part, by "abandoning traditional lecturing in favor of active learning". Motivated in part by these previous studies and working at a Hispanic-Serving Institution, I decided to flip my environmental geochemistry course, using Team-Based Learning (TBL) - an instructional strategy for using active learning in small groups (Michaelsen et al., 1982). The course is taught over a 3 hour long class period (once a week) with a mix of upper division undergraduate and graduate students from environmental science, geology, engineering, chemistry, and biological sciences. One of the major learning outcomes of my course is that students "will be able to explain and discuss environmental geochemical data and its significance with their peers." This is practiced each class period throughout the course using TBL, where both undergraduate and graduate students learn from each other and uncover misconceptions. It is essentially one version of a flipped classroom where the students' experience changes from acquiring course content in the classroom to applying course content in the classroom in teams. I will share an overview of the teaching and learning strategy and my experience as well as examples of activities done in the classroom. Cited references: Freeman et al. (2014) PNAS 111: 8410-8415; Haak et al. (2011) Science 332: 1213-1216; Lorenzo et al. (2006) Am J Phys 74: 118-122; Michaelsen et al. (1982) Organ Behav Teaching 7: 13-22.

  3. TEAM.

    Science.gov (United States)

    National Highway Traffic Safety Administration (DOT), Washington, DC.

    This document presents materials covering the television campaign against drunk driving called "TEAM" (Techniques for Effective Alcohol Management). It is noted that TEAM's purpose is to promote effective alcohol management in public facilities and other establishments that serve alcoholic beverages. TEAM sponsors are listed, including…

  4. Polyphonic inquiry for team development, learning and knowledge production

    DEFF Research Database (Denmark)

    Hansen, Lone Hersted; Madsen, Charlotte Øland

    2018-01-01

    In this chapter we describe how we, as researchers, interacted with practitioners in the field as we co-constructed a polyphonic inquiry for team development, learning and knowledge production, inspired by action research. We build on social constructionist meta-theoretical ideas and write about...... our experience from a constructionist approach to research and social change. Our practice was developed and refined while working together with a team of advisers in an NGO for organic farming and organic food production located in Denmark. In overall terms, and in line with the values...... of the organization, a basic principle of this practice was to think and work in terms of sustainability, environmental care, and social responsibility. We undertake research as a form of social action as described by Sheila McNamee (2010), Sheila McNamee and Dian Marie Hosking (2013), and Kenneth J. Gergen (2015...

  5. Successful Group Work: Using Cooperative Learning and Team-Based Learning in the Classroom

    Science.gov (United States)

    Grant-Vallone, E. J.

    2011-01-01

    This research study examined student perceptions of group experiences in the classroom. The author used cooperative learning and team-based learning to focus on three characteristics that are critical for the success of groups: structure of activities, relationships of group members, and accountability of group members. Results indicated that…

  6. Do learning collaboratives strengthen communication? A comparison of organizational team communication networks over time.

    Science.gov (United States)

    Bunger, Alicia C; Lengnick-Hall, Rebecca

    Collaborative learning models were designed to support quality improvements, such as innovation implementation by promoting communication within organizational teams. Yet the effect of collaborative learning approaches on organizational team communication during implementation is untested. The aim of this study was to explore change in communication patterns within teams from children's mental health organizations during a year-long learning collaborative focused on implementing a new treatment. We adopt a social network perspective to examine intraorganizational communication within each team and assess change in (a) the frequency of communication among team members, (b) communication across organizational hierarchies, and (c) the overall structure of team communication networks. A pretest-posttest design compared communication among 135 participants from 21 organizational teams at the start and end of a learning collaborative. At both time points, participants were asked to list the members of their team and rate the frequency of communication with each along a 7-point Likert scale. Several individual, pair-wise, and team level communication network metrics were calculated and compared over time. At the individual level, participants reported communicating with more team members by the end of the learning collaborative. Cross-hierarchical communication did not change. At the team level, these changes manifested differently depending on team size. In large teams, communication frequency increased, and networks grew denser and slightly less centralized. In small teams, communication frequency declined, growing more sparse and centralized. Results suggest that team communication patterns change minimally but evolve differently depending on size. Learning collaboratives may be more helpful for enhancing communication among larger teams; thus, managers might consider selecting and sending larger staff teams to learning collaboratives. This study highlights key future

  7. Importance of Diversified Leadership Roles in Improving Team Effectiveness in a Virtual Collaboration Learning Environment

    Science.gov (United States)

    Chen, Charlie C.; Wu, Jiinpo; Yang, Samuel C.; Tsou, Hsin-Yi

    2008-01-01

    Virtual teams enabled by information and communications technologies (ICT) are increasingly being adopted not only by for-profit organizations but also by education institutions as well. This study investigates what contributes to the success of virtual learning teams. Specifically, we examine the issue of leadership in virtual learning teams. The…

  8. A mixed methods evaluation of team-based learning for applied pathophysiology in undergraduate nursing education.

    Science.gov (United States)

    Branney, Jonathan; Priego-Hernández, Jacqueline

    2018-02-01

    It is important for nurses to have a thorough understanding of the biosciences such as pathophysiology that underpin nursing care. These courses include content that can be difficult to learn. Team-based learning is emerging as a strategy for enhancing learning in nurse education due to the promotion of individual learning as well as learning in teams. In this study we sought to evaluate the use of team-based learning in the teaching of applied pathophysiology to undergraduate student nurses. A mixed methods observational study. In a year two, undergraduate nursing applied pathophysiology module circulatory shock was taught using Team-based Learning while all remaining topics were taught using traditional lectures. After the Team-based Learning intervention the students were invited to complete the Team-based Learning Student Assessment Instrument, which measures accountability, preference and satisfaction with Team-based Learning. Students were also invited to focus group discussions to gain a more thorough understanding of their experience with Team-based Learning. Exam scores for answers to questions based on Team-based Learning-taught material were compared with those from lecture-taught material. Of the 197 students enrolled on the module, 167 (85% response rate) returned the instrument, the results from which indicated a favourable experience with Team-based Learning. Most students reported higher accountability (93%) and satisfaction (92%) with Team-based Learning. Lectures that promoted active learning were viewed as an important feature of the university experience which may explain the 76% exhibiting a preference for Team-based Learning. Most students wanted to make a meaningful contribution so as not to let down their team and they saw a clear relevance between the Team-based Learning activities and their own experiences of teamwork in clinical practice. Exam scores on the question related to Team-based Learning-taught material were comparable to those

  9. Reinforcement Learning in Distributed Domains: Beyond Team Games

    Science.gov (United States)

    Wolpert, David H.; Sill, Joseph; Turner, Kagan

    2000-01-01

    Distributed search algorithms are crucial in dealing with large optimization problems, particularly when a centralized approach is not only impractical but infeasible. Many machine learning concepts have been applied to search algorithms in order to improve their effectiveness. In this article we present an algorithm that blends Reinforcement Learning (RL) and hill climbing directly, by using the RL signal to guide the exploration step of a hill climbing algorithm. We apply this algorithm to the domain of a constellations of communication satellites where the goal is to minimize the loss of importance weighted data. We introduce the concept of 'ghost' traffic, where correctly setting this traffic induces the satellites to act to optimize the world utility. Our results indicated that the bi-utility search introduced in this paper outperforms both traditional hill climbing algorithms and distributed RL approaches such as team games.

  10. Obstacle of Team Teaching and Collaborative Learning in Information Security

    Directory of Open Access Journals (Sweden)

    Marn-Ling Shing

    2007-10-01

    Full Text Available The field of information security includes diverse contents such as network security and computer forensics which are highly technical-oriented topics. In addition, information forensic requires the background of criminology. The information security also includes non-technical content such as information ethics and security laws. Because the diverse nature of information security, Shing et al. has proposed the use of team teaching and collaborative learning for the information security classes. Although team teaching seems to be efficient in information security, practically it needs a few challenges. The Purdue's case mentioned in Shing's paper has funding support of National Security Agency (NSA. However, a vast amount of resources may not be available for an instructor in a normal university. In addition, many obstacles are related to the administration problems. For example, how are the teaching evaluations computed if there are multiple instructors for a single course? How will instructors in a computer forensics class prepare students (criminal justice majors and information technology majors before taking the same class with diverse background? The paper surveyed approximately 25 students in a university in Virginia concerning the satisfaction of team-teaching. Finally, this paper describes ways to meet those challenges.

  11. Leadership Identity Development Through Reflection and Feedback in Team-Based Learning Medical Student Teams.

    Science.gov (United States)

    Alizadeh, Maryam; Mirzazadeh, Azim; Parmelee, Dean X; Peyton, Elizabeth; Mehrdad, Neda; Janani, Leila; Shahsavari, Hooman

    2018-01-01

    Studies on leadership identity development through reflection with Team-Based Learning (TBL) in medical student education are rare. We assumed that reflection and feedback on the team leadership process would advance the progression through leadership identity development stages in medical students within the context of classes using TBL. This study is a quasi-experimental design with pretest-posttest control group. The pretest and posttest were reflection papers of medical students about their experience of leadership during their TBL sessions. In the intervention group, TBL and a team-based, guided reflection and feedback on the team leadership process were performed at the end of all TBL sessions. In the other group, only TBL was used. The Stata 12 software was used. Leadership Identity was treated both as a categorical and quantitative variable to control for differences in baseline and gender variables. Chi-square, t tests, and linear regression analysis were performed. The population was a cohort of 2015-2016 medical students in a TBL setting at Tehran University of Medical Sciences, School of Medicine. Teams of four to seven students were formed by random sorting at the beginning of the academic year (intervention group n = 20 teams, control group n = 19 teams). At baseline, most students in both groups were categorized in the Awareness and Exploration stage of leadership identity: 51 (52%) in the intervention group and 59 (55%) in the control group: uncorrected χ 2 (3) = 15.6, design-based F(2.83, 108) = 4.87, p = .003. In the posttest intervention group, 36 (36%) were in exploration, 33 (33%) were in L-identified, 20 (20%) were in Leadership Differentiated, and 10 (10%) were in the Generativity. None were in the Awareness or Integration stages. In the control group, 3 (20%) were in Awareness, 56 (53%) were in Exploration, 35 (33%) were in Leader Identified, 13 (12%) were in Leadership Differentiated. None were in the Generativity and Integration stages

  12. An action-learning model to assist Circuit Teams to support School ...

    African Journals Online (AJOL)

    EAOSA

    2016-11-17

    Nov 17, 2016 ... development of both School Management Teams and Circuit Team members. ... achieve excellence in teaching and learning (Department of Basic Education, ... indicate that support to schools, particularly rural and historically disadvantaged schools, ... promote sustainable change and enhanced academic.

  13. Student Perceptions of Team-based Learning vs Traditional Lecture-based Learning.

    Science.gov (United States)

    Frame, Tracy R; Cailor, Stephanie M; Gryka, Rebecca J; Chen, Aleda M; Kiersma, Mary E; Sheppard, Lorin

    2015-05-25

    To evaluate pharmacy student perceptions of team-based learning (TBL) vs traditional lecture-based learning formats. First professional year pharmacy students (N=111) at two universities used TBL in different courses during different semesters (fall vs spring). Students completed a 22-item team perceptions instrument before and after the fall semester. A 14-item teaching style preference instrument was completed at the end of the spring semester. Data were analyzed using Wilcoxon signed rank test and Mann-Whitney U test. Students who experienced TBL in the fall and went back to traditional format in the spring reported improved perceptions of teams and preferred TBL format over a traditional format more than students who experienced a traditional format followed by TBL. Students at both universities agreed that the TBL format assists with critical-thinking, problem-solving, and examination preparation. Students also agreed that teams should consist of individuals with different personalities and learning styles. When building teams, faculty members should consider ways to diversify teams by considering different views, perspectives, and strengths. Offering TBL early in the curriculum prior to traditional lecture-based formats is better received by students, as evidenced by anecdotal reports from students possibly because it allows students time to realize the benefits and assist them in building teamwork-related skills.

  14. Relationship between Individual and Organizational Learning: Mediating Role of Team Learning

    Directory of Open Access Journals (Sweden)

    Monika Stelmaszczyk

    2016-12-01

    Full Text Available The aim of this paper is to recognize the relationships between individual and organizational learning while considering team learning as a mediator of these relationships. The research object is a large Polish enterprise specializing in the production of cast-iron items. In order to test assumed research hypotheses, statistical analyses were conducted using the IBM SPSS Statistics Suite, version 20. The suite helped conduct correlation analyses concatenation, line regression analyses and mediation analyses using the PROCESS macro by Hayes and Preacher. The research results show a statistically significant relationship between individual learning and each of the five dimensions of organizational learning [clarity of purpose and mission; leadership commitment and empowerment; knowledge transfer; experimentation and rewards; and teamwork and group problem solving]. What is more, they prove that team learning is a mediator of a relationship between individual and organizational learning. Interestingly, only one full mediation has been observed while researching the mediative effect of team learning in relation to each out of the five dimensions of organizational learning. It occurred in relation to experimentation and rewards. In the remaining cases these were partial mediations.

  15. An Innovative Teaching Method To Promote Active Learning: Team-Based Learning

    Science.gov (United States)

    Balasubramanian, R.

    2007-12-01

    Traditional teaching practice based on the textbook-whiteboard- lecture-homework-test paradigm is not very effective in helping students with diverse academic backgrounds achieve higher-order critical thinking skills such as analysis, synthesis, and evaluation. Consequently, there is a critical need for developing a new pedagogical approach to create a collaborative and interactive learning environment in which students with complementary academic backgrounds and learning skills can work together to enhance their learning outcomes. In this presentation, I will discuss an innovative teaching method ('Team-Based Learning (TBL)") which I recently developed at National University of Singapore to promote active learning among students in the environmental engineering program with learning abilities. I implemented this new educational activity in a graduate course. Student feedback indicates that this pedagogical approach is appealing to most students, and promotes active & interactive learning in class. Data will be presented to show that the innovative teaching method has contributed to improved student learning and achievement.

  16. Systemic Family Therapy Using the Reflecting Team: The Experiences of Adults with Learning Disabilities

    Science.gov (United States)

    Anslow, Katharine

    2014-01-01

    This research aimed to illuminate the experiences of adults with learning disabilities of the reflecting team, in the context of their systemic family therapy. Five adults with learning disabilities were recruited from one community learning disability team. A qualitative design using interpretative phenomenological analysis (IPA) was appropriate…

  17. Learning teams and networks: using information technology as a means of managing work process development in healthcare organizations.

    Science.gov (United States)

    Korhonen, Vesa; Paavilainen, Eija

    2002-01-01

    This article focuses on the introduction of team learning and shared knowledge creation using computer-based learning environments and teams as networks in the development of healthcare organizations. Using computer technology, care units can be considered learning teams and the hospital a network of those learning teams. Team learning requires that the healthcare workers' intellectual capital and personal competence be viewed as an important resource in developing the quality of action of the entire healthcare organization.

  18. The Effects of Case-Based Team Learning on Students’ Learning, Self Regulation and Self Direction

    Science.gov (United States)

    Rezaee, Rita; Mosalanejad, Leili

    2015-01-01

    Introduction: The application of the best approaches to teach adults in medical education is important in the process of training learners to become and remain effective health care providers. This research aims at designing and integrating two approaches, namely team teaching and case study and tries to examine the consequences of these approaches on learning, self regulation and self direction of nursing students. Material & Methods: This is aquasi experimental study of 40 students who were taking a course on mental health. The lessons were designed by using two educational techniques: short case based study and team based learning. Data gathering was based on two valid and reliablequestionnaires: Self-Directed Readiness Scale (SDLRS) and the self-regulating questionnaire. Open ended questions were also designed for the evaluation of students’with points of view on educational methods. Results: The Results showed an increase in the students’ self directed learning based on their performance on the post-test. The results showed that the students’ self-directed learning increased after the intervention. The mean difference before and after intervention self management was statistically significant (p=0.0001). Also, self-regulated learning increased with the mean difference after intervention (p=0.001). Other results suggested that case based team learning can have significant effects on increasing students’ learning (p=0.003). Conclusion: This article may be of value to medical educators who wish to replace traditional learning with informal learning (student-centered-active learning), so as to enhance not only the students’ ’knowledge, but also the advancement of long- life learning skills. PMID:25946918

  19. The effects of case-based team learning on students' learning, self regulation and self direction.

    Science.gov (United States)

    Rezaee, Rita; Mosalanejad, Leili

    2015-01-26

    The application of the best approaches to teach adults in medical education is important in the process of training learners to become and remain effective health care providers. This research aims at designing and integrating two approaches, namely team teaching and case study and tries to examine the consequences of these approaches on learning, self regulation and self direction of nursing students. This is a quasi experimental study of 40 students who were taking a course on mental health. The lessons were designed by using two educational techniques: short case based study and team based learning. Data gathering was based on two valid and reliable questionnaires: Self-Directed Readiness Scale (SDLRS) and the self-regulating questionnaire. Open ended questions were also designed for the evaluation of students' with points of view on educational methods. The Results showed an increase in the students' self directed learning based on their performance on the post-test. The results showed that the students' self-directed learning increased after the intervention. The mean difference before and after intervention self management was statistically significant (p=0.0001). Also, self-regulated learning increased with the mean difference after intervention (p=0.001). Other results suggested that case based team learning can have significant effects on increasing students' learning (p=0.003). This article may be of value to medical educators who wish to replace traditional learning with informal learning (student-centered-active learning), so as to enhance not only the students' knowledge, but also the advancement of long- life learning skills.

  20. Team safety and innovation by learning from errors in long-term care settings.

    Science.gov (United States)

    Buljac-Samardžić, Martina; van Woerkom, Marianne; Paauwe, Jaap

    2012-01-01

    Team safety and team innovation are underexplored in the context of long-term care. Understanding the issues requires attention to how teams cope with error. Team managers could have an important role in developing a team's error orientation and managing team membership instabilities. The aim of this study was to examine the impact of team member stability, team coaching, and a team's error orientation on team safety and innovation. A cross-sectional survey method was employed within 2 long-term care organizations. Team members and team managers received a survey that measured safety and innovation. Team members assessed member stability, team coaching, and team error orientation (i.e., problem-solving and blaming approach). The final sample included 933 respondents from 152 teams. Stable teams and teams with managers who take on the role of coach are more likely to adopt a problem-solving approach and less likely to adopt a blaming approach toward errors. Both error orientations are related to team member ratings of safety and innovation, but only the blaming approach is (negatively) related to manager ratings of innovation. Differences between members' and managers' ratings of safety are greater in teams with relatively high scores for the blaming approach and relatively low scores for the problem-solving approach. Team coaching was found to be positively related to innovation, especially in unstable teams. Long-term care organizations that wish to enhance team safety and innovation should encourage a problem-solving approach and discourage a blaming approach. Team managers can play a crucial role in this by coaching team members to see errors as sources of learning and improvement and ensuring that individuals will not be blamed for errors.

  1. Relationship between Individual and Organizational Learning: Mediating Role of Team Learning

    OpenAIRE

    Monika Stelmaszczyk

    2016-01-01

    The aim of this paper is to recognize the relationships between individual and organizational learning while considering team learning as a mediator of these relationships. The research object is a large Polish enterprise specializing in the production of cast-iron items. In order to test assumed research hypotheses, statistical analyses were conducted using the IBM SPSS Statistics Suite, version 20. The suite helped conduct correlation analyses concatenation, line regression analyses and med...

  2. Integrative Student Learning: An Effective Team Learning Activity in a Learner-Centered Paradigm

    Directory of Open Access Journals (Sweden)

    Reza Karimi

    2011-01-01

    Full Text Available Purpose: An Integrative Student Learning (ISL activity was developed with the intent to enhance the dynamic of student teamwork and enhance student learning by fostering critical-thinking skills, self-directed learning skills, and active learning. Case Study: The ISL activity consists of three portions: teambuilding, teamwork, and a facilitator driven "closing the loop" feedback discussion. For teambuilding, a set of clue sheets or manufacturer's drug containers were distributed among student pairs who applied their pharmaceutical knowledge to identify two more student pairs with similar clues or drugs, thus building a team of six. For teamwork, each team completed online exams, composed of integrated pharmaceutical science questions with clinical correlates, using only selected online library resources. For the feedback discussion, facilitators evaluated student impressions, opened a discussion about the ISL activity, and provided feedback to teams' impressions and questions. This study describes three different ISL activities developed and implemented over three days with first year pharmacy students. Facilitators' interactions with students and three surveys indicated a majority of students preferred ISL over traditional team activities and over 90% agreed ISL activities promoted active learning, critical-thinking, self-directed learning, teamwork, and student confidence in online library searches. Conclusions: The ISL activity has proven to be an effective learning activity that promotes teamwork and integration of didactic pharmaceutical sciences to enhance student learning of didactic materials and confidence in searching online library resources. It was found that all of this can be accomplished in a short amount of class time with a very reasonable amount of preparation.   Type: Case Study

  3. Team Based Learning (TBL) in Undergraduate Medical Education

    International Nuclear Information System (INIS)

    Hashmi, N. R.

    2014-01-01

    Objective: To determine if modified Team Based Learning (TBL) was more effective than Traditional Didactic Lecture (TDL) in improving knowledge outcomes about Diabetes management in fourth year medical students and to check the students view about the TBL method in comparison with their earlier experience with TDL. Study Design: A comparative study. Place and Duration of Study: Lahore Medical and Dental College, Lahore, from January to February 2011 in 4 weeks. Methodology: Modification of the original TBL method as described by Michaelsen was done to accommodate the educational system. A total of 7 sessions were allotted to teach non-communicable diseases to fourth year MBBS students. Session which was scheduled for teaching Diabetes mellitus was conducted first by TDL and three weeks later with the TBL session. MCQ based tests were administered to self paired groups of students first after the TDL session and then after the TBL session. Wilcoxon signed-rank test was used to compare post-TDL and post-TBL test scores of the students. Students views about the TBL session compared to the TDL session were checked by using pre-tested questionnaire. Results: Seventy two, fourth year MBBS students participated in this TBL session. Majority were females 49 (68.1%). There was improvement of test scores of students after the TBL session when compared to the test scores after TDL session (p < 0.001). Majority of the respondents noted that TBL session was a better learning strategy compared to TDL. Conclusion: The 72 students included in the study achieved higher mean test scores on test questions that assessed their knowledge of Diabetes mellitus content learned using the TBL strategy compared with TDL method (p < 0.001). TBL learning method was favoured by a majority of medical students compared to the TDL session. (author)

  4. Exploring the links Between interdependence, team learning and a shared understanding among team members: The case of teachers facing an educational innovation.

    NARCIS (Netherlands)

    Runhaar, P.R.; Brinke, D.; Kuijpers, M.; Wesselink, R.; Mulder, M.

    2014-01-01

    Teams are increasingly regarded as the building blocks of organizations, for teams of employees are better able to deal with complex problems and ever-changing demands than individual employees. The effectiveness of teams depends, to a large extent, on team members learning together and developing a

  5. Exploring the links between interdependence, team learning and a shared understanding among team members: the case of teachers facing an educational innovation

    NARCIS (Netherlands)

    Runhaar, Piety; Ten Brinke, Diana; Kuijpers, Marinka; Wesselink, Renate; Mulder, Martin

    2018-01-01

    Teams are increasingly regarded as the building blocks of organizations, for teams of employees are better able to deal with complex problems and ever-changing demands than individual employees. The effectiveness of teams depends, to a large extent, on team members learning together and developing a

  6. Motivating Proteges' Personal Learning in Teams: A Multilevel Investigation of Autonomy Support and Autonomy Orientation

    Science.gov (United States)

    Liu, Dong; Fu, Ping-ping

    2011-01-01

    This study examined the roles of 3 multilevel motivational predictors in proteges' personal learning in teams: an autonomy-supportive team climate, mentors' autonomy support, and proteges' autonomy orientation. The authors followed 305 proteges in 58 teams for 12 weeks and found that all 3 predictors were positively related to the proteges'…

  7. Power Asymmetry and Learning in Teams : The Moderating Role of Performance Feedback

    NARCIS (Netherlands)

    Van der Vegt, Gerben S.; de Jong, Simon B.; Bunderson, J. Stuart; Molleman, Eric

    2010-01-01

    Past research suggests that power asymmetry within teams can have a stifling effect on team learning and performance. We argue here that this effect is contingent on whether power advantages within a team are used to advance individual or collective interests. This study considers the moderating

  8. Using Action Research to Teach Students to Manage Team Learning and Improve Teamwork Satisfaction

    Science.gov (United States)

    Scott-Ladd, Brenda; Chan, Christopher C. A.

    2008-01-01

    This article reports on a study investigating strategies that students can use to develop skills in managing team learning. Two groups of second-year management students participated in a semester-long action research project over two semesters. The students were educated on team development, team processes and conflict management and how to…

  9. Cross-Cultural Management Learning through Innovative Pedagogy: An Exploratory Study of Globally Distributed Student Teams

    Science.gov (United States)

    Bartel-Radic, Anne; Moos, J. Chris; Long, Suzanna K.

    2015-01-01

    This article presents an innovative pedagogy based on student participation in globally distributed project teams. The study questions the link between student learning of intercultural competence and the global teaming experience. Data was collected from 115 students participating in 22 virtual intercultural teams. Results revealed that students…

  10. Virtual team learning: The role of collaboration process and technology affordance in team decision making

    Directory of Open Access Journals (Sweden)

    Sean Cordes

    2016-12-01

    Full Text Available The study examines two dimensions that impact virtual team decision making. One is the influence of collaboration process structure: the sequences, patterns, and routines participants use to interact and solve problems. The other is technology affordance: the strengths and weaknesses of technologies in terms of the usefulness they offer to teams when performing tasks. Some teams used a structured collaboration process with monitoring, coordination, and backup functions during a decision-making discussion. Other teams had no discussion process instructions. In addition, some teams possessed stronger technology affordance including both chat and an editable document. Other teams used chat technology alone, which offered fewer collaboration possibilities. The collaboration process and technology affordance factors were tested in an experiment in which four-person online teams worked as a personnel hiring committee. Information about four job candidates was distributed to create a hidden profile in which some information was shared across all team members, while other information was visible only to specific members. Two hundred and eight students, comprising fifty-two teams completed the study. Teams using the structured collaboration process made more accurate and higher-quality decisions. In addition, scores were higher when technology affordance included both chat and editable document tools, but this influence was not significant.

  11. Effects of team-based learning on self-regulated online learning.

    Science.gov (United States)

    Whittaker, Alice A

    2015-04-10

    Online learning requires higher levels of self-regulation in order to achieve optimal learning outcomes. As nursing education moves further into the blended and online learning venue, new teaching/learning strategies will be required to develop and enhance self-regulated learning skills in nursing students. The purpose of this study was to compare the effectiveness of team-based learning (TBL) with traditional instructor-led (IL) learning, on self-regulated online learning outcomes, in a blended undergraduate research and evidence-based practice course. The nonrandomized sample consisted of 98 students enrolled in the IL control group and 86 students enrolled in the TBL intervention group. The percentage of total possible online viewing time was used as the measure of self-regulated online learning activity. The TBL group demonstrated a significantly higher percentage (p learning activities than the IL control group. The TBL group scored significantly higher on the course examinations (p = 0.003). The findings indicate that TBL is an effective instructional strategy that can be used to achieve the essential outcomes of baccalaureate nursing education by increasing self-regulated learning capabilities in nursing students.

  12. Integrative Student Learning: An Effective Team Learning Activity in a Learner-Centered Paradigm

    Directory of Open Access Journals (Sweden)

    Reza Karimi, RPh, PhD

    2011-01-01

    Full Text Available Purpose: An Integrative Student Learning (ISL activity was developed with the intent to enhance the dynamic of student teamwork and enhance student learning by fostering critical-thinking skills, self-directed learning skills, and active learning. Case Study: The ISL activity consists of three portions: teambuilding, teamwork, and a facilitator driven “closing the loop” feedback discussion. For teambuilding, a set of clue sheets or manufacturer‘s drug containers were distributed among student pairs who applied their pharmaceutical knowledge to identify two more student pairs with similar clues or drugs, thus building a team of six. For teamwork, each team completed online exams, composed of integrated pharmaceutical science questions with clinical correlates, using only selected online library resources. For the feedback discussion, facilitators evaluated student impressions, opened a discussion about the ISL activity, and provided feedback to teams’ impressions and questions. This study describes three different ISL activities developed and implemented over three days with first year pharmacy students. Facilitators’ interactions with students and three surveys indicated a majority of students preferred ISL over traditional team activities and over 90% agreed ISL activities promoted active learning, critical-thinking, self-directed learning, teamwork, and student confidence in online library searches. Conclusions: The ISL activity has proven to be an effective learning activity that promotes teamwork and integration of didactic pharmaceutical sciences to enhance student learning of didactic materials and confidence in searching online library resources. It was found that all of this can be accomplished in a short amount of class time with a very reasonable amount of preparation.

  13. Ready to learn physics: a team-based learning model for first year university

    Science.gov (United States)

    Parappilly, Maria; Schmidt, Lisa; De Ritter, Samantha

    2015-09-01

    Team-based learning (TBL) is an established model of group work which aims to improve students' ability to apply discipline-related content. TBL consists of a readiness assurance process (RAP), student groups and application activities. While TBL has not been implemented widely in science, technology, engineering and mathematics disciplines, it has been effective in improving student learning in other disciplines. This paper describes the incorporation of TBL activities into a non-calculus based introductory level physics topic—Physics for the Modern World. Students were given pre-class preparation materials and an individual RAP online test before the workshops. The pre-workshop individual RAP test ensured that all students were exposed to concept-based questions before their workshops and motivated them to use the preparatory materials in readiness for the workshop. The students were placed into random teams and during the first part of the workshop, the teams went through a subset of the quiz questions (team RAP test) and in the remaining time, teams completed an in-class assignment. After the workshop students were allowed another attempt at the individual RAP test to see if their knowledge had improved. The ability of TBL to promote student learning of key concepts was evaluated by experiment using pre- and post- testing. The students’ perception of TBL was monitored by discussion posts and survey responses. Finally, the ability of TBL to support peer-peer interaction was evaluated by video analysis of the class. We found that the TBL process improved student learning; students did interact with each other in class; and the students had a positive view of TBL. To assess the transferability of this model to other topics, we conducted a comparison study with an environmental science topic which produced similar results. Our study supports the use of this TBL model in science topics.

  14. The Development and Empirical Validation of a Multidimensional Measurement Instrument for Team Learning Behaviors

    NARCIS (Netherlands)

    Savelsbergh, Chantal M.J.H.; van der Heijden, Beatrice; Poell, Rob F.

    2009-01-01

    The importance of teamwork to organizational success in today’s economy has been emphasized in literature for well over a decade. Effective teamwork can only be sustained, however, if it is supported by a process of team learning. Following Edmondson, the authors regard team learning as a group

  15. Conversations about Curriculum Change: Mathematical Thinking and Team-Based Learning in a Discrete Mathematics Course

    Science.gov (United States)

    Paterson, Judy; Sneddon, Jamie

    2011-01-01

    This article reports on the learning conversations between a mathematician and a mathematics educator as they worked together to change the delivery model of a third year discrete mathematics course from a traditional lecture mode to team-based learning (TBL). This change prompted the mathematician to create team tasks which increasingly focused…

  16. The effect of interprofessional team-based learning among nursing students: A quasi-experimental study.

    Science.gov (United States)

    Wong, Arkers Kwan Ching; Wong, Frances Kam Yuet; Chan, Lap Ki; Chan, Namkiu; Ganotice, Fraide A; Ho, Jacqueline

    2017-06-01

    Although interprofessional education has received attention in recent years as a means of providing opportunities for health-care professionals to learn with, from and about other disciplines and enhance the quality of patient care, evidence of its effectiveness is limited. Interprofessional team-based learning was introduced to make it possible for students in different healthcare disciplines to interact with each other, and to prepare them to function effectively within a team in their future career. To examine the effects of interprofessional team-based learning for undergraduate nursing students in terms of knowledge level, readiness for interprofessional learning, attitude towards various aspects of team learning, and perceived collective efficacy. The study employed a one-group pretest-posttest quasi-experimental design. An interprofessional education program was given to students from two universities in Hong Kong who were in different healthcare disciplines including medicine, nursing, pharmacy, biomedical science, and Chinese medicine programs. The program was based on four phases of student learning- individual readiness assessment test, ice breaking session, team readiness assessment test, and application exercise. Nursing students involved in the program were invited to complete anonymous questionnaires to evaluate their interprofessional team experience. A total of 40 nursing students (9 male, 31 female) participated in the study. A statistically significant improvement was identified in their knowledge level (pteam learning, and perceived collective efficacy (pteam-based learning can enhance cross-disciplinary learning and outcomes resulting from team efforts. Copyright © 2017 Elsevier Ltd. All rights reserved.

  17. The Effect of Cooperative Learning Model of Teams Games Tournament (TGT) and Students' Motivation toward Physics Learning Outcome

    Science.gov (United States)

    Nadrah; Tolla, Ismail; Ali, Muhammad Sidin; Muris

    2017-01-01

    This research aims at describing the effect of cooperative learning model of Teams Games Tournament (TGT) and motivation toward physics learning outcome. This research was a quasi-experimental research with a factorial design conducted at SMAN 2 Makassar. Independent variables were learning models. They were cooperative learning model of TGT and…

  18. [Students' perceptions of team-based learning by individual characteristics in a medical school].

    Science.gov (United States)

    Park, Kwi Hwa; Choi, Chang-Hyu; Jeon, Yang-Bin; Park, Kook-Yang; Park, Chul-Hyun

    2013-06-01

    The purpose of this study was to examine medical students' perceptions of team-based learning (TBL) according to their individual characteristics: gender, team efficacy, interpersonal understanding, proactivity in problem solving, and academic ability. Thirty-eight second-year medical students who took an integrated cardiology course participated in this study; 28 were male and 10 were female. A questionnaire on individual characteristics and a questionnaire on the perception of TBL were administered, and the scores of individual characteristics were grouped into three: high, middle, and low. The data were analyzed by t-test, analysis of variance, and multiple regression analysis. The TBL efficacy perception scale consisted of 3 factors: team skill, learning ability, and team learning. The group of male students and the group of students with high academic ability recognized the effect of TBL on improvements in learning ability more than females and those with low academic ability. The group of students with high team efficacy reported that TBL was effective with regard to team skill improvement. The group of students with high scores on interpersonal understanding and high proactive problem solving tended to perceive the TBL's effect on team skill improvement. Team efficacy and proactivity in problem solving had a positive effect on the perception of TBL. Medical students' perceptions of the effectiveness of TBL differ according to individual characteristics. The results of this study suggest that these individual characteristics should be considered in planning of team learning, such as TBL, to have a positive impact and stronger effects.

  19. Learning outcomes through the cooperative learning team assisted individualization on research methodology’ course

    Science.gov (United States)

    Pakpahan, N. F. D. B.

    2018-01-01

    All articles must contain an abstract. The research methodology is a subject in which the materials must be understood by the students who will take the thesis. Implementation of learning should create the conditions for active learning, interactive and effective are called Team Assisted Individualization (TAI) cooperative learning. The purpose of this study: 1) improving student learning outcomes at the course research methodology on TAI cooperative learning. 2) improvement of teaching activities. 3) improvement of learning activities. This study is a classroom action research conducted at the Department of Civil Engineering Universitas Negeri Surabaya. The research subjects were 30 students and lecturer of courses. Student results are complete in the first cycle by 20 students (67%) and did not complete 10 students (33%). In the second cycle students who complete being 26 students (87%) and did not complete 4 students (13%). There is an increase in learning outcomes by 20%. Results of teaching activities in the first cycle obtained the value of 3.15 with the criteria enough well. In the second cycle obtained the value of 4.22 with good criterion. The results of learning activities in the first cycle obtained the value of 3.05 with enough criterion. In the second cycle was obtained 3.95 with good criterion.

  20. Innovative health care delivery teams: learning to be a team player is as important as learning other specialised skills.

    Science.gov (United States)

    Fitzgerald, Anneke; Davison, Graydon

    2008-01-01

    The purpose of the paper is to show that free flowing teamwork depends on at least three aspects of team life: functional diversity, social cohesion and superordinate identity. The paper takes the approach of a discussion, arguing for a strong need to understand multidisciplinary and cross-functional barriers for achieving team goals in the context of health care. These barriers include a strong medically dominated business model, historically anchored delineations between professional identities and a complex organisational environment where individuals may have conflicting goals. The paper finds that the complexity is exacerbated by the differences between and within health care teams. It illustrates the differences by presenting the case of an operating theatre team. Whilst the paper recommends some ideas for acquiring these skills, further research is needed to assess effectiveness and influence of team skills training on optimising multidisciplinary interdependence in the health care environment. The paper shows that becoming a team member requires team membership skills.

  1. Study of connectivity in student teams by observation of their learning processes

    Science.gov (United States)

    Pacheco, Patricio H.; Correa, Rafael D.

    2016-05-01

    A registration procedure based data tracking classroom activities students formed into teams, which are immersed in basic learning processes, particularly physical sciences is presented. For the analysis of the data various mathematical tools to deliver results in numerical indicators linking their learning, performance, quality of relational nexus to transformation their emotions. The range of variables under observation and further study, which is influenced by the evolution of the emotions of the different teams of students, it also covers the traditional approach to information delivery from outside (teaching in lecture) or from inside each team (abilities of pupils) to instructional materials that enhance learning inquiry and persuasion.

  2. Participative Work Design in Lean Production: A Strategy for Dissolving the Paradox between Standardized Work and Team Proactivity by Stimulating Team Learning?

    Science.gov (United States)

    Lantz, Annika; Hansen, Niklas; Antoni, Conny

    2015-01-01

    Purpose: The purpose of this paper is to explore job design mechanisms that enhance team proactivity within a lean production system where autonomy is uttermost restricted. We propose and test a model where the team learning process of building shared meaning of work mediates the relationship between team participative decision-making, inter team…

  3. Learning to evaluate multidisciplinary crisis-management team exercises

    NARCIS (Netherlands)

    Berlo, M.P.W. van; Dommele, R. van; Schneider, P.; Veerdonk, I. van de; Braakhekke, E.; Hendriks van de Weem, N.; Dijkman, E. van; Wartna, S.

    2007-01-01

    Training of multidisciplinary crisis management teams is becoming more common practice. Nevertheless, the value of these trainings and exercises is questionable. Scenarios are quite often realistic and challenging to the trainees: the team members are heavily engaged in doing their jobs in a

  4. Geophysics field school: A team-based learning experience for students and faculty

    Science.gov (United States)

    Karchewski, B.; Innanen, K. A.; Lauer, R. M.; Pidlisecky, A.

    2016-12-01

    The core challenge facing a modern science educator is to deliver a curriculum that reaches broadly and deeply into the technical domain, while also helping students to develop fundamental scientific skills such as inquiry, critical thinking and technical communication. That is, our aim is for students to achieve significant learning at all levels summarized by Bloom's Taxonomy of Educational Objectives. It is not always clear how to achieve the full spectrum of goals, with much debate over which component is more important in a science education. Team-based and experiential learning are research-supported approaches that aim to reach across the spectrum by placing students in a setting where they solve practical problems in teams of peers. This learning mode modifies the role of the instructor to a guide or facilitator, and students take a leadership role in their own education. We present a case study of our team's implementation of team-based learning in a geophysics field school, an inherently experiential learning environment. The core philosophies behind our implementation are to present clearly defined learning outcomes, to recognize that students differ in their learning modalities and to strive to engage students through a range of evidence-based learning experiences. We discuss the techniques employed to create functional teams, the key learning activities involved in a typical day of field school and data demonstrating the learning activities that showed the strongest correlation to overall performance in the course. In the process, we also realized that our team-based approach to course design and implementation also enhanced our skillsets as educators, and our institution recently recognized our efforts with a team teaching award. Therefore, we conclude with some of our observations of best practices for team teaching in a field setting to initiate discussions with colleagues engaged in similar activities.

  5. Concept mapping to improve team work, team learning and care of the person with dementia and behavioural and psychological symptoms.

    Science.gov (United States)

    Aberdeen, Suzanne M; Byrne, Graeme

    2018-04-01

    The incidence of behavioural and psychological symptoms of dementia in residential aged care facilities is high. Effective team work and knowledgeable staff are cited as important facilitators of appropriate care responses to clients with these symptoms, but to achieve this within a resource-poor workplace can be challenging. In the study reported in this paper, concept mapping was trialled to enhance multifocal person-centred assessment and care planning as well as team learning. The outcomes of team concept mapping were evaluated using a quasi-experimental design with pre- and post-testing in 11 selected Australian residential aged care facilities , including two control residential aged care facilities , over a nine-month period. It was demonstrated that use of concept mapping improved team function, measured as effectiveness of care planning, as well as enhancing learning, with increased knowledge of dementia care even amongst staff who were not directly involved with the process. It is suggested that these results may be generalizable to other countries and care settings.

  6. Mixed Methods Study Using Constructive Learning Team Model for Secondary Mathematics Teachers

    Science.gov (United States)

    Ritter, Kristy L.

    2010-01-01

    The constructive learning team model for secondary mathematics teachers (CLTM) was created to provide students with learning opportunities and experiences that address deficiencies in oral and written communication, logical processes and analysis, mathematical operations, independent learning, teamwork, and technology utilization. This study…

  7. An exploratory analysis of personality, attitudes, and study skills on the learning curve within a team-based learning environment.

    Science.gov (United States)

    Persky, Adam M; Henry, Teague; Campbell, Ashley

    2015-03-25

    To examine factors that determine the interindividual variability of learning within a team-based learning environment. Students in a pharmacokinetics course were given 4 interim, low-stakes cumulative assessments throughout the semester and a cumulative final examination. Students' Myers-Briggs personality type was assessed, as well as their study skills, motivations, and attitudes towards team-learning. A latent curve model (LCM) was applied and various covariates were assessed to improve the regression model. A quadratic LCM was applied for the first 4 assessments to predict final examination performance. None of the covariates examined significantly impacted the regression model fit except metacognitive self-regulation, which explained some of the variability in the rate of learning. There were some correlations between personality type and attitudes towards team learning, with introverts having a lower opinion of team-learning than extroverts. The LCM could readily describe the learning curve. Extroverted and introverted personality types had the same learning performance even though preference for team-learning was lower in introverts. Other personality traits, study skills, or practice did not significantly contribute to the learning variability in this course.

  8. Are real teams healthy teams?

    NARCIS (Netherlands)

    Buljac, M.; van Woerkom, M.; van Wijngaarden, P.

    2013-01-01

    This study examines the impact of real-team--as opposed to a team in name only--characteristics (i.e., team boundaries, stability of membership, and task interdependence) on team processes (i.e., team learning and emotional support) and team effectiveness in the long-term care sector. We employed a

  9. Transformational leadership as a moderator of the relationship between psychological safety and learning behaviour in work teams in Ghana

    Directory of Open Access Journals (Sweden)

    Stephen K. Kumako

    2013-07-01

    Research purpose: The study was aimed at investigating the relationship between psychological safety and learning behaviour in teams, as well as the moderating role of transformational team leadership in this relationship. Motivation for the study: For a team to be effective, adaptive and innovative and engage in learning behaviours, the transformational team leader must set the right climate in the team, where he or she welcomes the team members’ opinions, questions and feedback at no risk to their image. An understanding of this will be important in team leader selection and training. Research design, approach and method: Using a cross-sectional survey design, 57 work teams comprising 456 respondents in teams of 7–9 members were purposively sampled from five financial institutions in Accra, Ghana. Hierarchical regression and moderation analyses were run on the data at the team level. Main findings: Results indicated a positive relationship between team psychological safety and team learning behaviour, with transformational team leadership moderating this relationship. Practical/managerial implication: Transformational team leadership is important in creating a climate of psychological safety that will enable team members to engage in learning behaviours. Contribution/value-add: The study provided theoretical and empirical evidence that, in organisational contexts, transformational team leadership is an important variable that can facilitate psychological safety and learning behaviour in teams.

  10. Learning from Evaluation by Peer Team: A Case Study of a Family Counselling Organization

    Science.gov (United States)

    Muniute-Cobb, Eivina I.; Alfred, Mary V.

    2010-01-01

    This qualitative study explores how employees learn from Team Primacy Concept-based employee evaluation and how they use the feedback in performing their jobs. Team Primacy Concept-based evaluation is a type of multirater evaluation. The distinctive characteristic of such evaluation is its peer feedback component during which the employee's…

  11. Problem-Based Service Learning: The Evolution of a Team Project

    Science.gov (United States)

    Connor-Greene, Patricia A.

    2002-01-01

    In this article, I describe the evolution of a problem-based service learning project in an undergraduate Abnormal Psychology course. Students worked in teams on a semester-long project to locate and evaluate information and treatment for specific psychiatric disorders. As part of the project, each team selected relevant bibliographic materials,…

  12. Distant yet Near: Promoting Interdisciplinary Learning in Significantly Diverse Teams through Socially Responsible Projects

    Science.gov (United States)

    Adya, Monica; Temple, Bryan K.; Hepburn, Donald M.

    2015-01-01

    With global specialization of work units within organizations, interdisciplinary work practices comprised of collaborative efforts between technical and business teams are increasingly common in today's workplace. While higher education has responded by creating opportunities for remote teams to learn from collaborative work, occasions for…

  13. Assessing Teamwork Skills for Assurance of Learning Using CATME Team Tools

    Science.gov (United States)

    Loughry, Misty L.; Ohland, Matthew W.; Woehr, David J.

    2014-01-01

    Colleges of business must meet assurance of learning requirements to gain or maintain AACSB accreditation under the new standards adopted April 8, 2013. Team skills are among the most important skills desired by recruiters, yet employers and scholars perceive that team skills are frequently deficient in college graduates. This article describes…

  14. Self and Others in Team-Based Learning: Acquiring Teamwork Skills for Business

    Science.gov (United States)

    Betta, Michela

    2016-01-01

    Team-based learning (TBL) was applied within a third-year unit of study about ethics and management with the aim of enhancing students' teamwork skills. A survey used to collect students' opinions about their experience with TBL provided insights about how TBL helped students to develop an appreciation for teamwork and team collaboration. The team…

  15. Understanding the impact of eating disorders: using the reflecting team as a learning strategy for students.

    Science.gov (United States)

    Stringfellow, Alicia; Evans, Nicola; Evans, Anne-Marie

    2018-02-08

    This article outlines how the application of a reflecting team from systemic family therapy practice was used as a learning strategy for a postgraduate programme for healthcare students. The programme was designed to increase the students' skills, knowledge and awareness of the needs of people with eating disorders, and their families. There were some benefits to this learning strategy. Students reported that the use of a reflecting team enabled them to gain a deep understanding of the emotional impact of eating disorders on individuals and their carers. However, as this method of learning was new to the students, they needed some initial instruction on the approach. During the programme of study, it became evident that the health professionals were deeply affected by the experiences of people with eating disorders. This would suggest that possibly it was the presence of the sufferers themselves as part of the reflecting team that provided the pivotal learning opportunity, rather than the reflecting team per se.

  16. Athletes Off the Field: A Model for Team Building and Leadership Development through Service Learning. Linking Learning with Life.

    Science.gov (United States)

    Haughey, Laurie

    This booklet provides step-by-step guidelines for developing a leadership-through-service-learning component for a school athletic team. It is based on a program called LIFE LINE (Leaders in Football and Education) founded in 1996 as a peer leadership group that would increase team unity and success both on and off the field. The guide summarizes…

  17. Enhancing Simulation Learning with Team Mental Model Mapping

    Science.gov (United States)

    Goltz, Sonia M.

    2017-01-01

    Simulations have been developed for many business courses because of enhanced student engagement and learning. A challenge for instructors using simulations is how to take this learning to the next level since student reflection and learning can vary. This article describes how to use a conceptual mapping game at the beginning and end of a…

  18. Putting Structure to Flipped Classrooms Using Team-Based Learning

    Science.gov (United States)

    Jakobsen, Krisztina V.; Knetemann, Megan

    2017-01-01

    Current educational practices and cognitive-developmental theories emphasize the importance of active participation in the learning environment, and they suggest that the first, and arguably most important, step to creating a better learning environment is to make learning an active and reciprocal process. Flipped classrooms, in which students…

  19. Nurses' perceptions of the impact of Team-Based Learning participation on learning style, team behaviours and clinical performance: An exploration of written reflections.

    Science.gov (United States)

    Oldland, Elizabeth; Currey, Judy; Considine, Julie; Allen, Josh

    2017-05-01

    Team-Based Learning (TBL) is a teaching strategy designed to promote problem solving, critical thinking and effective teamwork and communication skills; attributes essential for safe healthcare. The aim was to explore postgraduate student perceptions of the role of TBL in shaping learning style, team skills, and professional and clinical behaviours. An exploratory descriptive approach was selected. Critical care students were invited to provide consent for the use for research purposes of written reflections submitted for course work requirements. Reflections of whether and how TBL influenced their learning style, teamwork skills and professional behaviours during classroom learning and clinical practice were analysed for content and themes. Of 174 students, 159 participated. Analysis revealed three themes: Deep Learning, the adaptations students made to their learning that resulted in mastery of specialist knowledge; Confidence, in knowledge, problem solving and rationales for practice decisions; and Professional and Clinical Behaviours, including positive changes in their interactions with colleagues and patients described as patient advocacy, multidisciplinary communication skills and peer mentorship. TBL facilitated a virtuous cycle of feedback encouraging deep learning that increased confidence. Increased confidence improved deep learning that, in turn, led to the development of professional and clinical behaviours characteristic of high quality practice. Copyright © 2017 Elsevier Ltd. All rights reserved.

  20. Comparison of lecture and team-based learning in medical ethics education.

    Science.gov (United States)

    Ozgonul, Levent; Alimoglu, Mustafa Kemal

    2017-01-01

    Medical education literature suggests that ethics education should be learner-centered and problem-based rather than theory-based. Team-based learning is an appropriate method for this suggestion. However, its effectiveness was not investigated enough in medical ethics education. Is team-based learning effective in medical ethics education in terms of knowledge retention, in-class learner engagement, and learner reactions? This was a prospective controlled follow-up study. We changed lecture with team-based learning method to teach four topics in a 2-week medical ethics clerkship, while the remaining topics were taught by lectures. For comparison, we formed team-based learning and lecture groups, in which the students and instructor are the same, but the topics and teaching methodologies are different. We determined in-class learner engagement by direct observation and student satisfaction by feedback forms. Student success for team-based learning and lecture topics in the end-of-clerkship exam and two retention tests performed 1 year and 2 years later were compared. Ethical considerations: Ethical approval for the study was granted by Akdeniz University Board of Ethics on Noninvasive Clinical Human Studies Ethics committee. Short-term knowledge retention did not differ; however, team-based learning was found superior to lecture at long-term retention tests. Student satisfaction was high with team-based learning and in-class engagement was better in team-based learning sessions. Our results on learner engagement and satisfaction with team-based learning were similar to those of previous reports. However, knowledge retention results in our study were contrary to literature. The reason might be the fact that students prepared for the end-of-clerkship pass/fail exam (short term) regardless of the teaching method. But, at long-term retention tests, they did not prepare for the exam and answered the questions just using the knowledge retained in their memories. Our

  1. Using Team-based Learning to teach a Large-enrollment Environmental Science Course Online

    Science.gov (United States)

    Harder, V.

    2013-12-01

    Student enrollment in many online courses is usually limited to small classes, ranging from 20-25 students. Over two summers Environmental Science 1301, with an enrollment of 50, has been piloted online using team-based learning (TBL) methods. Teams, consisting of 7 members, were assigned randomly using the group manager tool found in the learning management system. The course was organized around Learning Modules, which consisted of a quiz (individual) over the reading, a team assignment, which covered a topic from one of the chapters was completed for each learning module, and a class/group discussion. The discussion usually entailed a presentation of findings to the class by each team. This allowed teams to interact with one another and was also designed to encourage competition among the teams. Over the course of the class it was observed that as the students became comfortable with the course procedures they developed a commitment to the goals and welfare of their team. They found that as a team they could accomplish much more than an individual; they discovered strengths in their team mates that they, themselves, lacked, and they helped those team mates who struggled with the material. The teams tackled problems that would be overwhelming to an individual in the time allotted, such as running multiple scenarios with the simulations and tackling a large amount of data. Using TBL shifted the majority of responsibility of learning the material to the student with the instructor functioning as a facilitator instead of dispenser of knowledge. Dividing the class into teams made the course load manageable for the instructor while at the same time created a small-class environment for the students. In comparing this course to other, nonTBL-based online courses taught, the work load was very manageable. There were only 7-10 items to be graded per Learning Module and only 7-10 teams to monitor and provide guidance to instead of 50 individuals. Retention rates (86

  2. Is Information Technology Education Betters Learned in Teams? An Exploratory Study of Teamwork Effectiveness at a Higher Education Institution

    Science.gov (United States)

    Lauridsen, Barbara L.

    2013-01-01

    The purpose of this research was to determine if the effectiveness of technology education can be significantly increased through use of team-based activities including both real-time team encounters and results-driven team assignments. The research addresses this purpose by examining perceptions regarding effectiveness of team-based learning in…

  3. Team-based learning to improve learning outcomes in a therapeutics course sequence.

    Science.gov (United States)

    Bleske, Barry E; Remington, Tami L; Wells, Trisha D; Dorsch, Michael P; Guthrie, Sally K; Stumpf, Janice L; Alaniz, Marissa C; Ellingrod, Vicki L; Tingen, Jeffrey M

    2014-02-12

    To compare the effectiveness of team-based learning (TBL) to that of traditional lectures on learning outcomes in a therapeutics course sequence. A revised TBL curriculum was implemented in a therapeutic course sequence. Multiple choice and essay questions identical to those used to test third-year students (P3) taught using a traditional lecture format were administered to the second-year pharmacy students (P2) taught using the new TBL format. One hundred thirty-one multiple-choice questions were evaluated; 79 tested recall of knowledge and 52 tested higher level, application of knowledge. For the recall questions, students taught through traditional lectures scored significantly higher compared to the TBL students (88%±12% vs. 82%±16%, p=0.01). For the questions assessing application of knowledge, no differences were seen between teaching pedagogies (81%±16% vs. 77%±20%, p=0.24). Scores on essay questions and the number of students who achieved 100% were also similar between groups. Transition to a TBL format from a traditional lecture-based pedagogy allowed P2 students to perform at a similar level as students with an additional year of pharmacy education on application of knowledge type questions. However, P3 students outperformed P2 students regarding recall type questions and overall. Further assessment of long-term learning outcomes is needed to determine if TBL produces more persistent learning and improved application in clinical settings.

  4. A Modified Approach to Team-Based Learning in Linear Algebra Courses

    Science.gov (United States)

    Nanes, Kalman M.

    2014-01-01

    This paper documents the author's adaptation of team-based learning (TBL), an active learning pedagogy developed by Larry Michaelsen and others, in the linear algebra classroom. The paper discusses the standard components of TBL and the necessary changes to those components for the needs of the course in question. There is also an empirically…

  5. Adapting Team-Based Learning for Application in the Basic Electric Circuit Theory Sequence

    Science.gov (United States)

    O'Connell, Robert M.

    2015-01-01

    Team-based learning (TBL) is a form of student-centered active learning in which students independently study new conceptual material before it is treated in the classroom, and then subsequently spend considerable classroom time working in groups on increasingly challenging problems and applications based on that new material. TBL provides…

  6. Assessment of Peer-Led Team Learning in Calculus I: A Five-Year Study

    Science.gov (United States)

    Merkel, John Conrad; Brania, Abdelkrim

    2015-01-01

    This five-year study of the peer-led team learning (PLTL) paradigm examined its implementation in a Calculus I course at an all-male HBCU institution. For this study we set up a strong control group and measured the effect of PLTL in the teaching and learning of Calculus I through two points of measure: retention and success rates and learning…

  7. Are In-Class Peer Leaders Effective in the Peer-Led Team-Learning Approach?

    Science.gov (United States)

    Schray, Keith; Russo, M. Jean; Egolf, Roger; Lademan, William; Gelormo, David

    2009-01-01

    Peer-led team learning (PLTL) has been widely adopted for enhanced learning in a variety of disciplines, mostly in introductory chemistry, but also in organic chemistry, as in this study (Tien, Roth, and Kampmeier 2002). This pedagogical approach forms student groups led by students who have previously done well in the course (standard peer…

  8. Team Members' Perceptions of Online Teamwork Learning Experiences and Building Teamwork Trust: A Qualitative Study

    Science.gov (United States)

    Tseng, Hung Wei; Yeh, Hsin-Te

    2013-01-01

    Teamwork factors can facilitate team members, committing themselves to the purposes of maximizing their own and others' contributions and successes. It is important for online instructors to comprehend students' expectations on learning collaboratively. The aims of this study were to investigate online collaborative learning experiences and to…

  9. Team-Based Learning Reduces Attrition in a First-Semester General Chemistry Course

    Science.gov (United States)

    Comeford, Lorrie

    2016-01-01

    Team-based learning (TBL) is an instructional method that has been shown to reduce attrition and increase student learning in a number of disciplines. TBL was implemented in a first-semester general chemistry course, and its effect on attrition was assessed. Attrition from sections before implementing TBL (fall 2008 to fall 2009) was compared with…

  10. Team-Based Learning in a Subsection of a Veterinary Course as Compared to Standard Lectures

    Science.gov (United States)

    Malone, Erin; Spieth, Amie

    2012-01-01

    Team-Based Learning (TBL) maximizes class time for student practice in complex problems using peer learning in an instructor-guided format. Generally entire courses are structured using the comprehensive guidelines of TBL. We used TBL in a subsection of a veterinary course to determine if it remained effective in this format. One section of the…

  11. Teaching Students to Be Instrumental in Analysis: Peer-Led Team Learning in the Instrumental Laboratory

    Science.gov (United States)

    Williams, Jacob L.; Miller, Martin E.; Avitabile, Brianna C.; Burrow, Dillon L.; Schmittou, Allison N.; Mann, Meagan K.; Hiatt, Leslie A.

    2017-01-01

    Many instrumental analysis students develop limited skills as the course rushes through different instruments to ensure familiarity with as many methodologies as possible. This broad coverage comes at the expense of superficiality of learning and a lack of student confidence and engagement. To mitigate these issues, a peer-led team learning model…

  12. Review on the administration and effectiveness of team-based learning in medical education.

    Science.gov (United States)

    Hur, Yera; Cho, A Ra; Kim, Sun

    2013-12-01

    Team-based learning (TBL) is an active learning approach. In recent years, medical educators have been increasingly using TBL in their classes. We reviewed the concepts of TBL and discuss examples of international cases. Two types of TBL are administered: classic TBL and adapted TBL. Combining TBL and problem-based learning (PBL) might be a useful strategy for medical schools. TBL is an attainable and efficient educational approach in preparing large classes with regard to PBL. TBL improves student performance, team communication skills, leadership skills, problem solving skills, and cognitive conceptual structures and increases student engagement and satisfaction. This study suggests recommendations for administering TBL effectively in medical education.

  13. The effect of team accelerated instruction on students’ mathematics achievement and learning motivation

    Science.gov (United States)

    Sri Purnami, Agustina; Adi Widodo, Sri; Charitas Indra Prahmana, Rully

    2018-01-01

    This study aimed to know the improvement of achievement and motivation of learning mathematics by using Team Accelerated Instruction. The research method used was the experiment with descriptive pre-test post-test experiment. The population in this study was all students of class VIII junior high school in Jogjakarta. The sample was taken using cluster random sampling technique. The instrument used in this research was questionnaire and test. Data analysis technique used was Wilcoxon test. It concluded that there was an increase in motivation and student achievement of class VII on linear equation system material by using the learning model of Team Accelerated Instruction. Based on the results of the learning model Team Accelerated Instruction can be used as a variation model in learning mathematics.

  14. The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective

    Science.gov (United States)

    Jeno, Lucas M.; Raaheim, Arild; Kristensen, Sara Madeleine; Kristensen, Kjell Daniel; Hole, Torstein Nielsen; Haugland, Mildrid J.; Mæland, Silje

    2017-01-01

    We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest-posttest design. The results show that…

  15. Socio-material perspectives on interprofessional team and collaborative learning.

    Science.gov (United States)

    McMurtry, Angus; Rohse, Shanta; Kilgour, Kelly N

    2016-02-01

    Interprofessional teamwork and collaboration have become important parts of health care practice and education. Most of the literature on interprofessional learning, however, assumes that learning is something acquired by individuals and readily transferred to other contexts. This assumption severely limits the ways in which interprofessional educators and researchers can conceptualise and support learning related to collaborative interprofessional health care. Socio-material theories provide an alternative to individualistic, acquisition-oriented notions by reconceiving learning in terms of collective dynamics, participation in social communities and active engagement with material contexts. Socio-material literature and theories were reviewed to identify concepts relevant to interprofessional learning. After briefly summarising the origins and key principles of socio-material approaches, the authors draw upon specific socio-material theories--including complexity theory, cultural-historical activity theory and actor-network theory--in order to reconceive how learning happens in interprofessional contexts. This reframing of interprofessional learning focuses less on individuals and more on collective dynamics and the actual social and material relations involved in practice. The paper proposes five ways in which learning may be enacted in interprofessional teamwork and collaboration from a socio-material perspective: (i) diverse contributions; (ii) social interactions and relationships; (iii) synthesis of professional ideas; (iv) integration of material elements, and (v) connections to large-scale organisations. For each of these categories, the paper provides practical illustrations to assist educators and researchers who wish to identify and assess this learning. Although more exploratory than comprehensive, this paper articulates many key aspects of socio-material learning theories and offers practical guidance for those who wish to employ and assess them in

  16. A Case-Study for Life-Long Learning and Adaptation in Cooperative Robot Teams

    International Nuclear Information System (INIS)

    Parker, L.E.

    1999-01-01

    While considerable progress has been made in recent years toward the development of multi-robot teams, much work remains to be done before these teams are used widely in real-world applications. Two particular needs toward this end are the development of mechanisms that enable robot teams to generate cooperative behaviors on their own, and the development of techniques that allow these teams to autonomously adapt their behavior over time as the environment or the robot team changes. This paper proposes the use of the Cooperative Multi-Robot Observation of Multiple Moving Targets (CMOMMT) application as a rich domain for studying the issues of multi-robot learning and adaptation. After discussing the need for learning and adaptation in multi-robot teams, this paper describes the CMOMMT application and its relevance to multi-robot learning. We discuss the results of the previously- developed, hand-generated algorithm for CMOMMT and the potential for learning that was discovered from the hand-generated approach. We then describe the early work that has been done (by us and others) to generate multi- robot learning techniques for the CMOMMT application, as well as our ongoing research to develop approaches that give performance as good, or better, than the hand-generated approach. The ultimate goal of this research is to develop techniques for multi-robot learning and adaptation in the CMOMMT application domain that will generalize to cooperative robot applications in other domains, thus making the practical use of multi-robot teams in a wide variety of real-world applications much closer to reality

  17. Effects of team-based learning on perceived teamwork and academic performance in a health assessment subject.

    Science.gov (United States)

    Park, Hyung-Ran; Kim, Chun-Ja; Park, Jee-Won; Park, Eunyoung

    2015-01-01

    The purpose of this study was to examine the effectiveness of team-based learning (a well-recognized learning and teaching strategy), applied in a health assessment subject, on nursing students' perceived teamwork (team-efficacy and team skills) and academic performance (individual and team readiness assurance tests, and examination scores). A prospective, one-group, pre- and post-test design enrolled a convenience sample of 74 second-year nursing students at a university in Suwon, Korea. Team-based learning was applied in a 2-credit health assessment subject over a 16-week semester. All students received written material one week before each class for readiness preparation. After administering individual- and team-readiness assurance tests consecutively, the subject instructor gave immediate feedback and delivered a mini-lecture to the students. Finally, students carried out skill based application exercises. The findings showed significant improvements in the mean scores of students' perceived teamwork after the introduction of team-based learning. In addition, team-efficacy was associated with team-adaptability skills and team-interpersonal skills. Regarding academic performance, team readiness assurance tests were significantly higher than individual readiness assurance tests over time. Individual readiness assurance tests were significantly related with examination scores, while team readiness assurance tests were correlated with team-efficacy and team-interpersonal skills. The application of team-based learning in a health assessment subject can enhance students' perceived teamwork and academic performance. This finding suggests that team-based learning may be an effective learning and teaching strategy for improving team-work of nursing students, who need to collaborate and effectively communicate with health care providers to improve patients' health.

  18. Building an Undergraduate STEM Team Using Team-Based Learning Leading to the Production of a Storyboard Appropriate for Elementary Students

    Science.gov (United States)

    Cutright, Teresa J.; Evans, Edward; Brantner, Justin S.

    2014-01-01

    A unique undergraduate team that spans five different engineering disciplines, chemistry, biology, and mathematics was formed. The team was formed to promote cross-disciplinary learning, to improve retention, and to prepare the students for the kind of problems they will face in their careers. This paper describes the variety of activities used…

  19. How can leaders foster team learning? Effects of leader-assigned mastery and performance goals and psychological safety.

    Science.gov (United States)

    Ashauer, Shirley A; Macan, Therese

    2013-01-01

    Learning and adapting to change are imperative as teams today face unprecedented change. Yet, an important part of learning involves challenging assumptions and addressing differences of opinion openly within a group--the kind of behaviors that pose the potential for embarrassment or threat. How can leaders foster an environment in which team members feel it is safe to take interpersonal risks in order to learn? In a study of 71 teams, we found that psychological safety and learning behavior were higher for teams with mastery than performance goal instructions or no goal instructions. Team psychological safety mediated the relationship between mastery and performance goal instructions and learning behavior. Findings contribute to our understanding of how leader-assigned goals are related to psychological safety and learning behavior in a team context, and suggest approaches to foster such processes.

  20. Interactive and collaborative learning in the classroom at the medical school Automated response systems and team-based learning.

    Science.gov (United States)

    Nasr, Rihab; Antoun, Jumana; Sabra, Ramzi; Zgheib, Nathalie K

    2016-01-01

    There has been a pedagogic shift in higher education from the traditional teacher centered to the student centered approach in teaching, necessitating a change in the role of the teacher from a supplier of information to passive receptive students into a more facilitative role. Active learning activities are based on various learning theories such as self-directed learning, cooperative learning and adult learning. There exist many instructional activities that enhance active and collaborative learning. The aim of this manuscript is to describe two methods of interactive and collaborative learning in the classroom, automated response systems (ARS) and team-based learning (TBL), and to list some of their applications and advantages. The success of these innovative teaching and learning methods at a large scale depends on few elements, probably the most important of which is the support of the higher administration and leadership in addition to the availability of “champions” who are committed to lead the change.

  1. Pioneering the Transdisciplinary Team Science Approach: Lessons Learned from National Cancer Institute Grantees.

    Science.gov (United States)

    Vogel, Amanda L; Stipelman, Brooke A; Hall, Kara L; Nebeling, Linda; Stokols, Daniel; Spruijt-Metz, Donna

    2014-01-01

    The National Cancer Institute has been a leader in supporting transdisciplinary (TD) team science. From 2005-2010, the NCI supported Transdisciplinary Research on Energetic and Cancer I (TREC I), a center initiative fostering the TD integration of social, behavioral, and biological sciences to examine the relationships among obesity, nutrition, physical activity and cancer. In the final year of TREC I, we conducted qualitative in-depth-interviews with 31 participating investigators and trainees to learn more about their experiences with TD team science, including challenges, facilitating factors, strategies for success, and impacts. Five main challenges emerged: (1) limited published guidance for how to engage in TD team science, when TREC I was implemented; (2) conceptual and scientific challenges inherent to efforts to achieve TD integration; (3) discipline-based differences in values, terminology, methods, and work styles; (4) project management challenges involved in TD team science; and (5) traditional incentive and reward systems that do not recognize or reward TD team science. Four main facilitating factors and strategies for success emerged: (1) beneficial attitudes and beliefs about TD research and team science; (2) effective team processes; (3) brokering and bridge-building activities by individuals holding particular roles in a research center; and (4) funding initiative characteristics that support TD team science. Broad impacts of participating in TD team science in the context of TREC I included: (1) new positive attitudes about TD research and team science; (2) new boundary-crossing collaborations; (3) scientific advances related to research approaches, findings, and dissemination; (4) institutional culture change and resource creation in support of TD team science; and (5) career advancement. Funding agencies, academic institutions, and scholarly journals can help to foster TD team science through funding opportunities, institutional policies on

  2. The Use of Cooperative Learning Through Tai (Team Assisted Individualization In Reading Comprehension

    Directory of Open Access Journals (Sweden)

    Ermawati Zulikhatin Nuroh

    2018-04-01

    Full Text Available Cooperative Learning is a teaching arrangement that refers to small, heterogeneous groups of students working together to achieve a common goal (Kagan, 1994. This research is done to know the response of students used cooperative learning in reading comprehension. The data of this study analyzed qualitatively without applying statistical calculations. The subject of the study were the students of the first semester in Midwifery faculty of Universitas Muhammadiyah Sidoarjo . There researcher used one class which consist 29 students. The students gave the positive responses and dominantly agreed to the implementation of cooperative learning type Team Assisted Individualization (TAI in reading comprehension. From the questionnaire, the researcher concludes that are 40% students are agreed, 50% students strongly agree, and 10% less agree  with cooperative learning type Team Assisted Individualization (TAI in reading comprehension. The conclusion is students respond well to cooperative learning model type Team Assisted Individualization (TAI to improve students' reading comprehension. This cooperative learning type Team Assisted Individualization (TAI can be the one of the model to teach reading comprehension.

  3. Expert Team Decision-Making and Problem Solving: Development and Learning

    Directory of Open Access Journals (Sweden)

    Simona Tancig

    2009-12-01

    Full Text Available Traditional research of decision-making has not significantly contributed towards better understanding of professional judgment and decisions in practice. Researchers dealing with decision-making in various professions and natural settings initiated new perspectives called naturalistic, which put the expert in the focus of research and the expertise thus entered the core of decision-making research in natural situations.Expert team is more than a group of experts. It is defined as a group of interdependent team members with a high level of task related expertise and the mastering of team processes.There have been several advances in understanding of expertise and the team. By combining theories, models, and empirical evidence we are trying to explain effectiveness and adaptation of expert teams in problem-solving and decision-making in complex and dynamic situations.A considerable research has been devoted to finding out what are the characteristics of experts and expert teams during their optimal functioning. These characteristics are discussed as input, process and output factors. As input variables the cognitive, social-affective, and motivational characteristics are presented. Process variables encompass individual and team learning, problem solving and decision-making as presented in Kolb’s cycle of learning, in deeper structures of dialogue and discussion, and in phenomena of collaboration, alignment, and distributed cognition. Outcome variables deal with task performance – activities.

  4. A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the STROBE classroom observation tool.

    Science.gov (United States)

    Kelly, P Adam; Haidet, Paul; Schneider, Virginia; Searle, Nancy; Seidel, Charles L; Richards, Boyd F

    2005-01-01

    Having recently introduced team learning into the preclinical medical curriculum, evidence of the relative impact of this instructional method on in-class learner engagement was sought. To compare patterns of engagement behaviors among learners in class sessions across 3 distinct instructional methods: lecture, problem-based learning (PBL), and team learning. Trained observers used the STROBE classroom observation tool to measure learner engagement in 7 lecture, 4 PBL, and 3 team learning classrooms over a 12-month period. Proportions of different types of engagement behaviors were compared using chi-square. In PBL and team learning, the amount of learner-to-learner engagement was similar and much greater than in lecture, where most engagement was of the learner-to-instructor and self-engagement types. Also, learner-to-instructor engagement appeared greater in team learning than in PBL. Observed engagement behaviors confirm the potential of team learning to foster engagement similar to PBL, but with greater faculty input.

  5. Interprofessional Education and Team-Based Learning in a Research Methods Course.

    Science.gov (United States)

    Schug, Vicki; Finch-Guthrie, Patricia; Benz, Janet

    2017-12-18

    This article describes team-based pedagogical strategies for a hybrid, four-credit research methods course with students from nursing, exercise, and nutrition science. The research problem of concussion in football, a socially relevant and controversial topic, was used to explore interprofessional perspectives and develop shared problem solving. The course was designed using permanent teams, readiness assurance, application exercises, and peer evaluation to facilitate student achievement of competencies related to interprofessional collaboration and research application. Feedback from students, faculty, and the Readiness for Interprofessional Learning Scale was used to evaluate the learning innovation.

  6. Uncover it, students would learn leadership from Team-Based Learning (TBL): The effect of guided reflection and feedback.

    Science.gov (United States)

    Alizadeh, Maryam; Mirzazadeh, Azim; Parmelee, Dean X; Peyton, Elizabeth; Janani, Leila; Hassanzadeh, Gholamreza; Nedjat, Saharnaz

    2017-04-01

    Little is known about best practices for teaching and learning leadership through Team-Based learning™ (TBL™) with medical students. We hypothesized that guided reflection and feedback would improve shared leadership and shared leadership capacity, and enhance team decision quality in TBL teams. We used the Kolb experiential learning theory as the theoretical framework. The study was conducted at Tehran University of Medical Sciences. Three TBL sessions with 206 students (39 teams) participated in the study. Using a quasi-experimental design, one batch received guided reflection and feedback on their team leadership processes (n = 20 teams) and the other received only TBL (n = 19 teams). Observers measured shared leadership using a checklist. Shared leadership capacity was measured using a questionnaire. Scores on a team application exercise were used to assess quality of team decisions. Evidence did not support our first hypothesis that reflection and feedback enhance shared leadership in TBL teams. Percentages of teams displaying shared leadership did not differ between intervention and control groups in sessions 1 (p = 0.6), 2 (p = 1) or 3 (p = 1). The results did not support the second hypothesis. We found no difference in quality of decision making between the intervention and control groups for sessions 1 (p = 0.77), 2 (p = 0.23), or 3 (p = 0.07). The third hypothesis that the reflection and feedback would have an effect on shared leadership capacity was supported (T = -8.55, p > 0.001 adjusted on baseline; T = -8.55, p > 0.001 adjusted on gender). We found that reflection and feedback improved shared leadership capacity but not shared leadership behaviors or team decision quality. We propose medical educators who apply TBL, should provide guided exercise in reflection and feedback so that students may better understand the benefits of working in teams as preparation for their future roles as leaders and

  7. Evidence of Self-Directed Learning on a High School Robotics Team

    Directory of Open Access Journals (Sweden)

    Nathan R. Dolenc

    2014-12-01

    Full Text Available Self-directed learning is described as an individual taking the initiative to engage in a learning experience while assuming responsibility to follow through to its conclusion. Robotics competitions are examples of informal environments that can facilitate self-directed learning. This study examined how mentor involvement, student behavior, and physical workspace contributed to self-directed learning on one robotics competition team. How did mentors transfer responsibility to students? How did students respond to managing a team? Are the physical attributes of a workspace important? The mentor, student, and workplace factors captured in the research showed mentors wanting students to do the work, students assuming leadership roles, and the limited workspace having a positive effect on student productivity.

  8. Conceptualization and Support of the Role of Teachers Serving as Team Leaders in a Professional Learning Community

    Science.gov (United States)

    Gordin, Lanelle

    2010-01-01

    This study presents the results of a phenomenological qualitative investigation into the new role of teachers serving as team leaders in a professional learning community, as well as the support team leaders need from members and principals to be effective. Collaborative teacher teams in 6 schools that have been developing as professional learning…

  9. Facilitating Problem-Based Learning in Teams with Scrum

    DEFF Research Database (Denmark)

    Ovesen, Nis

    2013-01-01

    Project-organised and problem-based learning (POPBL) is becoming increasingly popular across universities all over the world, and hence this, it is also gaining currency in some university-based design educations. At Aalborg University, the curriculum in Industrial Design engineering is no except......Project-organised and problem-based learning (POPBL) is becoming increasingly popular across universities all over the world, and hence this, it is also gaining currency in some university-based design educations. At Aalborg University, the curriculum in Industrial Design engineering...... is no exception: Each semester, students are divided into groups and work with various problems or issues partly defined by themselves within the frame of the semester theme. During the first year at Aalborg University, students are taught how to manage and plan projects independently with the use of common...... planning tools like Gantt charts, schedules and simple resource management practices – tools, which are used throughout the education. However, this paper argues that these common project planning and management practices – typically representing rigid “plan-your-work, then work-your-plan” approaches – do...

  10. Team-Based Learning: Moderating Effects of Metacognitive Elaborative Rehearsal and Middle School History Content Recall

    Science.gov (United States)

    Roberts, Greg; Scammacca, Nancy; Osman, David J.; Hall, Colby; Mohammed, Sarojani S.; Vaughn, Sharon

    2014-01-01

    Promoting Acceleration of Comprehension and Content through Text (PACT) and similar team-based models directly engage and support students in learning situations that require cognitive elaboration as part of the processing of new information. Elaboration is subject to metacognitive control, as well (Karpicke, "Journal of Experimental…

  11. Implementing Team-Based Learning in Middle School Social Studies Classes

    Science.gov (United States)

    Wanzek, Jeanne; Kent, Shawn C.; Vaughn, Sharon; Swanson, Elizabeth A.; Roberts, Greg; Haynes, Martha

    2015-01-01

    The authors examined the effects of team-based learning (TBL) implemented in Grade 8 social studies classes on student content acquisition. Twenty-four classes were randomly assigned to treatment or comparison blocking on teacher. In the treatment classes teachers integrated TBL practices in the content instruction. The authors examined teacher…

  12. Towards a Competence Profile for Inter-Organizational Learning in Open Innovation Teams

    Science.gov (United States)

    du Chatenier, Elise; Verstegen, Jos; Biemans, Harm; Mulder, Martin

    2008-01-01

    While inter-organizational learning in open innovation teams has received much attention lately, research into its human dimension is lacking. This paper, therefore, explores the competencies professionals need for this process. Three studies were executed: a theoretical study, explorative interviews and focus groups. A competence profile was…

  13. Tagclouds and Group Cognition: Effect of Tagging Support on Students' Reflective Learning in Team Blogs

    Science.gov (United States)

    Xie, Ying; Lin, Shu-Yuan

    2016-01-01

    We investigated the effects of supported tagging (a prompting mechanism for students to stop and think about their writing) for team blogging on undergraduate students' reflective learning and the relationship between tagclouds and group cognition. Thirty-nine students were randomly assigned to six groups and blogged for 5 weeks. Three groups were…

  14. The role of VET Colleges in stimulating teachers’ engagement in team learning

    NARCIS (Netherlands)

    Bouwmans, Machiel

    2018-01-01

    The necessity of VET teachers’ engagement in team learning

    Secondary vocational education and training, here abbreviated as VET, has a central position in the Dutch education system. It is the second largest education sector and qualifies large numbers of students for

  15. Investigating Antecedents of Task Commitment and Task Attraction in Service Learning Team Projects

    Science.gov (United States)

    Schaffer, Bryan S.; Manegold, Jennifer G.

    2018-01-01

    The authors investigated the antecedents of team task cohesiveness in service learning classroom environments. Focusing on task commitment and task attraction as key dependent variables representing cohesiveness, and task interdependence as the primary independent variable, the authors position three important task action phase processes as…

  16. E-learning course design in teacher design teams. Experiences in the Open University of Tanzania

    NARCIS (Netherlands)

    Nihuka, Kassimu A.; Voogt, Joke

    2009-01-01

    Collaborative course design in teacher design teams (TDTs) has proved to be a promising professional development arrangement. This study explored the potential of TDTs in orienting teachers on course redesign for e-learning delivery at the context of Open University of Tanzania (OUT). Three teachers

  17. The learning teacher in a collaborative lesson study team within the context of mathematics

    NARCIS (Netherlands)

    Goei, Sui Lin; Verhoef, Neeltje Cornelia

    2015-01-01

    This paper summarises results of two studies on teachers’ learning when participating in a collaborative Lesson Study team within the context of mathematics teaching. In study one, Lesson Study was used in the classic way of preparing, designing, executing and reflecting on the research lesson.

  18. A Road Map for Empowering Undergraduates to Practice Service Leadership through Service-Learning in Teams

    Science.gov (United States)

    Snell, Robin Stanley; Chan, Maureen Yin Lee; Ma, Carol Hok Ka; Chan, Carman Ka Man

    2015-01-01

    We present a road map for providing course-embedded service-learning team projects as opportunities for undergraduates to practice as service leaders in Asia and beyond. Basic foundations are that projects address authentic problems or needs, partner organization representatives (PORs) indicate availability for ongoing consultation, students…

  19. Improving learning competencies in the context of radical innovation: a team perspective

    DEFF Research Database (Denmark)

    Brix, Jacob; Lauridsen, Ole

    2014-01-01

    ) radical innovation method the ‘Creative Idea Solution (CIS) framework’. As part of the authors’ intervention, Lauridsen’s (2012) updated version of the Building Excellence (BE) learning styles model (Rundle and Dunn, 2007) was implemented in the five innovation teams. The results represent important...

  20. Knowledge of Mental Capacity Issues in Community Teams for Adults with Learning Disabilities

    Science.gov (United States)

    Willner, Paul; Jenkins, Rosemary; Rees, Paul; Griffiths, Vanessa J.; John, Elinor

    2011-01-01

    Background: The aim of this study was to evaluate the state of knowledge of mental capacity issues among health and social services professionals working in community teams supporting people with learning disabilities. Methods A structured interview was constructed around three scenarios, based on actual cases, concerning a financial/legal issue,…

  1. Project team formation support for self-directed learners in social learning networks

    NARCIS (Netherlands)

    Spoelstra, Howard; Van Rosmalen, Peter; Sloep, Peter

    2012-01-01

    Spoelstra, H., Van Rosmalen, P., & Sloep, P. B. (2012). Project team formation support for self-directed learners in social learning networks. In P. Kommers, P. Isaias, & N. Bessis (Eds.), Proceedings of the IADIS International Conference on Web Based Communities and Social Media (ICWBC & SM 2012)

  2. Measuring Responsibility and Cooperation in Learning Teams in the University Setting: Validation of a Questionnaire.

    Science.gov (United States)

    León-Del-Barco, Benito; Mendo-Lázaro, Santiago; Felipe-Castaño, Elena; Fajardo-Bullón, Fernando; Iglesias-Gallego, Damián

    2018-01-01

    Cooperative learning are being used increasingly in the university classroom, in order to promote teamwork among students, improve performance and develop interpersonal competences. Responsibility and cooperation are two fundamental pillars of cooperative learning. Team members' responsibility is a necessary condition for the team's success in the assigned tasks. Students must be aware that they depend on each other and should make their maximum effort. On the other hand, in efficient groups, the members cooperate and pool their efforts to achieve the proposed goals. In this research, we propose to create a Questionnaire of Group Responsibility and Cooperation in Learning Teams (CRCG) . Participants in this work were 375 students from the Faculty of Teacher Training of the University of Extremadura (Spain). The CRCG has very acceptable psychometric characteristics, good internal consistency, and temporal reliability. Moreover, structural equation analysis allowed us to verify that the latent variables in the two factors found are well defined and, therefore, their assessment is adequate. Besides, we found high significant correlations between the Learning Team Potency Questionnaire (CPEA) and the total score and the factors of the CRCG. This tool will evaluate cooperative skills and offer faculty information in order to prepare students for teamwork and conflict resolution.

  3. Elementary Teacher Assessments of Principal Servant Leadership, Their Experience with Team Learning and Student Academic Achievement

    Science.gov (United States)

    Zahn, Brian

    2011-01-01

    This study compared teacher assessments of principal servant leadership and their experience with team learning in high, moderate, and low student academic achieving elementary schools. The participants were from fifteen moderate need elementary schools located in southern New York State counties. One hundred sixty two teachers responded to a 36…

  4. Helping Teams Work: Lessons Learned from the University of Arizona Library Reorganization.

    Science.gov (United States)

    Diaz, Joseph R.; Pintozzi, Chestalene

    1999-01-01

    Describes library reorganization at the University of Arizona resulting from fiscal challenges and the need for current technology. Highlights include: the restructuring process and customer focus; team functioning and the learning organization, including training issues, communication, empowerment, and evaluation/assessment; current challenges,…

  5. Implementing and Evaluating a Peer-Led Team Learning Approach in Undergraduate Anatomy and Physiology

    Science.gov (United States)

    Finn, Kevin; Campisi, Jay

    2015-01-01

    This article describes how a Peer-Led Team Learning (PLTL) program was implemented in a first-year, undergraduate Anatomy and Physiology course sequence to examine the student perceptions of the program and determine the effects of PLTL on student performance.

  6. Leadership Training in an MBA Program Using Peer-Led Team Learning

    Science.gov (United States)

    Dobson, Gregory; Frye, Robin; Mantena, Ravi

    2013-01-01

    Leadership training is an important part of any MBA program, but is often difficult to provide in an effective way. Over the last three years, we implemented a program of Peer-Led Team Learning in two core courses of our MBA curriculum, which we believe provides a good solution. The program combines leadership training with practical hands-on…

  7. A Pilot Use of Team-Based Learning in Psychiatry Resident Psychodynamic Psychotherapy Education

    Science.gov (United States)

    Touchet, Bryan K.; Coon, Kim A.

    2005-01-01

    Objective: Demonstrating psychotherapy competency in trainees will test the resources of psychiatry training programs. The authors outline the phases of team-based learning (TBL). Methods: The University of Oklahoma College of Medicine, Tulsa (OUCM-T), Department of Psychiatry reorganized its psychodynamic psychotherapy didactic course using TBL.…

  8. Evaluating a Team-Based Learning Method for Detecting Dental Caries in Dental Students

    Science.gov (United States)

    Park, Sang E.; Kim, Junhyck; Anderson, Nina

    2014-01-01

    The purpose of the study was to investigate whether the team-based learning environment facilitated the competency of third year dental students in caries detection and activity assessment. Corresponding data were achieved using digital radiographs to determine the carious lesions in three clinical cases. The distribution of the caries evaluations…

  9. Active Learning outside the Classroom: Implementation and Outcomes of Peer-Led Team-Learning Workshops in Introductory Biology

    Science.gov (United States)

    Kudish, Philip; Shores, Robin; McClung, Alex; Smulyan, Lisa; Vallen, Elizabeth A.; Siwicki, Kathleen K.

    2016-01-01

    Study group meetings (SGMs) are voluntary-attendance peer-led team-learning workshops that supplement introductory biology lectures at a selective liberal arts college. While supporting all students' engagement with lecture material, specific aims are to improve the success of underrepresented minority (URM) students and those with weaker…

  10. Enhancing Student Learning in Knowledge-Based Courses: Integrating Team-Based Learning in Mass Communication Theory Classes

    Science.gov (United States)

    Han, Gang; Newell, Jay

    2014-01-01

    This study explores the adoption of the team-based learning (TBL) method in knowledge-based and theory-oriented journalism and mass communication (J&MC) courses. It first reviews the origin and concept of TBL, the relevant theories, and then introduces the TBL method and implementation, including procedures and assessments, employed in an…

  11. A systematic review examining the effectiveness of blending technology with team-based learning.

    Science.gov (United States)

    River, Jo; Currie, Jane; Crawford, Tonia; Betihavas, Vasiliki; Randall, Sue

    2016-10-01

    Technological advancements are rapidly changing nursing education in higher education settings. Nursing academics are enthusiastically blending technology with active learning approaches such as Team Based Learning (TBL). While the educational outcomes of TBL are well documented, the value of blending technology with TBL (blended-TBL) remains unclear. This paper presents a systematic review examining the effectiveness of blended-TBL in higher education health disciplines. This paper aimed to identify how technology has been incorporated into TBL in higher education health disciplines. It also sought to evaluate the educational outcomes of blended-TBL in terms of student learning and preference. A review of TBL research in Medline, CINAHL, ERIC and Embase databases was undertaken including the search terms, team based learning, nursing, health science, medical, pharmaceutical, allied health education and allied health education. Papers were appraised using the Critical Appraisal Skills Program (CASP). The final review included 9 papers involving 2094 student participants. A variety of technologies were blended with TBL including interactive eLearning and social media. There is limited evidence that blended-TBL improved student learning outcomes or student preference. Enthusiasm to blend technology with TBL may not be as well founded as initially thought. However, few studies explicitly examined the value of incorporating technology into TBL. There is a clear need for research that can discern the impact of technology into TBL on student preference and learning outcomes, with a particular focus on barriers to student participation with online learning components. Copyright © 2016 Elsevier Ltd. All rights reserved.

  12. Learning Cell Biology as a Team: A Project-Based Approach to Upper-Division Cell Biology

    Science.gov (United States)

    Wright, Robin; Boggs, James

    2002-01-01

    To help students develop successful strategies for learning how to learn and communicate complex information in cell biology, we developed a quarter-long cell biology class based on team projects. Each team researches a particular human disease and presents information about the cellular structure or process affected by the disease, the cellular…

  13. The Influence of Learning Styles on Student Perception and Satisfaction in a Highly Collaborative Team Taught Course

    Science.gov (United States)

    Sullivan, Daniel; Colburn, Michael; Fox, Daniel E.

    2013-01-01

    Team teaching an undergraduate business capstone course has the potential of providing students with an enhanced learning experience in a number of ways. This study examines the relationship between faculty and student learning styles and their impact on student perception and satisfaction in a highly collaborative team taught undergraduate…

  14. Toward Project-based Learning and Team Formation in Open Learning Environments

    NARCIS (Netherlands)

    Spoelstra, Howard; Van Rosmalen, Peter; Sloep, Peter

    2014-01-01

    Open Learning Environments, MOOCs, as well as Social Learning Networks, embody a new approach to learning. Although both emphasise interactive participation, somewhat surprisingly, they do not readily support bond creating and motivating collaborative learning opportunities. Providing project-based

  15. The effect of web quest and team-based learning on students’ self-regulation

    Science.gov (United States)

    BADIYEPEYMAIE JAHROMI, ZOHREH; MOSALANEJAD, LEILI; REZAEE, RITA

    2016-01-01

    Introduction In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students’ self-direction, self-regulation, and academic achievement. Method This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the WebQuest approach as a teaching strategy (n = 38), while the other group was taught using team-based learning (n=39). Data gathering was based on Guglielmino’s self-directed learning readiness scale (SDLRS) and Buford’s self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR), Wilcoxon signed-rank test, and the Mann–Whitney U-test in SPSS software, version 13. pWebQuest approach than in team-based learning. Conclusion By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required. PMID:27104202

  16. The effect of web quest and team-based learning on students' self-regulation.

    Science.gov (United States)

    Badiyepeymaie Jahromi, Zohreh; Mosalanejad, Leili; Rezaee, Rita

    2016-04-01

    In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students' self-direction, self-regulation, and academic achievement. This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the WebQuest approach as a teaching strategy (n = 38), while the other group was taught using team-based learning (n=39). Data gathering was based on Guglielmino's self-directed learning readiness scale (SDLRS) and Buford's self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR), Wilcoxon signed-rank test, and the Mann-Whitney U-test in SPSS software, version 13. pWebQuest approach than in team-based learning. By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required.

  17. PENGARUH MODEL COOPERATIVE LEARNING TIPE TEAMS GAMES TOURNAMENT (TGT TERHADAP KECERDASAN INTERPERSONAL PADA MATA PELAJARAN IPS

    Directory of Open Access Journals (Sweden)

    Mari anti

    2017-12-01

    Full Text Available Interpersonal intelligence is one of the goals in elementary school education. Interpersonal intelligence is a key element in the adaptation of children in their social relationships. SDN Kebon Jeruk 11 Pagi West Jakarta found a number of 19 students of 30 children (63% have barriers Interpersonal intelligence. Quantitative Research with One Shot Case Study Experiment using sample saturated with size 30 in research influence influence model cooperative learning type Teams Games Tournament (TGT to interpersonal intelligence. The results of this study prove that: The more effective the steps of cooperative learning model type TGT done then the better the interpersonal intelligence. So in this research result that model Cooperative Learning type Teams Games Tournament (TGT have positive effect to interpersonal intelligence.

  18. How Multi-Levels of Individual and Team Learning Interact in a Public Healthcare Organisation: A Conceptual Framework

    Science.gov (United States)

    Doyle, Louise; Kelliher, Felicity; Harrington, Denis

    2016-01-01

    The aim of this paper is to review the relevant literature on organisational learning and offer a preliminary conceptual framework as a basis to explore how the multi-levels of individual learning and team learning interact in a public healthcare organisation. The organisational learning literature highlights a need for further understanding of…

  19. Development and initial validation of the interprofessional team learning profiling questionnaire.

    Science.gov (United States)

    Nisbet, Gillian; Dunn, Stewart; Lincoln, Michelle; Shaw, Joanne

    2016-05-01

    Informal workplace interprofessional learning occurs as health professionals interact with each other as part of everyday work practice. Participation in interprofessional team meetings is a practical way to foster learning. However, a gap exists in the availability of a reliable and valid instrument that adequately captures the nuances of informal workplace interprofessional learning in this setting. The purpose of this study was to develop a questionnaire to measure the different components of interprofessional learning that contribute to the quality of interprofessional learning within the interprofessional team meeting. Questionnaire items were developed from a review of the literature and interviews with health professionals. Exploratory factor analysis was used to determine the underlying factor structure. Two hundred and eighty-five health professionals completed a 98-item questionnaire. After elimination of unreliable items, the remaining items (n = 41) loaded onto four factors named personal and professional capacity; turning words into action-"walk the talk"; the rhetoric of interprofessional learning-"talk the talk"; and inclusiveness. Internal consistency was high for all sub-scales (Cronbach's alpha 0.91, 0.87, 0.83, and 0.83, respectively). Content, construct, and concurrent validity were assessed. The instrument developed in this study indicated consistency and robust psychometric properties. Future studies that further test the psychometric properties of the questionnaire will help to establish the usefulness of this measure in establishing evidence for the perceived effectiveness of interprofessional learning in a healthcare setting.

  20. A pilot use of team-based learning in graduate public health education.

    Science.gov (United States)

    Van der Putten, Marc; Vichit-Vadakan, Nuntavarn

    2010-05-01

    This pilot study was undertaken to determine the impact of team-based learning (TBL) on graduate students of public health in a Thai context. The pilot project adopted Michaelsen's approach with the aim of improving learning among Thai graduate students enrolled in public health ethics. This TBL approach attempted to motivate students to do pre-class reading and be active "in-class" learners. Pre-class preparation allowed teachers to address and concentrate on learning gaps, while team work promoted peer interaction and active learning. TBL was found to be useful in fostering student preparedness and to transform "passive" into "active" learning, which especially benefited students "academically at risk" through peer teaching opportunities. With TBL, students valued the relevance of the course content and learning materials. They had positive opinions regarding the effect of TBL on individual and group learning. TBL was perceived to be instrumental in translating conceptual into applicable knowledge, and stimulated individual efforts as well as accountability. This study should be useful to those considering using TBL for public health education.

  1. The effect of web quest and team-based learning on students’ self-regulation

    Directory of Open Access Journals (Sweden)

    ZOHREH BADIYEPEYMAIE JAHROMI

    2016-04-01

    Full Text Available Introduction: In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students’ self-direction, self-regulation, and academic achievement. Methods: This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the Web Quest approach as a teaching strategy (n=38, while the other group was taught using team-based learning (n=39. Data gathering was based on Guglielmino’s self-directed learning readiness scale (SDLRS and Buford’s self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR, Wilcoxon signed-rank test, and the Mann–Whitney U-test in SPSS software, version 13. p<0.05 was considered as the significance level. Results: The results of the Mann–Whitney U test showed that the participants’ self- directed (self-management and self-regulated learning differed between the two groups (p=0.04 and p=0.01, respectively. Wilcoxon test revealed that self-directed learning indices (self-control and self-management were differed between the two strategies before and after the intervention. However, the scores related to learning (students’ final scores were higher in the WebQuest approach than in team-based learning. Conclusion: By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required.

  2. THE ANALYSIS OF STUDENTS’ TEAM ACHIEVEMENT DIVISIONS (STAD USED IN LEARNING PRACTICE OF TRANSLATING AND INTERPRETING

    Directory of Open Access Journals (Sweden)

    Anita Rakhman

    2015-12-01

    Full Text Available This research deals with The Analysis of Student Teams Achievement Division (STAD used in Learning Practice of Translating and Interpreting. This research explores the implementation of STAD and find out the advantages and disadvantages of STAD used in learning Practice of Translating and Interpreting. The objective of the research was to motivate students and encourage them to be active in learning, to accelerate student achievement, to improve behavior in learning, and to find out the students’ ability with STAD method. Data collection technique focused on participant observation, interviews, and documentation. STAD is one type of cooperative learning model using small groups with a number of members of each group of 4-5 students in heterogenic way. It begins by delivering the objectives of learning, delivering of material, group activities, quizzes and group rewards. STAD method also is an effective method of cooperative learning. As with other learning methods, STAD method also has advantages and disadvantages. In the learning process there are good interactions among students, good attitude, increased interpersonal skills. It’s effective in increasing student participation and can train students to be more focus, more concentrate in answering questions from the teacher. It can make students eager to learn. But if the chief of the group can not resolve conflicts that arise constructively, it will be less effective in a group work. And if the number of groups is not considered, that is less than four, it would tend to withdraw and less active during the discussion. And if the number of groups of more than five, then chances for them to be passive in task completion   Keywords: Student Team Achievement Division (STAD, Cooperative Learning.

  3. Effectiveness of simulation with team-based learning in newborn nursing care.

    Science.gov (United States)

    Kang, Kyung-Ah; Kim, Shin-Jeong; Oh, Jina; Kim, Sunghee; Lee, Myung-Nam

    2016-06-01

    This study determines the effect of simulation with team-based learning (TBL) on newborn nursing care. This randomized controlled trial included 74 nursing students from one university located in Seoul, South Korea. Participants were categorized into two groups according to educational modality: one group involved both simulation and TBL, and the other involved simulation alone. Learning attitudes, academic achievement, and simulation performance were examined to assess effectiveness. The mean difference in learning attitudes between the two groups was non-significant. Low academic achievement differed significantly between the two groups (t = 3.445, P = 0.002). There was no significant difference in mean scores for simulation performance between the two groups. In this study, simulation with TBL was effective in improving learning outcomes. In current nursing education, various learning methods are employed within complex nursing situations and require flexibility and problem-solving approaches. © 2015 Wiley Publishing Asia Pty Ltd.

  4. Measuring Responsibility and Cooperation in Learning Teams in the University Setting: Validation of a Questionnaire

    Science.gov (United States)

    León-del-Barco, Benito; Mendo-Lázaro, Santiago; Felipe-Castaño, Elena; Fajardo-Bullón, Fernando; Iglesias-Gallego, Damián

    2018-01-01

    Cooperative learning are being used increasingly in the university classroom, in order to promote teamwork among students, improve performance and develop interpersonal competences. Responsibility and cooperation are two fundamental pillars of cooperative learning. Team members’ responsibility is a necessary condition for the team’s success in the assigned tasks. Students must be aware that they depend on each other and should make their maximum effort. On the other hand, in efficient groups, the members cooperate and pool their efforts to achieve the proposed goals. In this research, we propose to create a Questionnaire of Group Responsibility and Cooperation in Learning Teams (CRCG). Participants in this work were 375 students from the Faculty of Teacher Training of the University of Extremadura (Spain). The CRCG has very acceptable psychometric characteristics, good internal consistency, and temporal reliability. Moreover, structural equation analysis allowed us to verify that the latent variables in the two factors found are well defined and, therefore, their assessment is adequate. Besides, we found high significant correlations between the Learning Team Potency Questionnaire (CPEA) and the total score and the factors of the CRCG. This tool will evaluate cooperative skills and offer faculty information in order to prepare students for teamwork and conflict resolution. PMID:29593622

  5. Developing professional attributes in critical care nurses using Team-Based Learning.

    Science.gov (United States)

    Currey, Judy; Eustace, Paula; Oldland, Elizabeth; Glanville, David; Story, Ian

    2015-05-01

    Australian nurses prepare for specialty practice by undertaking postgraduate theoretical and clinical education in partnership models between universities and hospitals. In our global healthcare system, nurses require advanced critical thinking and strong communication skills to provide safe, high quality patient care. Yet, few education programs focus on developing these skills. Team-Based Learning (TBL) is a specific educational strategy that encourages and rewards students to think critically and solve clinical problems individually and in teams. The aim of this study was to investigate critical care nursing students' perceptions and experiences of TBL after it was introduced into the second half of their postgraduate specialty course. Following Ethics Committee approval, thirty-two students were invited to participate in an extended response questionnaire on their perceptions of TBL as part of a larger study. Data were analyzed thematically. Postgraduate students perceived their professional growth was accelerated due to the skills and knowledge acquired through TBL. Four themes underpinned the development and accelerated acquisition of specialty nurse attributes due to TBL: Engagement, Learning Effectiveness, Critical Thinking, and Motivation to Participate. Team-Based Learning offered deep and satisfying learning experiences for students. The early acquisition of advanced critical thinking, teamwork and communication skills, and specialty practice knowledge empowered nurses to provide safe patient care with confidence. Copyright © 2015 Elsevier Ltd. All rights reserved.

  6. Measuring Responsibility and Cooperation in Learning Teams in the University Setting: Validation of a Questionnaire

    Directory of Open Access Journals (Sweden)

    Benito León-del-Barco

    2018-03-01

    Full Text Available Cooperative learning are being used increasingly in the university classroom, in order to promote teamwork among students, improve performance and develop interpersonal competences. Responsibility and cooperation are two fundamental pillars of cooperative learning. Team members’ responsibility is a necessary condition for the team’s success in the assigned tasks. Students must be aware that they depend on each other and should make their maximum effort. On the other hand, in efficient groups, the members cooperate and pool their efforts to achieve the proposed goals. In this research, we propose to create a Questionnaire of Group Responsibility and Cooperation in Learning Teams (CRCG. Participants in this work were 375 students from the Faculty of Teacher Training of the University of Extremadura (Spain. The CRCG has very acceptable psychometric characteristics, good internal consistency, and temporal reliability. Moreover, structural equation analysis allowed us to verify that the latent variables in the two factors found are well defined and, therefore, their assessment is adequate. Besides, we found high significant correlations between the Learning Team Potency Questionnaire (CPEA and the total score and the factors of the CRCG. This tool will evaluate cooperative skills and offer faculty information in order to prepare students for teamwork and conflict resolution.

  7. The implementation of e-learning with team builder at vocational high schools

    Directory of Open Access Journals (Sweden)

    Mahmud Al Haq Patwary

    2015-06-01

    Full Text Available This research is aimed at: (1 producing an appropriate e-learning for English language studies in vocational high school, (2 evaluating the suitability of the developed e-learning in terms of appropriateness, accuracy and clarity, screen presentation and design, and appropriateness of the team builder module aspect, and (3 evaluating the effectiveness of the e-learning in practical application. This research and development (R&D study used Alessi and Trollip’s model rearranged following ADDIE model, where the development of instruction followed Dick and Carey’s model and the need assessment procedures were adapted from Lee & Owens. Overall appropriateness and quality of the e-learning from alpha testing is ‘very appropriate’ and from beta testing is ‘excellent’. Alpha testing reveals that, the Team Builder Module is ‘very appropriate’ and beta testing reveals that, its overall quality is ‘excellent’. The e-learning is highly effective. The average score of the students raises 3.82 points (or 42.44% in the post-test from pre-test score. The minimum score of the post-test (i.e. 8 is more than the maximum score of the pre-test (i.e. 7, so it is concluded that the use of e-learning does not deteriorate the performance of the students, but improves their performance.

  8. Learning to Fly? First Experiences on Team Learning of Icaros Cooperative

    Science.gov (United States)

    Juvonen, Pasi

    2013-01-01

    Icaros is an information technology (IT) cooperative that was originally owned by 11 IT degree programme students of Saimaa University of Applied Sciences. This article describes experiences and challenges of team building of these students who are called "teampreneurs" during their first year as team entrepreneurs. The findings provided…

  9. Cooperative Learning through Team-Based Projects in the Biotechnology Industry.

    Science.gov (United States)

    Luginbuhl, Sarah C; Hamilton, Paul T

    2013-01-01

    We have developed a cooperative-learning, case studies project model that has teams of students working with biotechnology professionals on company-specific problems. These semester-long, team-based projects can be used effectively to provide students with valuable skills in an industry environment and experience addressing real issues faced by biotechnology companies. Using peer-evaluations, we have seen improvement in students' professional skills such as time-management, quality of work, and level of contribution over multiple semesters. This model of team-based, industry-sponsored projects could be implemented in other college and university courses/programs to promote professional skills and expose students to an industry setting.

  10. Identifying Keys to Success in Innovative Teaching: Student Engagement and Instructional Practices as Predictors of Student Learning in a Course Using a Team-Based Learning Approach

    Directory of Open Access Journals (Sweden)

    Rosa M. Alvarez-Bell

    2017-09-01

    Full Text Available When implementing innovative teaching techniques, instructors often seek to gauge the success of their methods. Proposing one approach to assessing classroom innovation, this study examines the ability of students’ ratings of engagement and instructional practices to predict their learning in a cooperative (team-based framework. After identifying the factor structures underlying measures of student engagement and instructional practices, these factors were used as predictors of self-reported student learning in a general chemistry course delivered using a team-based learning approach. Exploratory factor analyses showed a four-factor structure of engagement: teamwork involvement, investment in the learning process, feelings about team-based learning, level of academic challenge; and a three-factor structure of instructional practices: instructional guidance, fostering self-directed learning skills, and cognitive level. Multiple linear regression revealed that feelings about team-based learning and perceptions of instructional guidance had significant effects on learning, beyond other predictors, while controlling gender, GPA, class level, number of credit hours, whether students began college at their current institution, expected highest level of education, racial or ethnic identification, and parental level of education. These results yield insight into student perceptions about team-based learning, and how to measure learning in a team-based learning framework, with implications for how to evaluate innovative instructional methods.

  11. How Learning Goal Orientation Fosters Leadership Recognition in Self-managed Teams

    DEFF Research Database (Denmark)

    Lee, Yih-Teen; Paunova, Minna

    2017-01-01

    understudied. Drawing on social exchange theory, we propose and test an individual-level two-stage process model of generalised exchange linking LGO and leadership recognition in self-managed teams. Specifically, we posit that learning-oriented individuals will tend to feel safer in self-managed teams, which......Defined as a mental framework for how individuals interpret and respond to achievement situations, learning goal orientation (LGO) has received increasing attention in organisational research. However, its effect on leadership, especially in contexts absent of formal leadership, remains......, but that contextual role behavior alone does not mediate the effect of LGO on leadership recognition. LGO has an indirect effect on leadership recognition through the joint mediation of felt safety and contextual role behavior. Our results offer insight on the link between LGO and leadership, with practical...

  12. Reliability assessment of a peer evaluation instrument in a team-based learning course

    Directory of Open Access Journals (Sweden)

    Wahawisan J

    2016-03-01

    Full Text Available Objective: To evaluate the reliability of a peer evaluation instrument in a longitudinal team-based learning setting. Methods: Student pharmacists were instructed to evaluate the contributions of their peers. Evaluations were analyzed for the variance of the scores by identifying low, medium, and high scores. Agreement between performance ratings within each group of students was assessed via intra-class correlation coefficient (ICC. Results: We found little variation in the standard deviation (SD based on the score means among the high, medium, and low scores within each group. The lack of variation in SD of results between groups suggests that the peer evaluation instrument produces precise results. The ICC showed strong concordance among raters. Conclusions: Findings suggest that our student peer evaluation instrument provides a reliable method for peer assessment in team-based learning settings.

  13. The role of VET Colleges in stimulating teachers’ engagement in team learning

    OpenAIRE

    Bouwmans, Machiel

    2018-01-01

    The necessity of VET teachers’ engagement in team learning Secondary vocational education and training, here abbreviated as VET, has a central position in the Dutch education system. It is the second largest education sector and qualifies large numbers of students for many professions. To ensure the smooth transition of students to the labour market, VET colleges have implemented competence-based education (CBE) programmes, which are designed to develop relevant professional competencies. VE...

  14. Revitalizing pathology laboratories in a gastrointestinal pathophysiology course using multimedia and team-based learning techniques.

    Science.gov (United States)

    Carbo, Alexander R; Blanco, Paola G; Graeme-Cooke, Fiona; Misdraji, Joseph; Kappler, Steven; Shaffer, Kitt; Goldsmith, Jeffrey D; Berzin, Tyler; Leffler, Daniel; Najarian, Robert; Sepe, Paul; Kaplan, Jennifer; Pitman, Martha; Goldman, Harvey; Pelletier, Stephen; Hayward, Jane N; Shields, Helen M

    2012-05-15

    In 2008, we changed the gastrointestinal pathology laboratories in a gastrointestinal pathophysiology course to a more interactive format using modified team-based learning techniques and multimedia presentations. The results were remarkably positive and can be used as a model for pathology laboratory improvement in any organ system. Over a two-year period, engaging and interactive pathology laboratories were designed. The initial restructuring of the laboratories included new case material, Digital Atlas of Video Education Project videos, animations and overlays. Subsequent changes included USMLE board-style quizzes at the beginning of each laboratory, with individual readiness assessment testing and group readiness assessment testing, incorporation of a clinician as a co-teacher and role playing for the student groups. Student responses for pathology laboratory contribution to learning improved significantly compared to baseline. Increased voluntary attendance at pathology laboratories was observed. Spontaneous student comments noted the positive impact of the laboratories on their learning. Pathology laboratory innovations, including modified team-based learning techniques with individual and group self-assessment quizzes, multimedia presentations, and paired teaching by a pathologist and clinical gastroenterologist led to improvement in student perceptions of pathology laboratory contributions to their learning and better pathology faculty evaluations. These changes can be universally applied to other pathology laboratories to improve student satisfaction. Copyright © 2012 Elsevier GmbH. All rights reserved.

  15. A Team Formation and Project-based Learning Support Service for Social Learning Networks

    NARCIS (Netherlands)

    Spoelstra, Howard; Van Rosmalen, Peter; Van de Vrie, Evert; Obreza, Matija; Sloep, Peter

    2014-01-01

    The Internet affords new approaches to learning. Geographically dispersed self-directed learners can learn in computer-supported communities, forming social learning networks. However, self-directed learners can suffer from a lack of continuous motivation. And surprisingly, social learning networks

  16. Implementation Of Management Strategic To Team Learning Cohesion In Study Program Of Nursing

    Directory of Open Access Journals (Sweden)

    Dr. Susila Sumartiningsih

    2015-06-01

    Full Text Available ABSTRACT The purpose of this research is to analyze the empiric of management strategic Driving Factor DF and Pull Factor PF to team learning cohesion among nursing program in Banten Provinsion. The study was designed in the quantitative descriptive correlational study and the method was a cross sectional. The total sampling n192 were manager n3 lecturers n45 and students n144 at nursing program study among Banten provice in Indonesia. The data were analyzed by using the Chi-Square.Theresults were showngood category 83.33 in DF and PF of Management Stratgict Implementataion and high category 59.72 in Team Learning Cohesion. There was not a statistically significant relationship p 0.543 p amp8805 0.05 between the DF and PF of team learning cohesion in implementation of Management Stratgic. In view of this it can be concluded that the nursing lecturer should be able to be a good motivator in order to encourage the student academic achievement.

  17. Active Learning Outside the Classroom: Implementation and Outcomes of Peer-Led Team-Learning Workshops in Introductory Biology

    OpenAIRE

    Kudish, Philip; Shores, Robin; McClung, Alex; Smulyan, Lisa; Vallen, Elizabeth A.; Siwicki, Kathleen K.

    2016-01-01

    Study group meetings (SGMs) are voluntary-attendance peer-led team-learning workshops that supplement introductory biology lectures at a selective liberal arts college. While supporting all students? engagement with lecture material, specific aims are to improve the success of underrepresented minority (URM) students and those with weaker backgrounds in biology. Peer leaders with experience in biology courses and training in science pedagogy facilitate work on faculty-generated challenge prob...

  18. Teaming up

    DEFF Research Database (Denmark)

    Warhuus, Jan; Günzel-Jensen, Franziska; Robinson, Sarah

    2016-01-01

    types of team formation: random teacher pre-assigned, student selection, and teacher directed diversity. In each of these modules, ethnographic methods (interviews and observations) were employed. Additionally, we had access to students learning logs, formative and summative assessments, and final exams...... functioning entrepreneurial student teams as most teams lack personal chemistry which makes them anchor their work too much in a pre-defined project. In contrast, we find that students that can form their own teams aim for less diverse teams than what is achieved by random assignment. However, the homophily......Questions we care about (Objectives): When students have to work on challenging tasks, as it is often the case in entrepreneurship classrooms that leverage experiential learning, team success becomes central to the students learning. Yet, the formation of teams is often left up to the students...

  19. Towards a team-based, collaborative approach to embedding e-learning within undergraduate nursing programmes.

    Science.gov (United States)

    Kiteley, Robin J; Ormrod, Graham

    2009-08-01

    E-learning approaches are incorporated in many undergraduate nursing programmes but there is evidence to suggest that these are often piecemeal and have little impact on the wider, nurse education curriculum. This is consistent with a broader view of e-learning within the higher education (HE) sector, which suggests that higher education institutions (HEIs) are struggling to make e-learning a part of their mainstream delivery [HEFCE, 2005. HEFCE Strategy for E-Learning 2005/12. Bristol, UK, Higher Education Funding Council for England (HEFCE). [online] Available at: Accessed: 30 May 07]. This article discusses some of the challenges that face contemporary nurse education and seeks to account for reasons as to why e-learning may not be fully embedded within the undergraduate curriculum. These issues are considered within a wider debate about the need to align e-learning approaches with a shift towards a more student focused learning and teaching paradigm. The article goes on to consider broader issues in the literature on the adoption, embedding and diffusion of innovations, particularly in relation to the value of collaboration. A collaborative, team-based approach to e-learning development is considered as a way of facilitating sustainable, responsive and multidisciplinary developments within a field which is constantly changing and evolving.

  20. Comparison of Two Team Learning and Team Entrepreneurship Models at a Finnish University of Applied Sciences. Setting the Scene for Future Development

    Directory of Open Access Journals (Sweden)

    Pasi Juvonen

    2017-02-01

    Full Text Available This team learning and team entre-preneurship model of education has been deployed at the Bachelor’s level in the degree programmes of IT and Business Administration (BA. In BA studies the students who take part in team learning have specialized in marketing since 2009 at the Saimaa University of Applied Sciences (SUAS. The model called ICT entrepreneurship study path (ICT-ESP has been developed for IT education. The ICT-ESP has been built on the theory of experien-tal learning and theories of knowledge creation and knowledge management. The students study and complete their degree as team entrepreneurs. The model has been further developed in the Business Administration Degree Programme with students who specialize in marketing. The Degree Programme in IT at the Bachelor’s level was terminated in 2011 by Finnish Min-istry of Education and Culture. Cur-rently, there are severe discussions on bringing it back – not as an IT but as an ICT Degree Programme. This article makes a cross-section of what has already been explored with the team learning and team entrepreneurship model and what the next steps will be. It makes a comparison of two originally sep-arately developed models and dis-cusses their best practices. The arti-cle also argues whether the upcom-ing ICT education should be orga-nized in a conventional way – as curriculum of courses, or as expan-sion of the current team learning and team entrepreneurship model. The data consists of field notes, meeting memos, and dozens of un-official discussions with colleagues and company representatives. Liter-ature studies made during the ongo-ing research, development, and in-novation (RDI projects offered an extra view of how the business con-text is changing and what should be done to make benefit out of the change. The results suggest that the up-coming ICT Degree Programme at SUAS should be integrated into the existing deployment of team learning and team entrepreneurship learning

  1. Challenges in interdisciplinary weight management in primary care: lessons learned from the 5As Team study.

    Science.gov (United States)

    Asselin, J; Osunlana, A M; Ogunleye, A A; Sharma, A M; Campbell-Scherer, D

    2016-04-01

    Increasingly, research is directed at advancing methods to address obesity management in primary care. In this paper we describe the role of interdisciplinary collaboration, or lack thereof, in patient weight management within 12 teams in a large primary care network in Alberta, Canada. Qualitative data for the present analysis were derived from the 5As Team (5AsT) trial, a mixed-method randomized control trial of a 6-month participatory, team-based educational intervention aimed at improving the quality and quantity of obesity management encounters in primary care practice. Participants (n = 29) included in this analysis are healthcare providers supporting chronic disease management in 12 family practice clinics randomized to the intervention arm of the 5AsT trial including mental healthcare workers (n = 7), registered dietitians (n = 7), registered nurses or nurse practitioners (n = 15). Participants were part of a 6-month intervention consisting of 12 biweekly learning sessions aimed at increasing provider knowledge and confidence in addressing patient weight management. Qualitative methods included interviews, structured field notes and logs. Four common themes of importance in the ability of healthcare providers to address weight with patients within an interdisciplinary care team emerged, (i) Availability; (ii) Referrals; (iii) Role perception and (iv) Messaging. However, we find that what was key to our participants was not that these issues be uniformly agreed upon by all team members, but rather that communication and clinic relationships support their continued negotiation. Our study shows that firm clinic relationships and deliberate communication strategies are the foundation of interdisciplinary care in weight management. Furthermore, there is a clear need for shared messaging concerning obesity and its treatment between members of interdisciplinary teams. © 2016 World Obesity.

  2. Student Perceptions of and Confidence in Self-Care Course Concepts Using Team-based Learning.

    Science.gov (United States)

    Frame, Tracy R; Gryka, Rebecca; Kiersma, Mary E; Todt, Abby L; Cailor, Stephanie M; Chen, Aleda M H

    2016-04-25

    Objective. To evaluate changes in student perceptions of and confidence in self-care concepts after completing a team-based learning (TBL) self-care course. Methods. Team-based learning was used at two universities in first professional year, semester-long self-care courses. Two instruments were created and administered before and after the semester. The instruments were designed to assess changes in student perceptions of self-care using the theory of planned behavior (TPB) domains and confidence in learning self-care concepts using Bandura's Social Cognitive Theory. Wilcoxon signed rank tests were used to evaluate pre/post changes, and Mann Whitney U tests were used to evaluate university differences. Results. Fifty-three Cedarville University and 58 Manchester University students completed both instruments (100% and 92% response rates, respectively). Student self-care perceptions with TPB decreased significantly on nine of 13 items for Cedarville and decreased for one of 13 items for Manchester. Student confidence in self-care concepts improved significantly on all questions for both universities. Conclusion. Data indicate TBL self-care courses were effective in improving student confidence about self-care concepts. Establishing students' skill sets prior to entering the profession is beneficial because pharmacists will use self-directed learning to expand their knowledge and adapt to problem-solving situations.

  3. Assessment of first-year medical students' perceptions of teaching and learning through team-based learning sessions.

    Science.gov (United States)

    Obad, Adam S; Peeran, Ahmed A; Shareef, Mohammad Abrar; Alsheikh, Wissal J; Kalagi, Dana A; AlAmodi, Abdulhadi A; Khan, Tehreem A; Shaikh, Abdul Ahad; Ganguly, Paul; Yaqinuddin, Ahmed

    2016-12-01

    Team-based learning (TBL) is an emerging teaching and learning strategy being employed in medical schools. The College of Medicine at Alfaisal University has adopted a TBL approach as an instructional method for first-year medical students. The aim of the present study was to describe the TBL method employed at Alfaisal University College of Medicine and to assess first-year medical students' perceptions of this learning modality for the anatomy- and physiology-based blocks/courses in organ systems form of curriculum. A five-point Likert scale questionnaire was structured based on Kirkpatrick's theory and assessed three major domains: reaction, learning, and behavior. Confirmatory factor analysis (CFA) and Cronbach's α-coefficient tests were used to assess the validity and reliability of the construct, respectively. CFA showed an adequate validity of the survey and Cronbach's α revealed an acceptable internal uniformity (0.69). A total of 185 respondents rated reaction, learning, and behavior toward introduction of TBL as 3.53 ± 1.01, 3.59 ± 1.12, and 3.57 ± 1.12, respectively. Excellent students rated TBL highly in all major domains compared with borderline students (reaction, behavior, and learning domains with P values of teaching and learning strategy for functional anatomy, and prior involvement in teamwork and academic performance correlates with higher ratings of TBL. Copyright © 2016 the American Physiological Society.

  4. Army, Presidential, and Corporate Strategic Transitions: The Importance of Transition Teams and the Application of Lessons Learned

    Science.gov (United States)

    2006-05-25

    accessed from http://www.american.edu/15pointplan/WhatIsABestPractice.html on 17 Feb 2006. Argenti , Paul A., Corporate Communication . 3rd ed. Boston...Army, Presidential, and Corporate Strategic Transitions: The Importance of Transition Teams and the Application of Lessons Learned A Monograph...SUBTITLE Army, Presidential, and Corporate Strategic Transitions: The Importance of Transition Teams and the Application of Lessons Learned 5c

  5. A systematic review of the published literature on team-based learning in health professions education.

    Science.gov (United States)

    Reimschisel, Tyler; Herring, Anna L; Huang, Jennifer; Minor, Tara J

    2017-12-01

    Summarize the published literature on team-based learning (TBL) in health professions education (HPE) using the TBL conceptual framework to identify gaps that can guide future research Methods: PubMed, Web of Science, ERIC, and Google Scholar were searched through May 2016 for English-language articles regarding the use of TBL in HPE. Reviewers independently extracted data and coded for the seven elements in Michaelsen's Model of TBL. A total of 118 articles met inclusion criteria. The number of articles published yearly on TBL has grown steadily, more than tripling between 2011 and 2016. Most studies (55; 47%) involved undergraduate medical students and took place in the US (72; 61%). The most commonly studied framework component was Teacher and Learner Attitudes (97; 82%). Other commonly studied elements included Learning Outcomes (85; 72%) and Team Characteristics (25; 21%). Contextual Factors affecting TBL was addressed in one study. A substantial body of literature examines the effect that TBL has on traditional measures of achievement. However, many dimensions of TBL have not been well studied, including Teacher Decisions about TBL, Contextual Factors that affect TBL, Learners' Engagement, and Pattern of Engagement within Teams. Future research in these areas could determine the best use of TBL in HPE.

  6. Incentive structure in team-based learning: graded versus ungraded Group Application exercises.

    Science.gov (United States)

    Deardorff, Adam S; Moore, Jeremy A; McCormick, Colleen; Koles, Paul G; Borges, Nicole J

    2014-04-21

    Previous studies on team-based learning (TBL) in medical education demonstrated improved learner engagement, learner satisfaction, and academic performance; however, a paucity of information exists on modifications of the incentive structure of "traditional" TBL practices. The current study investigates the impact of modification to conventional Group Application exercises by examining student preference and student perceptions of TBL outcomes when Group Application exercises are excluded from TBL grades. During the 2009-2010 and 2010-2011 academic years, 175 students (95.6% response rate) completed a 22-item multiple choice survey followed by 3 open response questions at the end of their second year of medical school. These students had participated in a TBL supplemented preclinical curriculum with graded Group Application exercises during year one and ungraded Group Application exercises during year two of medical school. Chi-square analyses showed significant differences between grading categories for general assessment of TBL, participation and communication, intra-team discussion, inter-team discussion, student perceptions of their own effort and development of teamwork skills. Furthermore, 83.8% of students polled prefer ungraded Group Application exercises with only 7.2% preferring graded and 9.0% indicating no preference. The use of ungraded Group Application exercises appears to be a successful modification of TBL, making it more "student-friendly" while maintaining the goals of active learning and development of teamwork skills.

  7. Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study.

    Science.gov (United States)

    Burgess, Annette; Roberts, Chris; Ayton, Tom; Mellis, Craig

    2018-04-10

    While Problem Based Learning (PBL) has long been established internationally, Team-based learning (TBL) is a relatively new pedagogy in medical curricula. Both PBL and TBL are designed to facilitate a learner-centred approach, where students, in interactive small groups, use peer-assisted learning to solve authentic, professionally relevant problems. Differences, however, exist between PBL and TBL in terms of preparation requirements, group numbers, learning strategies, and class structure. Although there are many similarities and some differences between PBL and TBL, both rely on constructivist learning theory to engage and motivate students in their learning. The aim of our study was to qualitatively explore students' perceptions of having their usual PBL classes run in TBL format. In 2014, two iterations in a hybrid PBL curriculum were converted to TBL format, with two PBL groups of 10 students each, being combined to form one TBL class of 20, split into four groups of five students. At the completion of two TBL sessions, all students were invited to attend one of two focus groups, with 14 attending. Thematic analysis was used to code and categorise the data into themes, with constructivist theory used as a conceptual framework to identify recurrent themes. Four key themes emerged; guided learning, problem solving, collaborative learning, and critical reflection. Although structured, students were attracted to the active and collaborative approach of TBL. They perceived the key advantages of TBL to include the smaller group size, the preparatory Readiness Assurance Testing process, facilitation by a clinician, an emphasis on basic science concepts, and immediate feedback. The competitiveness of TBL was seen as a spur to learning. These elements motivated students to prepare, promoted peer assisted teaching and learning, and focussed team discussion. An important advantage of PBL over TBL, was the opportunity for adequate clinical reasoning within the problem

  8. Applying interprofessional Team-Based Learning in patient safety: a pilot evaluation study.

    Science.gov (United States)

    Lochner, Lukas; Girardi, Sandra; Pavcovich, Alessandra; Meier, Horand; Mantovan, Franco; Ausserhofer, Dietmar

    2018-03-27

    Interprofessional education (IPE) interventions are not always successful in achieving learning outcomes. Team-Based Learning (TBL) would appear to be a suitable pedagogical method for IPE, as it focuses on team performance; however, little is known about interprofessional TBL as an instructional framework for patient safety. In this pilot-study, we aimed to (1) describe participants' reactions to TBL, (2) observe their achievement with respect to interprofessional education learning objectives, and (3) document their attitudinal shifts with regard to patient safety behaviours. We developed and implemented a three-day course for pre-qualifying, non-medical healthcare students to give instruction on non-technical skills related to 'learning from errors'. The course consisted of three sequential modules: 'Recognizing Errors', 'Analysing Errors', and 'Reporting Errors'. The evaluation took place within a quasi-experimental pre-test-post-test study design. Participants completed self-assessments through valid and reliable instruments such as the Mennenga's TBL Student Assessment Instrument and the University of the West of England's Interprofessional Questionnaire. The mean scores of the individual readiness assurance tests were compared with the scores of the group readiness assurance test in order to explore if students learned from each other during group discussions. Data was analysed using descriptive (i.e. mean, standard deviation), parametric (i.e. paired t-test), and non-parametric (i.e. Wilcoxon signed-rank test) methods. Thirty-nine students from five different bachelor's programs attended the course. The participants positively rated TBL as an instructional approach. All teams outperformed the mean score of their individual members during the readiness assurance process. We observed significant improvements in 'communication and teamwork' and 'interprofessional learning' but not in 'interprofessional interaction' and 'interprofessional relationships

  9. A Comparison between Learning Style Preferences, Gender, Sport and Achievement in Elite Team Sport Athletes

    Directory of Open Access Journals (Sweden)

    Andrea Braakhuis

    2015-11-01

    Full Text Available Athletes have preferences for the way in which they internalize and process information, whether that is visual, aural, by-doing (kinesthetic, reading or a mixture of preferences. Health professionals that interact with athletes rarely consider the individual learning style prior to any communication or education, despite mounting evidence for the benefits of learning-style tailored education. The aim of this study was to characterize athletes with regards to their preferred learning style. Athletes (n = 93 from 24 sports and various sport achievement levels completed a questionnaire, including the visual (V, auditory (A, reading/writing (R, kinesthetic (K/(VARK Questionnaire for Athletes. Questionnaire outcomes were analysed by X2 analysis on SPSS. The main findings were: (1 very few athletes have a visual learning-style preference; (2 there was a significant relationship between gender and VARK preference (X2 = 13.84, p = 0.003; (3 and between athletic status and VARK preference (X2 = 9.2, p = 0.025; (4 there was a trivial association between individual/ team sport athletes and assessed VARK preference (X2 = 3.95, p = 0.265. Our findings show significant variation in learning-style preference between males and females, and those of different athletic status. Health professionals should be aware of the inadequacy of visual information presentation when working with athletes. Furthermore, health professionals working with elite and female athletes should be comfortable using a mixture of learning styles (multi-modal.

  10. Use of Team-Based Learning Pedagogy for Internal Medicine Ambulatory Resident Teaching.

    Science.gov (United States)

    Balwan, Sandy; Fornari, Alice; DiMarzio, Paola; Verbsky, Jennifer; Pekmezaris, Renee; Stein, Joanna; Chaudhry, Saima

    2015-12-01

    Team-based learning (TBL) is used in undergraduate medical education to facilitate higher-order content learning, promote learner engagement and collaboration, and foster positive learner attitudes. There is a paucity of data on the use of TBL in graduate medical education. Our aim was to assess resident engagement, learning, and faculty/resident satisfaction with TBL in internal medicine residency ambulatory education. Survey and nominal group technique methodologies were used to assess learner engagement and faculty/resident satisfaction. We assessed medical learning using individual (IRAT) and group (GRAT) readiness assurance tests. Residents (N = 111) involved in TBL sessions reported contributing to group discussions and actively discussing the subject material with other residents. Faculty echoed similar responses, and residents and faculty reported a preference for future teaching sessions to be offered using the TBL pedagogy. The average GRAT score was significantly higher than the average IRAT score by 22%. Feedback from our nominal group technique rank ordered the following TBL strengths by both residents and faculty: (1) interactive format, (2) content of sessions, and (3) competitive nature of sessions. We successfully implemented TBL pedagogy in the internal medicine ambulatory residency curriculum, with learning focused on the care of patients in the ambulatory setting. TBL resulted in active resident engagement, facilitated group learning, and increased satisfaction by residents and faculty. To our knowledge this is the first study that implemented a TBL program in an internal medicine residency curriculum.

  11. On knowledge transfer management as a learning process for ad hoc teams

    Science.gov (United States)

    Iliescu, D.

    2017-08-01

    Knowledge management represents an emerging domain becoming more and more important. Concepts like knowledge codification and personalisation, knowledge life-cycle, social and technological dimensions, knowledge transfer and learning management are integral parts. Focus goes here in the process of knowledge transfer for the case of ad hoc teams. The social dimension of knowledge transfer plays an important role. No single individual actors involved in the process, but a collective one, representing the organisation. It is critically important for knowledge to be managed from the life-cycle point of view. A complex communication network needs to be in place to supports the process of knowledge transfer. Two particular concepts, the bridge tie and transactive memory, would eventually enhance the communication. The paper focuses on an informational communication platform supporting the collaborative work on knowledge transfer. The platform facilitates the creation of a topic language to be used in knowledge modelling, storage and reuse, by the ad hoc teams.

  12. Cultivating Self-Awareness with Team-Teaching: Connections between Classroom Learning and Experiential Learning

    Science.gov (United States)

    Polk, Denise M.

    2013-01-01

    The Honors College program prepares leaders for the 21st century to become forces for positive change through problem-solving, scholarship, service, teamwork, and leadership. Its structure involves nine sequenced courses familiarizing students with challenges facing communities. Courses are team-taught by professors in different disciplines to…

  13. eProblem-Based Learning: Problem-Based Learning Using Virtual Teams

    Science.gov (United States)

    Brodie, L. M.

    2009-01-01

    Literature on engineering education stresses the need for graduates to have skills such as working globally in a multicultural environment; working in interdisciplinary teams; sharing of tasks on a global, around the clock basis; working with digital communication tools and in a virtual environment. In addition, accreditation criteria include…

  14. Reflecting Team as an Evaluation/learning Instrument for Self-reflection of Teachers

    Directory of Open Access Journals (Sweden)

    Michling Malgorzata D.

    2017-12-01

    Full Text Available The Reflecting Team (RT is a method derived from systemic therapy in the 1980s by the social psychiatrist Tom Andersen. It is increasingly being used in training and evaluation contexts. The aim of the method is to create a space for the development of diverse perspectives and appropriate ideas and solutions in which the integrity of the students/customers/clients is preserved and the acceptance of proposals is facilitated. To this end, the systems involved (advice seekers, consultants, and observers enter a common process of alternately directed and non-directed communication. The RT is not only suitable to address communication problems in group work and other educational situations, but it can also help to consider the traditional teaching and learning processes in a reflective way. Reflecting teams can also significantly improve the feedback and quality of teaching and learning. The article deals with the use of RT in the context of the collective exchange of teaching staff with their students. It uses a problem as an evaluation form and learning instrument to reflect on their pedagogical approach and, at the same time, their relationship with students during the lessons. This is to present the RT method for collegial exchange (Process Flow: Advice-seeker, teacher, Interviewer, RT and their need for teacher reflection as well as the experience of self-efficacy (empowerment and self-sufficiency.

  15. Applying established guidelines to team-based learning programs in medical schools: a systematic review.

    Science.gov (United States)

    Burgess, Annette W; McGregor, Deborah M; Mellis, Craig M

    2014-04-01

    Team-based learning (TBL), a structured form of small-group learning, has gained popularity in medical education in recent years. A growing number of medical schools have adopted TBL in a variety of combinations and permutations across a diversity of settings, learners, and content areas. The authors conducted this systematic review to establish the extent, design, and practice of TBL programs within medical schools to inform curriculum planners and education designers. The authors searched the MEDLINE, PubMed, Web of Knowledge, and ERIC databases for articles on TBL in undergraduate medical education published between 2002 and 2012. They selected and reviewed articles that included original research on TBL programs and assessed the articles according to the seven core TBL design elements (team formation, readiness assurance, immediate feedback, sequencing of in-class problem solving, the four S's [significant problem, same problem, specific choice, and simultaneous reporting], incentive structure, and peer review) described in established guidelines. The authors identified 20 articles that satisfied the inclusion criteria. They found significant variability across the articles in terms of the application of the seven core design elements and the depth with which they were described. The majority of the articles, however, reported that TBL provided a positive learning experience for students. In the future, faculty should adhere to a standardized TBL framework to better understand the impact and relative merits of each feature of their program.

  16. Teaming up

    DEFF Research Database (Denmark)

    Warhuus, Jan; Günzel-Jensen, Franziska; Robinson, Sarah

    or pre-arranged at random. Therefore we investigate the importance of team formation in the entrepreneurial classroom and ask: (i) What are the underlying factors that influence outcomes of teamwork in student groups? (ii) How does team formation influence student perception of learning?, and (iii) Do...... different team formation strategies produce different teamwork and learning outcomes? Approach: We employed a multiple case study design comprising of 38 student teams to uncover potential links between team formation and student perception of learning. This research draws on data from three different....... A rigorous coding and inductive analysis process was undertaken. Pattern and relationship coding were used to reveal underlying factors, which helped to unveil important similarities and differences between student in different teams’ project progress and perception of learning. Results: When students...

  17. The Relative Effect of Team-Based Learning on Motivation and Learning: A Self-Determination Theory Perspective

    Science.gov (United States)

    Jeno, Lucas M.; Raaheim, Arild; Kristensen, Sara Madeleine; Kristensen, Kjell Daniel; Hole, Torstein Nielsen; Haugland, Mildrid J.; Mæland, Silje

    2017-01-01

    We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest–posttest design. The results show that the students’ intrinsic motivation, identified regulation, perceived competence, and perceived autonomy support significantly increased going from lectures to TBL. The results further show that students’ engagement and perceived learning significantly increased. Finally, students’ amotivation decreased from pretest to posttest; however, students reported higher external regulation as a function of TBL. Path analysis shows that increases in intrinsic motivation, perceived competence, and external regulation positively predict increases in engagement, which in turn predict increases in perceived learning. We argue that the characteristics of TBL, as opposed to lectures, are likely to engage students and facilitate feelings of competence. TBL is an active-learning approach, as opposed to more passive learning in lectures, which might explain the increase in students’ perception of teachers as autonomy supportive. In contrast, the greater demands TBL puts on students might account for the increase in external regulation. Limitations and practical implications of the results are discussed. PMID:29146665

  18. Are High Achievers Successful in Collaborative Learning? An Explorative Study of College Students' Learning Approaches in Team Project-Based Learning

    Science.gov (United States)

    Lee, Hye-Jung; Kim, Hyekyung; Byun, Hyunjung

    2017-01-01

    This study analyses how high-achieving students approach team project-based learning (TPBL) and aims to identify the implications and challenges of TPBL practice in higher education. After interviewing 32 high-achieving students and surveying 1022 additional students at a South Korean university, we found that four factors were particularly…

  19. A trial of team-based versus small-group learning for second-year medical students: does the size of the small group make a difference?

    Science.gov (United States)

    Willett, Laura Rees; Rosevear, G Craig; Kim, Sarang

    2011-01-01

    Team-based learning is a large-group instructional modality intended to provide active learning with modest faculty resources. The goal is to determine if team-based learning could be substituted for small-group learning in case sessions without compromising test performance or satisfaction. One hundred and sixty-seven students were assigned to team-based or small-group learning for 6 case discussion sessions. Examination scores and student satisfaction were compared. Instruction modality had no meaningful effect on examination score, 81.7% team based versus 79.7% small-group, p=.56 after multivariate adjustment. Student satisfaction was lower with team-based learning, 2.45 versus 3.74 on a 5-point scale, pgroups influenced the preference for small-group learning. Team-based learning does not adversely affect examination performance. However, student satisfaction may be inferior, especially if compared to instruction in very small groups of 10 or fewer students.

  20. Collective Machine Learning: Team Learning and Classification in Multi-Agent Systems

    Science.gov (United States)

    Gifford, Christopher M.

    2009-01-01

    This dissertation focuses on the collaboration of multiple heterogeneous, intelligent agents (hardware or software) which collaborate to learn a task and are capable of sharing knowledge. The concept of collaborative learning in multi-agent and multi-robot systems is largely under studied, and represents an area where further research is needed to…

  1. Self-regulated learning, team learning and project performance in entrepreneurship education: Learning in a lean startup environment

    NARCIS (Netherlands)

    Harms, Rainer

    2015-01-01

    Contemporary entrepreneurship education (EE) is often based around a team-based challenge such as creating a new venture or solving a startup problem. A creative and professional solution to such a challenge requires individual and team efforts. At the level of the individual student, self-regulated

  2. Team-Based Learning in the Gross Anatomy Laboratory Improves Academic Performance and Students' Attitudes toward Teamwork

    Science.gov (United States)

    Huitt, Tiffany W.; Killins, Anita; Brooks, William S.

    2015-01-01

    As the healthcare climate shifts toward increased interdisciplinary patient care, it is essential that students become accomplished at group problem solving and develop positive attitudes toward teamwork. Team-based learning (TBL) has become a popular approach to medical education because of its ability to promote active learning, problem-solving…

  3. Competitive Team-Based Learning versus Group Investigation with Reference to the Language Proficiency of Iranian EFL Intermediate Students

    Science.gov (United States)

    Hosseini, Seyed Mohammad Hassan

    2014-01-01

    This paper is a report on an experimental study which intended to look into the possible effects of Competitive Team-Based Learning (CTBL) vis-à-vis Group Investigation (GI) method of Cooperative Learning (CL) on the language proficiency of Iranian EFL intermediate students. Seventy homogeneous Iranian intermediate students were selected out of a…

  4. Undergraduate Social Work Students' Perceptions of a Team-Based Learning Approach to Exploring Adult Development

    Science.gov (United States)

    Watkins, Karen; Forge, Nicholas; Lewinson, Terri; Garner, Brittany; Carter, Larance D.; Greenwald, Lindsay

    2018-01-01

    Social work educators are challenged to adopt innovative instructional methods and pedagogies to prepare students to meet the contemporary needs of diverse client populations. A team-based learning (TBL) approach is a pedagogical strategy that utilizes cooperative and collaborative learning principles to inspire academic, professional, and…

  5. THE IMPLEMENTATION OF JOBSHEET-BASED STUDENT TEAMS ACHIEVEMENT DIVISION LEARNING MODEL TO IMPROVE STUDENTS LEARNING OUTCOMES

    Directory of Open Access Journals (Sweden)

    Kadek Dodi Permana

    2016-09-01

    Full Text Available This study aims to improve the Information and Communications Technology (ICT learning outcomes of the students in SMA N 2 Singaraja through the learning model of Job sheet-based Student Team Achievement Division (STAD. This is a classroom action research. The data analysis reveals that learning outcomes in cycle I gain a mean score of 80. 51 and a classical provisions of 15%. There are three students who pass with a minimum score of 85 in cycle I. From these categories, the students’ learning outcomes in the first cycle have not met the criterion of 85%. The mean score of cycle II is 88. 57 and the classical provisions is 90%. In the second cycle, there are 18 students who gain a minimum score of 85. Based on the success criterion, a research study is successful if the minimum completeness criterion reaches 85 and the minimum classical completeness criterion reaches 85%. From the categories, the students’ learning outcomes have been successfully improved since the percentage of classical completeness in the second cycle has reached its expected results.

  6. Validity of Peer Evaluation for Team-Based Learning in a Dental School in Japan.

    Science.gov (United States)

    Nishigawa, Keisuke; Hayama, Rika; Omoto, Katsuhiro; Okura, Kazuo; Tajima, Toyoko; Suzuki, Yoshitaka; Hosoki, Maki; Ueda, Mayu; Inoue, Miho; Rodis, Omar Marianito Maningo; Matsuka, Yoshizo

    2017-12-01

    The aim of this study was to determine the validity of peer evaluation for team-based learning (TBL) classes in dental education in comparison with the term-end examination records and TBL class scores. Examination and TBL class records of 256 third- and fourth-year dental students in six fixed prosthodontics courses from 2013 to 2015 in one dental school in Japan were investigated. Results of the term-end examination during those courses, individual readiness assurance test (IRAT), group readiness assurance test (GRAT), group assignment projects (GAP), and peer evaluation of group members in TBL classes were collected. Significant positive correlations were found between all combinations of peer evaluation, IRAT, and term-end examination. Individual scores also showed a positive correlation with group score (total of GRAT and GAP). From the investigation of the correlations in the six courses, significant positive correlations between peer evaluation and individual score were found in four of the six courses. In this study, peer evaluation seemed to be a valid index for learning performance in TBL classes. To verify the effectiveness of peer evaluation, all students have to realize the significance of scoring the team member's performance. Clear criteria and detailed instruction for appropriate evaluation are also required.

  7. Team Resilience Training in the Workplace: E-Learning Adaptation, Measurement Model, and Two Pilot Studies.

    Science.gov (United States)

    Bennett, Joel B; Neeper, Michael; Linde, Brittany D; Lucas, Gale M; Simone, Lindsay

    2018-05-02

    The majority of resilience interventions focus on the individual. Workplace resilience is a growing field of research. Given the ever-increasing interconnectedness in businesses, teamwork is a guarantee. There is also growing recognition that resilience functions at the team level. The objective of our work was to address three shortcomings in the study of workplace resilience interventions: lack of interventions focusing on group-level or team resilience, the need for brief interventions, and the need for more theoretical precision in intervention studies. The authors took an established evidence-based program (Team Resilience) and modified it based on these needs. A working model for brief intervention evaluation distinguishes outcomes that are proximal (perceptions that the program improved resilience) and distal (dispositional resilience). A total of 7 hypotheses tested the model and program efficacy. Two samples (n=118 and n=181) of engineering firms received the Web-based training and provided immediate reactions in a posttest-only design. The second sample also included a control condition (n=201). The findings support the model and program efficacy. For example, workplace resilience was greater in the intervention group than in the control group. Other findings suggest social dissemination effects, equal outcomes for employees at different stress levels, and greater benefit for females. This preliminary research provides evidence for the capabilities of e-learning modules to effectively promote workplace resilience and a working model of team resilience. ©Joel B Bennett, Michael Neeper, Brittany D Linde, Gale M Lucas, Lindsay Simone. Originally published in JMIR Mental Health (http://mental.jmir.org), 02.05.2018.

  8. A multi-instructor, team-based, active-learning exercise to integrate basic and clinical sciences content.

    Science.gov (United States)

    Kolluru, Srikanth; Roesch, Darren M; Akhtar de la Fuente, Ayesha

    2012-03-12

    To introduce a multiple-instructor, team-based, active-learning exercise to promote the integration of basic sciences (pathophysiology, pharmacology, and medicinal chemistry) and clinical sciences in a doctor of pharmacy curriculum. A team-based learning activity that involved pre-class reading assignments, individual-and team-answered multiple-choice questions, and evaluation and discussion of a clinical case, was designed, implemented, and moderated by 3 faculty members from the pharmaceutical sciences and pharmacy practice departments. Student performance was assessed using a multiple-choice examination, an individual readiness assurance test (IRAT), a team readiness assurance test (TRAT), and a subjective, objective, assessment, and plan (SOAP) note. Student attitudes were assessed using a pre- and post-exercise survey instrument. Students' understanding of possible correct treatment strategies for depression improved. Students were appreciative of this true integration of basic sciences knowledge in a pharmacotherapy course and to have faculty members from both disciplines present to answer questions. Mean student score on the on depression module for the examination was 80.4%, indicating mastery of the content. An exercise led by multiple instructors improved student perceptions of the importance of team-based teaching. Integrated teaching and learning may be achieved when instructors from multiple disciplines work together in the classroom using proven team-based, active-learning exercises.

  9. Evaluation of Team-Based Learning and Traditional Instruction in Teaching Removable Partial Denture Concepts.

    Science.gov (United States)

    Echeto, Luisa F; Sposetti, Venita; Childs, Gail; Aguilar, Maria L; Behar-Horenstein, Linda S; Rueda, Luis; Nimmo, Arthur

    2015-09-01

    The aim of this study was to evaluate the effectiveness of team-based learning (TBL) methodology on dental students' retention of knowledge regarding removable partial denture (RPD) treatment. The process of learning RPD treatment requires that students first acquire foundational knowledge and then use critical thinking skills to apply that knowledge to a variety of clinical situations. The traditional approach to teaching, characterized by a reliance on lectures, is not the most effective method for learning clinical applications. To address the limitations of that approach, the teaching methodology of the RPD preclinical course at the University of Florida was changed to TBL, which has been shown to motivate student learning and improve clinical performance. A written examination was constructed to compare the impact of TBL with that of traditional teaching regarding students' retention of knowledge and their ability to evaluate, diagnose, and treatment plan a partially edentulous patient with an RPD prosthesis. Students taught using traditional and TBL methods took the same examination. The response rate (those who completed the examination) for the class of 2013 (traditional method) was 94% (79 students of 84); for the class of 2014 (TBL method), it was 95% (78 students of 82). The results showed that students who learned RPD with TBL scored higher on the examination than those who learned RPD with traditional methods. Compared to the students taught with the traditional method, the TBL students' proportion of passing grades was statistically significantly higher (p=0.002), and 23.7% more TBL students passed the examination. The mean score for the TBL class (0.758) compared to the conventional class (0.700) was statistically significant with a large effect size, also demonstrating the practical significance of the findings. The results of the study suggest that TBL methodology is a promising approach to teaching RPD with successful outcomes.

  10. [Practical chemistry education provided by team-based learning (TBL) and peer evaluation].

    Science.gov (United States)

    Yasuhara, Tomohisa; Konishi, Motomi; Nishida, Takahiro; Kushihata, Taro; Sone, Tomomichi; Kurio, Wasako; Yamamoto, Yumi; Nishikawa, Tomoe; Yanada, Kazuo; Nakamura, Mitsutaka

    2014-01-01

    Learning chemistry is cumulative: basic knowledge and chemical calculation skills are required to gain understanding of higher content. However, we often suffer from students' lack of learning skills to acquire these concepts. One of the reasons is the lack of adequate training in the knowledge and skills of chemistry, and one of the reasons for this lack is the lack of adequate evaluation of training procedures and content. Team-based learning (TBL) is a strong method for providing training in the knowledge and skills of chemistry and reaffirms the knowledge and skills of students of various levels. In our faculty, TBL exercises are provided for first-year students concurrently with lectures in physical chemistry and analytical chemistry. In this study, we researched the adoption of a peer evaluation process for this participatory learning model. Questionnaires taken after TBL exercises in the previous year showed a positive response to TBL. Further, a questionnaire taken after TBL exercises in the spring semester of the current year also yielded a positive response not only to TBL but also to peer evaluation. In addition, a significant correlation was observed between the improvement of students' grades in chemistry classes and the feeling the percentage (20%) of peer evaluation in overall evaluation low (logistic regression analysis, p=0.022). On the basis of the findings, we argue that TBL provides a generic, practical learning environment including an effective focus on learning strategy and evaluation of knowledge, skills, and attitudes, and studies on the educational effects of TBL and peer evaluation.

  11. Why turnover matters in self-managing work teams : Learning, social integration, and task flexibility

    NARCIS (Netherlands)

    van der Vegt, G.S.; Bunderson, S.; Kuipers, B.

    This study considers how turnover in self-managing work teams influences the team interaction processes that promote effective task accomplishment. Drawing from research on self-managing work teams and group process, the authors propose that team turnover affects performance in self-managing teams

  12. Assessing Team Climate by Qualitative and Quantitative Approaches: Building the Learning Organization

    Science.gov (United States)

    Loewen, Pamela; Loo, Robert

    2004-01-01

    This study used the team climate inventory (TCI) to create awareness of the multidimensional nature of team climate, to diagnose the climate of teams, and to present specific actions to improve team climate. Management undergraduates from 81, four-person teams completed the TCI and an open-ended question at week 3 and week 12 of their team…

  13. Is a Team-based Learning Approach to Anatomy Teaching Superior to Didactic Lecturing?

    Science.gov (United States)

    Ghorbani, Naghme; Karbalay-Doust, Saied; Noorafshan, Ali

    2014-02-01

    Team-based learning (TBL) is used in the medical field to implement interactive learning in small groups. The learning of anatomy and its subsequent application requires the students to recall a great deal of factual content. The aims of this study were to evaluate the students' satisfaction, engagement and knowledge gain in anatomy through the medium of TBL in comparison to the traditional lecture method. This study, carried out from February to June 2012, included 30 physical therapy students of the Shiraz University of Medical Science, School of Rehabilitation Sciences. Classic TBL techniques were modified to cover lower limb anatomy topics in the first year of the physical therapy curriculum. Anatomy lectures were replaced with TBL, which required the preparation of assigned content, specific discussion topics, an individual self-assessment test (IRAT) and the analysis of discussion topics. The teams then subsequently retook the assessment test as a group (GRAT). The first eight weeks of the curriculum were taught using traditional didactic lecturing, while during the second eight weeks the modified TBL method was used. The students evaluated these sessions through a questionnaire. The impact of TBL on student engagement and educational achievement was determined using numerical data, including the IRAT, GRAT and final examination scores. Students had a higher satisfaction rate with the TBL teaching according to the Likert scale. Additionally, higher scores were obtained in the TBL-based final examination in comparison to the lecture-based midterm exam. The students' responses showed that the TBL technique could be used alone or in conjunction with traditional didactic lecturing in order to teach anatomy more effectively.

  14. Peer-led team learning in an online course on controversial medication issues and the US healthcare system.

    Science.gov (United States)

    Pittenger, Amy L; LimBybliw, Amy L

    2013-09-12

    To implement peer-led team learning in an online course on controversial issues surrounding medications and the US healthcare system. The course was delivered completely online using a learning management system. Students participated in weekly small-group discussions in online forums, completed 3 reflective writing assignments, and collaborated on a peer-reviewed grant proposal project. In a post-course survey, students reported that the course was challenging but meaningful. Final projects and peer-reviewed assignments demonstrated that primary learning goals for the course were achieved and students were empowered to engage in the healthcare debate. A peer-led team-learning is an effective strategy for an online course offered to a wide variety of student learners. By shifting some of the learning and grading responsibility to students, the instructor workload for the course was rendered more manageable.

  15. Tackling student neurophobia in neurosciences block with team-based learning

    Directory of Open Access Journals (Sweden)

    Khurshid Anwar

    2015-07-01

    Full Text Available Introduction: Traditionally, neurosciences is perceived as a difficult course in undergraduate medical education with literature suggesting use of the term “Neurophobia” (fear of neurology among medical students. Instructional strategies employed for the teaching of neurosciences in undergraduate curricula traditionally include a combination of lectures, demonstrations, practical classes, problem-based learning and clinico-pathological conferences. Recently, team-based learning (TBL, a student-centered instructional strategy, has increasingly been regarded by many undergraduate medical courses as an effective method to assist student learning. Methods: In this study, 156 students of year-three neuroscience block were divided into seven male and seven female groups, comprising 11–12 students in each group. TBL was introduced during the 6 weeks of this block, and a total of eight TBL sessions were conducted during this duration. We evaluated the effect of TBL on student learning and correlated it with the student's performance in summative assessment. Moreover, the students’ perceptions regarding the process of TBL was assessed by online survey. Results: We found that students who attended TBL sessions performed better in the summative examinations as compared to those who did not. Furthermore, students performed better in team activities compared to individual testing, with male students performing better with a more favorable impact on their grades in the summative examination. There was an increase in the number of students achieving higher grades (grade B and above in this block when compared to the previous block (51.7% vs. 25%. Moreover, the number of students at risk for lower grades (Grade B- and below decreased in this block when compared to the previous block (30.6% vs. 55%. Students generally elicited a favorable response regarding the TBL process, as well as expressed satisfaction with the content covered and felt that such

  16. Team based learning in nursing and midwifery higher education; a systematic review of the evidence for change.

    Science.gov (United States)

    Dearnley, Chris; Rhodes, Christine; Roberts, Peter; Williams, Pam; Prenton, Sarah

    2018-01-01

    The aim of this study is to review the evidence in relation to the experiences and outcomes of students on nursing and/or midwifery higher education programmes, who experience team based learning. To examine the relationship between team based learning and attainment for nursing and midwifery students in professional higher education. To examine the relationship between team based learning and student satisfaction for nurses and midwifery students in higher education. To identify and report examples of good practice in the implementation of team based learning in Nursing and Midwifery higher education. A systematic Review of the literature was undertaken. The population were nurses and midwives studying on higher education pre and post registration professional programmes. The intervention was learning and teaching activities based on a team-based learning approach. Data sources included CINAHL and MEDLINE. ERIC and Index to Theses were also searched. International research papers published in English between 2011 and 2017 that met the inclusion criteria were included in the study. Papers that met the criteria were subjected to quality appraisal and agreement amongst authors for inclusion in the review. A total of sixteen papers were reviewed and four themes emerged for discussion. These were Student Engagement, Student Satisfaction, Attainment and Practice Development and Transformational Teaching and Learning. There is a tentative, though growing body of evidence to support TBL as a strategy that can impact on student engagement, student satisfaction, attainment, practice development and transformative teaching and learning. The literature indicates that implementing TBL within the curriculum is not without challenge and requires a sustained and structured approach. Staff and students need to understand the processes involved, and why they should be adhered to, in the pursuit of enhanced student experiences and outcomes for nurses and midwives in Higher Education

  17. How do primary health care teams learn to integrate intimate partner violence (IPV) management? A realist evaluation protocol.

    Science.gov (United States)

    Goicolea, Isabel; Vives-Cases, Carmen; San Sebastian, Miguel; Marchal, Bruno; Kegels, Guy; Hurtig, Anna-Karin

    2013-03-23

    Despite the existence of ample literature dealing, on the one hand, with the integration of innovations within health systems and team learning, and, on the other hand, with different aspects of the detection and management of intimate partner violence (IPV) within healthcare facilities, research that explores how health innovations that go beyond biomedical issues-such as IPV management-get integrated into health systems, and that focuses on healthcare teams' learning processes is, to the best of our knowledge, very scarce if not absent. This realist evaluation protocol aims to ascertain: why, how, and under what circumstances primary healthcare teams engage (if at all) in a learning process to integrate IPV management in their practices; and why, how, and under what circumstances team learning processes lead to the development of organizational culture and values regarding IPV management, and the delivery of IPV management services. This study will be conducted in Spain using a multiple-case study design. Data will be collected from selected cases (primary healthcare teams) through different methods: individual and group interviews, routinely collected statistical data, documentary review, and observation. Cases will be purposively selected in order to enable testing the initial middle-range theory (MRT). After in-depth exploration of a limited number of cases, additional cases will be chosen for their ability to contribute to refining the emerging MRT to explain how primary healthcare learn to integrate intimate partner violence management. Evaluations of health sector responses to IPV are scarce, and even fewer focus on why, how, and when the healthcare services integrate IPV management. There is a consensus that healthcare professionals and healthcare teams play a key role in this integration, and that training is important in order to realize changes. However, little is known about team learning of IPV management, both in terms of how to trigger such learning

  18. Team-Based Learning in a Community Health Nursing Course: Improving Academic Outcomes.

    Science.gov (United States)

    Miles, Jane M; Larson, Kim L; Swanson, Melvin

    2017-07-01

    Population health concepts, such as upstream thinking, present challenging ideas to undergraduate nursing students grounded in an acute care orientation. The purpose of this study was to describe how team-based learning (TBL) influenced academic outcomes in a community health nursing course. A descriptive correlational design examined the relationship among student scores on individual readiness assurance tests (iRATs), team readiness assurance tests (tRATs), and the final examination. The sample included 221 nursing students who had completed the course. A large positive correlation was found between iRAT and final examination scores. For all students, the mean tRAT score was higher than the mean iRAT score. A moderate positive correlation existed between tRAT and final examination scores. The study contributes to understanding the effects of TBL pedagogy on student academic outcomes in nursing education. TBL is a valuable teaching method in a course requiring the application of challenging concepts. [J Nurs Educ. 2017;56(7):425-429.]. Copyright 2017, SLACK Incorporated.

  19. Peer led team learning in introductory biology: effects on peer leader critical thinking skills.

    Science.gov (United States)

    Snyder, Julia J; Wiles, Jason R

    2015-01-01

    This study evaluated hypothesized effects of the Peer-Led Team Learning (PLTL) instructional model on undergraduate peer leaders' critical thinking skills. This investigation also explored peer leaders' perceptions of their critical thinking skills. A quasi-experimental pre-test/post-test with control group design was used to determine critical thinking gains in PLTL/non-PLTL groups. Critical thinking was assessed using the California Critical Thinking Skills Test (CCTST) among participants who had previously completed and been successful in a mixed-majors introductory biology course at a large, private research university in the American Northeast. Qualitative data from open-ended questionnaires confirmed that factors thought to improve critical thinking skills such as interaction with peers, problem solving, and discussion were perceived by participants to have an impact on critical thinking gains. However, no significant quantitative differences in peer leaders' critical thinking skills were found between pre- and post-experience CCTST measurements or between experimental and control groups.

  20. Optimisation of simulated team training through the application of learning theories: a debate for a conceptual framework

    Science.gov (United States)

    2014-01-01

    Background As a conceptual review, this paper will debate relevant learning theories to inform the development, design and delivery of an effective educational programme for simulated team training relevant to health professionals. Discussion Kolb’s experiential learning theory is used as the main conceptual framework to define the sequence of activities. Dewey’s theory of reflective thought and action, Jarvis modification of Kolb’s learning cycle and Schön’s reflection-on-action serve as a model to design scenarios for optimal concrete experience and debriefing for challenging participants’ beliefs and habits. Bandura’s theory of self-efficacy and newer socio-cultural learning models outline that for efficient team training, it is mandatory to introduce the social-cultural context of a team. Summary The ideal simulated team training programme needs a scenario for concrete experience, followed by a debriefing with a critical reflexive observation and abstract conceptualisation phase, and ending with a second scenario for active experimentation. Let them re-experiment to optimise the effect of a simulated training session. Challenge them to the edge: The scenario needs to challenge participants to generate failures and feelings of inadequacy to drive and motivate team members to critical reflect and learn. Not experience itself but the inadequacy and contradictions of habitual experience serve as basis for reflection. Facilitate critical reflection: Facilitators and group members must guide and motivate individual participants through the debriefing session, inciting and empowering learners to challenge their own beliefs and habits. To do this, learners need to feel psychological safe. Let the group talk and critical explore. Motivate with reality and context: Training with multidisciplinary team members, with different levels of expertise, acting in their usual environment (in-situ simulation) on physiological variables is mandatory to introduce

  1. [Effectiveness of Team-Based Learning (TBL) as a new teaching approach for pharmaceutical care education].

    Science.gov (United States)

    Suno, Manabu; Yoshida, Toshiko; Koyama, Toshihiro; Zamami, Yoshito; Miyoshi, Tomoko; Mizushima, Takaaki; Tanimoto, Mitsune

    2013-01-01

    The concept of Team-Based Learning (TBL) was developed in the late 1970s by Larry Michaelsen, who wanted students to enjoy the benefits of small group learning within large classes in the business school environment. In contrast to problem-based learning (PBL), which is student centered, TBL is typically instructor centered. Recently, TBL is being used as a teaching method in over 60 health science professional schools in the US and other countries. In the present study, the impact of adopting TBL in teaching pharmaceutical care practices to students was evaluated. Students were required to answer a set of multiple-choice questions individually in individual readiness assessment test (IRAT) before the TBL sessions to assess their level of preparation. The same set of questions was then reattempted by the group readiness assessment test (GRAT) during TBL. Comparing the scores obtained in the GRAT and IRAT before the first TBL session, the scores from the GRAT were always higher than those of the IRAT, indicating that TBL has encouraged active learning. In addition, students were surveyed about their level of satisfaction with TBL and written comments about TBL were solicited. The results of the questionnaire showed that 87.3±9.3% of the students were satisfied. Moreover, no student commented that TBL was in any way inferior to the PBL. Implementation of a TBL approach was successfully integrated into the pharmaceutical care education course. In order to further improve the usefulness of TBL in teaching pharmaceutical care, a hybrid teaching approach that also comprises PBL and a lecture-based course is desirable.

  2. Meta-analysis on the effectiveness of team-based learning on medical education in China.

    Science.gov (United States)

    Chen, Minjian; Ni, Chunhui; Hu, Yanhui; Wang, Meilin; Liu, Lu; Ji, Xiaoming; Chu, Haiyan; Wu, Wei; Lu, Chuncheng; Wang, Shouyu; Wang, Shoulin; Zhao, Liping; Li, Zhong; Zhu, Huijuan; Wang, Jianming; Xia, Yankai; Wang, Xinru

    2018-04-10

    Team-based learning (TBL) has been adopted as a new medical pedagogical approach in China. However, there are no studies or reviews summarizing the effectiveness of TBL on medical education. This study aims to obtain an overall estimation of the effectiveness of TBL on outcomes of theoretical teaching of medical education in China. We retrieved the studies from inception through December, 2015. Chinese National Knowledge Infrastructure, Chinese Biomedical Literature Database, Chinese Wanfang Database, Chinese Scientific Journal Database, PubMed, EMBASE and Cochrane Database were searched. The quality of included studies was assessed by the Newcastle-Ottawa scale. Standardized mean difference (SMD) was applied for the estimation of the pooled effects. Heterogeneity assumption was detected by I 2 statistics, and was further explored by meta-regression analysis. A total of 13 articles including 1545 participants eventually entered into the meta-analysis. The quality scores of these studies ranged from 6 to 10. Altogether, TBL significantly increased students' theoretical examination scores when compared with lecture-based learning (LBL) (SMD = 2.46, 95% CI: 1.53-3.40). Additionally, TBL significantly increased students' learning attitude (SMD = 3.23, 95% CI: 2.27-4.20), and learning skill (SMD = 2.70, 95% CI: 1.33-4.07). The meta-regression results showed that randomization, education classification and gender diversity were the factors that caused heterogeneity. TBL in theoretical teaching of medical education seems to be more effective than LBL in improving the knowledge, attitude and skill of students in China, providing evidence for the implement of TBL in medical education in China. The medical schools should implement TBL with the consideration on the practical teaching situations such as students' education level.

  3. What can sales managers learn from coaches of professional sport teams?

    OpenAIRE

    G. Troilo; P. Guenzi

    2010-01-01

    Sales organizations are increasing their use of sales teams, but team selling is an under- researched area. In this perspective, the role of sales teams’ leaders deserves special attention. Sales teams have many characteristics in common with sport teams. Hence, sales managers often look to sport for inspirational examples and useful models of teamwork. Based on interviews with 31 coaches of professional sport teams, we developed a conceptual model providing sales managers with some useful le...

  4. Assessment of Chinese Students’ Progression and Perceptions in Blended Team-Based Learning Approach at an International College in China

    OpenAIRE

    Malekigorji, Maryam; Corbett, Dan; Rooney, David; Hanna, Lezley-Anne; Hall, Maurice

    2018-01-01

    Blended team-based learning (TBL) as a major component of an undergraduate course was implemented at a UK joint college in China. The core components of TBL were introduced in the course for Chinese students and their academic performance and course evaluation data with blended TBL approach was compared with solely flipped classroom and traditional lecture-based courses. Students’ perceptions regarding traditional learning and TBL were investigated and compared through the use of an online pe...

  5. Teaching neurology to medical students with a simplified version of team-based learning.

    Science.gov (United States)

    Brich, Jochen; Jost, Meike; Brüstle, Peter; Giesler, Marianne; Rijntjes, Michel

    2017-08-08

    To compare the effect of a simplified version of team-based learning (sTBL), an active learning/small group instructional strategy, with that of the traditionally used small group interactive seminars on the acquisition of knowledge and clinical reasoning (CR) skills. Third- and fourth-year medical students (n = 122) were randomly distributed into 2 groups. A crossover design was used in which 2 neurologic topics were taught by sTBL and 2 by small group interactive seminars. Knowledge was assessed with a multiple-choice question examination (MCQE), CR skills with a key feature problem examination (KFPE). Questionnaires were used for further methodologic evaluation. No group differences were found in the MCQE results. sTBL instruction of the topic "acute altered mental status" was associated with a significantly better student performance in the KFPE ( p = 0.008), with no differences in the other 3 topics covered. Although both teaching methods were highly rated by the students, a clear majority voted for sTBL as their preferred future teaching method. sTBL served as an equivalent alternative to small group interactive seminars for imparting knowledge and teaching CR skills, and was particularly advantageous for teaching CR in the setting of a complex neurologic topic. Furthermore, students reported a strong preference for the sTBL approach, making it a promising tool for effectively teaching neurology. © 2017 American Academy of Neurology.

  6. Effects of team-based learning on fixed prosthodontic education in a Japanese School of Dentistry.

    Science.gov (United States)

    Takeuchi, Hisahiro; Omoto, Katsuhiro; Okura, Kazuo; Tajima, Toyoko; Suzuki, Yoshitaka; Hosoki, Maki; Koori, Motoharu; Shigemoto, Shuji; Ueda, Mayu; Nishigawa, Keisuke; Rodis, Omar Marianito Maningo; Matsuka, Yoshizo

    2015-04-01

    The aims of this study were to evaluate the quality of team-based learning (TBL) in prosthodontics education for fourth-year dental students at Tokushima University School of Dentistry and to compare this teaching method with traditional lecture-based delivery. Participants in the study were 36 students (22 males and 14 females) who attended the TBL-style fixed prosthodontics course. Ten 60-minute classes were held. The first three were traditional lecture-style classes and were followed by one class introducing the TBL style. The remaining six classes constituted the TBL-format fixed prosthodontics course. The effectiveness of TBL was evaluated through student questionnaires at the end of each class and the results of the term-end examination. The questionnaire revealed high student approval for TBL-style learning, and active group discussion among students during TBL was a key factor in these ratings. In the results of the term-end examination, there were significantly higher scores on the questions that covered TBL-taught material than those covering traditional lecture-taught topics. The results of this study suggest that TBL-style lecture was more effective than traditional-style lecture for teaching fixed prosthodontics and that TBL was a more efficient mode of delivering dental education than traditional lecture-based teaching.

  7. Learning from Katrina: environmental health observations from the SWCPHP response team in Houston.

    Science.gov (United States)

    Elledge, Brenda L; Boatright, Daniel T; Woodson, Paul; Clinkenbeard, Rodney E; Brand, Michael W

    2007-09-01

    Hurricane Katrina provided an opportunity to observe the public health and medical care response system in practice and provided vital lessons about identifying and learning critical response measures as well as about ineffective investments of time and effort. The Southwest Center for Public Health Preparedness (SWCPHP) response team, while working among evacuees housed at Reliant Park in Houston, Texas, made a number of observations related to environmental public health. This summary reports firsthand observations which are, to a great extent, supported by the Federal Response to Hurricane Katrina: Lessons Learned report, and it provides a contextual backdrop for improvement in the areas of volunteer and citizen preparedness training and education. Katrina provided an opportunity to see public health in a highly stressed practice setting and to identify and reinforce the fundamental tenets of public health with which all individuals responding to an event should be familiar. Knowledge gained from Katrina should be integrated into future efforts related to disaster response planning; specifically, it is imperative that volunteers receive standardized training in the areas of incident command systems (ICS), basic hygiene, transmission of disease, and food and water safety principles.

  8. Effects of additional team-based learning on students' clinical reasoning skills: a pilot study.

    Science.gov (United States)

    Jost, Meike; Brüstle, Peter; Giesler, Marianne; Rijntjes, Michel; Brich, Jochen

    2017-07-14

    In the field of Neurology good clinical reasoning skills are essential for successful diagnosing and treatment. Team-based learning (TBL), an active learning and small group instructional strategy, is a promising method for fostering these skills. The aim of this pilot study was to examine the effects of a supplementary TBL-class on students' clinical decision-making skills. Fourth- and fifth-year medical students participated in this pilot study (static-group comparison design). The non-treatment group (n = 15) did not receive any additional training beyond regular teaching in the neurology course. The treatment group (n = 11) took part in a supplementary TBL-class optimized for teaching clinical reasoning in addition to the regular teaching in the neurology course. Clinical decision making skills were assessed using a key-feature problem examination. Factual and conceptual knowledge was assessed by a multiple-choice question examination. The TBL-group performed significantly better than the non-TBL-group (p = 0.026) in the key-feature problem examination. No significant differences between the results of the multiple-choice question examination of both groups were found. In this pilot study participants of a supplementary TBL-class significantly improved clinical decision-making skills, indicating that TBL may be an appropriate method for teaching clinical decision making in neurology. Further research is needed for replication in larger groups and other clinical fields.

  9. Team-Based Learning: Successful Experience in a Public Health Graduate Program

    Directory of Open Access Journals (Sweden)

    Geraldo Bezerra da Silva Junior

    Full Text Available ABSTRACT Background: In the review of curriculum matrices, the elaboration of learning strategies that combine theory and practice is extremely important, allowing the building of new concepts and learning methods by the students. Team-based learning (TBL is growing in academic centers and refers to the pedagogic strategy grounded in constructivism. The aim of this research was to describe the application of TBL in a Public Health graduate program. Methods: TBL was applied in a class with 22 students in the discipline “Quantitative Research in Health” of the Public Health graduate program (Master degree at the University of Fortaleza, Brazil, in 2016. The discipline was structured in 8 lessons, approaching the thematic of quantitative research. Before each class the students were required to study the contents at home, a test was done for each subject in the beginning of each class (individually and then in teams of 5 or 6 students and then a brief review was performed by the professor, where the students could ask questions and solve any doubt. At the end of the semester an evaluation questionnaire was applied with objective questions and a qualitative survey. Results: The application of TBL was done in a class with 22 students of the Public health Master Program, aged 22 to 36 years, and 83.3% were female. The method was well received by the students. All the evaluations and discussions went on without any problem. There were some complaints about the requirement to study at home prior to the classes. Students’ evaluation of the discipline and the TBL method was satisfactory with answers’ average score of 4.7 (scale 0-5. The lowestscore was achieved by the question number 11 (4.3 about the students motivation for their study at home. The comparison with the evaluation of the previous semester (where a traditional method was applied evidenced higher scores for the TBL method. Conclusions: The application of TBL was satisfactory and the

  10. The Impact of Structured Writing and Developing Awareness of Learning Preferences on the Performance and Attitudes of Engineering Teams

    Science.gov (United States)

    Dahm, Kevin; Newell, James; Newell, Heidi; Harvey, Roberta

    2009-01-01

    This paper discusses efforts to develop metacognition in teams of engineering students by: first, exploring personal learning patterns, and second, ongoing biweekly journaling exercises. Thirty-three junior and senior engineering students (30 chemical engineer, one each from mechanical, civil and electrical) working on semester-long projects in…

  11. Issues and Strategies for Establishing Work-Integrated Learning for Multidisciplinary Teams: A Focus on Degrees in Sustainability

    Science.gov (United States)

    Wilson, Robyn Fay

    2015-01-01

    This study was conducted to identify challenges and potential strategies to streamline work-integrated learning placements for multidisciplinary teams of students undertaking degrees in sustainability. Face-to-face interviews using a semi-structured questionnaire were conducted with 15 academics and senior university staff, from four universities…

  12. An e-Learning Team's Life on and Offline: A Collaborative Self-Ethnography in Postgraduate Education Development

    Science.gov (United States)

    Clapp, Alison

    2017-01-01

    This paper primarily discusses the methodology of a case study into interactions and working practices of an elearning team, on and offline. Although several ethnographies have been published on online learning, there are apparently none involving communities developing courses. This is a unique insight, bringing a new view of course and staff…

  13. A controlled study of team-based learning for undergraduate clinical neurology education

    Directory of Open Access Journals (Sweden)

    Umapathi Thirugnanam

    2011-10-01

    Full Text Available Abstract Background Team-based learning (TBL, a new active learning method, has not been reported for neurology education. We aimed to determine if TBL was more effective than passive learning (PL in improving knowledge outcomes in two key neurology topics - neurological localization and neurological emergencies. Methods We conducted a modified crossover study during a nine-week internal medicine posting involving 49 third-year medical undergraduates, using TBL as the active intervention, compared against self-reading as a PL control, for teaching the two topics. Primary outcome was the mean percentage change in test scores immediately after (post-test 1 and 48 hours after TBL (post-test 2, compared to a baseline pre-test. Student engagement was the secondary outcome. Results Mean percentage change in scores was greater in the TBL versus the PL group in post-test 1 (8.8% vs 4.3%, p = 0.023 and post-test 2 (11.4% vs 3.4%, p = 0.001. After adjustment for gender and second year examination grades, mean percentage change in scores remained greater in the TBL versus the PL group for post-test 1 (10.3% vs 5.8%, mean difference 4.5%,95% CI 0.7 - 8.3%, p = 0.021 and post-test 2 (13.0% vs 4.9%, mean difference 8.1%,95% CI 3.7 - 12.5%, p = 0.001, indicating further score improvement 48 hours post-TBL. Academically weaker students, identified by poorer examination grades, showed a greater increase in scores with TBL versus strong students (p Conclusions Compared to PL, TBL showed greater improvement in knowledge scores, with continued improvement up to 48 hours later. This effect is larger in academically weaker students. TBL is an effective method for improving knowledge in neurological localization and neurological emergencies in undergraduates.

  14. Developing a Self-Learning Education Material for Learning Team Development

    OpenAIRE

    伊藤, 恵; 木塚, あゆみ; 奥野, 拓; 松原, 克弥; 大場, みち子

    2018-01-01

    実践的教育手法としてProject-Based Learning(以下PBL)が注目されており,情報系の学部や研究科においてもシステム開発を中心としたPBLが広く行われてきている.身に付けるべき技術が多岐にわたる場合,1回のPBL受講で習得できることに限りがあることから,複数回のPBL受講が望ましいが,限られた教育期間の中で複数の受講が難しい場合もある.そこで我々は個々の学生のPBL受講回数不足を補完するために,チーム開発を模擬的に個人学習で学ぶ自習教材を開発した.実際にこの教材を用いた教育試行を行い,開発した教材を受講した後に通常のPBLを受講した学生と,通常のPBLを2回受講した学生との比較分析を行い,通常のPBL受講に比べると不十分な点もあるものの,スキル習得に一定の効果が見られることがわかった....

  15. Physical therapy students’ perceptions of team-based learning in gross anatomy using the Team-Based Learning Student Assessment Instrument

    Directory of Open Access Journals (Sweden)

    Beven Livingston

    2014-01-01

    Conclusion: The physical therapy students reported an overall positive experience in using TBL to learn gross anatomy in terms of accountability, preference for learning mode, and satisfaction. This positive experience with TBL was accompanied by their successful academic performance. Given the traits and learning preferences in this generation of graduate students, TBL could be a teaching method that is received positively elsewhere and results in successful academic performance and learning.

  16. Professional and pre-professional pharmacy students' perceptions of team based learning (TBL) at a private research-intensive university.

    Science.gov (United States)

    Miller, Danielle M; Khalil, Karen; Iskaros, Olivia; Van Amburgh, Jenny A

    2017-07-01

    Pharmacy students need to develop critical thinking and problem-solving skills as well as be a valuable team member. The use of team based learning (TBL) fosters effective team collaboration, enables continuous active and self-directed learning, and requires both individual and team accountability. The purpose was to evaluate pharmacy students' perceptions and experiences related to TBL in different years of the pharmacy curriculum. Two classes, Introduction to the Profession of Pharmacy (intro), a required course, and Self-Care/Non-Prescription Medications (self-care), an elective course, utilize the TBL approach. Students enrolled in both courses were recruited to complete a validated questionnaire during the last class. There was 100% participation; the majority of students, regardless of course, expressed positive attitudes towards TBL. Variations, relevance of TBL activities and the use of TBL as a learning strategy, between the required intro class and the elective self-care class were observed using a Mann-Whitney U test (peffectiveness. It's important to consider the differences in professional development in these students and how this may impact their perceptions of TBL. TBL imparts more responsibility and accountability on the individual student allowing for the development of self-directed learners. Students, regardless of their year, found TBL to be an effective learning strategy. Third professional year (P3) pharmacy students further along in the curriculum are more accepting of TBL and are better able to appreciate the benefits of active and self-directed learning as well as working within a team. Copyright © 2017 Elsevier Inc. All rights reserved.

  17. To reflect or not to reflect: Prior team performance as a boundary condition of the effects of reflexivity on learning and final team performance.

    NARCIS (Netherlands)

    Schippers, M.; Homan, A.C.; van Knippenberg, D.

    2013-01-01

    A small but growing body of literature adds to our understanding of the role of team reflexivity (i.e., reflecting upon team functioning) in predicting team performance. Although many studies conclude that reflexivity is an asset for teams, the contingencies of team reflexivity have received far

  18. Modified Team-Based Learning in an Ophthalmology Clerkship in China.

    Directory of Open Access Journals (Sweden)

    Zheqian Huang

    Full Text Available Team-based learning (TBL is an increasingly popular teaching method in medical education. However, TBL hasn't been well-studied in the ophthalmology clerkship context. This study was to examine the impact of modified TBL in such context and to assess the student evaluations of TBL.Ninety-nine students of an 8-year clinical medicine program from Zhongshan Ophthalmic Centre, Sun Yat-sen University, were randomly divided into four sequential units and assigned to six teams with the same faculty. The one-week ophthalmology clerkship module included traditional lectures, gross anatomy and a TBL module. The effects of the TBL module on student performance were measured by the Individual Readiness Assurance Test (IRAT, the Group Readiness Assurance Test (GRAT, the Group Application Problem (GAP and final examination scores (FESs. Students' evaluations of TBL were measured by a 16-item questionnaire. IRAT and GRAT scores were compared using a paired t-test. One-way analysis of variance (ANOVA and subgroup analysis compared the effects among quartiles that were stratified by the Basic Ophthalmology Levels (BOLs. The BOLs were evaluated before the ophthalmology clerkship.In TBL classes, the GRAT scores were significantly higher than the IRAT scores in both the full example and the BOL-stratified groups. It highlighted the advantages of TBL compared to the individual learning. Quartile-stratified ANOVA comparisons showed significant differences at FES scores (P < 0.01. In terms to IRAT, GRAT and GAP scores, there was no significant result. Moreover, IRAT scores only significantly differed between the first and fourth groups. The FES scores of the first three groups are significantly higher than the fourth group. Gender-specific differences were significant in FES but not the IRAT. Overall, 57.65% of student respondents agreed that TBL was helpful. Male students tended to rate TBL higher than female students.The application of modified TBL to the

  19. A Model to Evaluate the Effectiveness of Collaborative Online Learning Teams – Self-Disclosure and Social Exchange Theory Perspective

    Directory of Open Access Journals (Sweden)

    Ying-Chieh Liu

    2010-12-01

    Full Text Available Collaborative online learning teams (COLTs are teams that are comprised of groups of online students. Accompanying the popularity of online learning, both on campuses and as professional development within many industries, learning in groups has been attracting much attention. However, there is little research constructing intact frameworks to evaluate the effectiveness of COLTs. This study built a framework by incorporating six constructs: self-disclosure, social exchange, trust, cohesion, performance and satisfaction, and validated it by analyzing data from a five-week experiment. The results showed that social exchange had a significant impact on trust, but self-disclosure did not. Trust was significantly related to cohesion and cohesion was significantly related to performance and satisfaction. This study suggests that instructors should incorporate the number of students’ posts into parts of evaluation to facilitate self-disclosure, and to stop “social loafing” behaviors while encouraging social exchange activities.

  20. How teacher educators learn to use data in a data team

    NARCIS (Netherlands)

    Bolhuis, E.D.

    2017-01-01

    This dissertation is about a data team in a Teacher Education College in the Netherlands, and how a data team can contribute to de development of data skills, a more positive attitude towards data use and the use of data in practice. In order to study the research question, How does a data team

  1. The Influence of Complexity and Uncertainty on Self-Directed Team Learning

    Science.gov (United States)

    Gray, David

    2012-01-01

    To help increase the effectiveness of self-directed teams, this paper studies the attitudes and behaviour of self-directed team members during the course of a computer simulated marketing strategy game. Self-directed teams are used widely throughout organisations yet receive little scrutiny when they undertake a task which is subject to conditions…

  2. Project Leader's Dual Socialization and Its Impact on Team Learning and Performance: A Diagnostic Study

    Science.gov (United States)

    Gautam, Tanvi

    2009-01-01

    One of the important challenges for leadership in project teams is the ability to manage the knowledge, communication and coordination related activities of team. In cross-team collaboration, different boundaries contribute to the situated nature of knowledge and hamper the flow of knowledge and prevent shared understanding with those on the other…

  3. Comparison between flipped classroom and team-based learning in fixed prosthodontic education.

    Science.gov (United States)

    Nishigawa, Keisuke; Omoto, Katsuhiro; Hayama, Rika; Okura, Kazuo; Tajima, Toyoko; Suzuki, Yoshitaka; Hosoki, Maki; Shigemoto, Shuji; Ueda, Mayu; Rodis, Omar Marianito Maningo; Matsuka, Yoshizo

    2017-04-01

    We previously investigated the effects of team-based learning (TBL) on fixed prosthodontic education and reported that TBL could have higher efficiency with high student satisfaction than traditional lecture. In the current report, we introduced flipped classroom to the fixed prosthodontic education and compared their effectiveness based on the final examination score in addition to TBL. Participants were 41 students from Tokushima University School of Dentistry who attended a fixed prosthodontics course. The first six classes adopted the flipped classroom style while the latter eight classes adopted TBL. To evaluate the relationship between learning styles and their effectiveness, we compared results from the term-end examination between the curriculum covered by flipped classroom and TBL-style classes. To draw comparisons, a referential examination with the same questions was conducted to eight faculty members who had not attended any of these classes. Term-end examination results showed that TBL classes had slightly higher scores than flipped classroom classes. Referential examination results also showed higher scores for the same curriculum and no significant interaction was found between class formats and the term-end and referential examination scores. Analysis revealed no noticeable difference in the effectiveness of the class formats. Our previous study reported that TBL had higher efficiency than traditional style lecture. In the current study, there was no statistical difference in the examination score between flipped classroom and TBL. Therefore, we conclude that both styles are highly effective than traditional style lecture and constitute valid formats for clinical dental education. Copyright © 2016 Japan Prosthodontic Society. Published by Elsevier Ltd. All rights reserved.

  4. Peer led team learning in introductory biology: effects on peer leader critical thinking skills.

    Directory of Open Access Journals (Sweden)

    Julia J Snyder

    Full Text Available This study evaluated hypothesized effects of the Peer-Led Team Learning (PLTL instructional model on undergraduate peer leaders' critical thinking skills. This investigation also explored peer leaders' perceptions of their critical thinking skills. A quasi-experimental pre-test/post-test with control group design was used to determine critical thinking gains in PLTL/non-PLTL groups. Critical thinking was assessed using the California Critical Thinking Skills Test (CCTST among participants who had previously completed and been successful in a mixed-majors introductory biology course at a large, private research university in the American Northeast. Qualitative data from open-ended questionnaires confirmed that factors thought to improve critical thinking skills such as interaction with peers, problem solving, and discussion were perceived by participants to have an impact on critical thinking gains. However, no significant quantitative differences in peer leaders' critical thinking skills were found between pre- and post-experience CCTST measurements or between experimental and control groups.

  5. Learning Team Review 2016-0001: Installing Outlets for Programmatic Equipment

    Energy Technology Data Exchange (ETDEWEB)

    Dunwoody, John Tyler [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Obrey, Kimberly Ann [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Bridgewater, Jon S. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Griego, Frank X. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Brenner, Andrew Karl [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Lopez, Ted T. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Henderson, Kevin C. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Gordon, Lloyd Baumgardner [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Blumberg, Paul A. [Los Alamos National Lab. (LANL), Los Alamos, NM (United States); Wilburn, Dianne Williams [Los Alamos National Lab. (LANL), Los Alamos, NM (United States)

    2016-09-08

    The purpose of a Learning Team is to transfer and communicate the information into operational feedback and improvement. We want to pay attention to the small things that go wrong because they are often early warning signals and may provide insight into the health of the whole system. An ESR was placed in the October of 2015 to move/install a number of 120V and 208V outlets in 455-104B to support programmatic furnace needs. Electrical design review was completed for ESR 22217 on February 22, 2016 and a Design Change Form completed describing the modification needed as: demolish 1 existing receptacle and circuit leaving conduit and jbox for use to install new receptacle and 5 new receptacles/circuits are required and one existing receptacle is to be relocated, listed under FSR 149229. The FSR scope of work was written:: Please have the Electricians come out to perform demolition (1ea.), installation (6ea.)& relocation (1ea.) of receptacles / circuits. ESR 22217 & DCF-16-35-0455-1281 is in place for this work. Coordinate final receptacle locations with Laboratory Resident. Contact John Dunwoody or O-MC for this information. WO# 545580-01 was signed on April 20, 2016.: Electricians to perform demolition, installation, & relocation of receptacles / circuits PER attached DCF-16-0455-1281-SK-1.

  6. DEVELOPING FINAL COURSE MONOGRAPHS USING A TEAM-BASED LEARNING METHODOLOGY

    Directory of Open Access Journals (Sweden)

    Ani Mari Hartz

    2016-04-01

    Full Text Available This article describes an experience with the Team-Based Learning (TBL methodology in courses designed to support the planning and execution of final course monographs. It contains both professors’ and students’ perceptions, through observation and assessment. A qualitative approach using observation techniques and desk research was used in conjunction with a quantitative approach based on a questionnaire. The sample consisted of 49 students from a higher education institution, 27 of them in a Communication Course and the remaining 22 in a Business Administration course. Qualitative data analysis was performed through simple categorization with back-defined categories, while the quantitative data analysis employed descriptive statistics and cluster analysis using Minitab 17.1 software. The main findings include the identification of: three student profiles (designated as traditional, collaborative and practical; a preference for guidance and feedback from the professor rather than other students; and a need for a professor-led closing discussion when applying the TBL method. As regards the main benefits to students, they recognized that discussion in groups allowed them to realize how much they really know about the subject studied. Finally, most students seemed to like the TBL approach.

  7. Peer Led Team Learning in Introductory Biology: Effects on Peer Leader Critical Thinking Skills

    Science.gov (United States)

    Snyder, Julia J.; Wiles, Jason R.

    2015-01-01

    This study evaluated hypothesized effects of the Peer-Led Team Learning (PLTL) instructional model on undergraduate peer leaders’ critical thinking skills. This investigation also explored peer leaders’ perceptions of their critical thinking skills. A quasi-experimental pre-test/post-test with control group design was used to determine critical thinking gains in PLTL/non-PLTL groups. Critical thinking was assessed using the California Critical Thinking Skills Test (CCTST) among participants who had previously completed and been successful in a mixed-majors introductory biology course at a large, private research university in the American Northeast. Qualitative data from open-ended questionnaires confirmed that factors thought to improve critical thinking skills such as interaction with peers, problem solving, and discussion were perceived by participants to have an impact on critical thinking gains. However, no significant quantitative differences in peer leaders’ critical thinking skills were found between pre- and post-experience CCTST measurements or between experimental and control groups. PMID:25629311

  8. Modified Team-Based Learning Strategy to Improve Human Anatomy Learning: A Pilot Study at the Universidad Del Norte in Barranquilla, Colombia

    Science.gov (United States)

    Martínez, Emilio G.; Tuesca, Rafael

    2014-01-01

    As part of an institutional program sponsored by the Centre for Teaching Excellence at the Universidad del Norte, Barranquilla, Colombia, we developed an educational research study on two sessions of human anatomy in which we combined team-based learning (TBL) and the use of iPads. Study data included the TBL, assessments applied during the…

  9. Can Hybrid Educational Activities of Team and Problem Based Learning Program be Effective for Japanese Medical Students?

    Science.gov (United States)

    Iwata, Kentaro; Doi, Asako

    2017-11-10

    The purpose of this study is to investigate the medical students'perceptions of the Hybrid Educational Activities between team based learning (TBL) and problem based learning (PBL) Program (HEATAPP), a novel educational program that combines characteristics of PBL and TBL. A five-day HEATAPP on infectious diseases was provided to 4th year medical students at Kobe University School of Medicine, Kobe, Japan. After the program, a focus group discussion was held among 6 medical students who participated in HEATAPP. We qualitatively analyzed the recorded data to delineate the effectiveness of, and the perceptions on, HEATAPP. Some students considered HEATAPP being effective as an active learning, and in developing questions. However, some students found active learning difficult to execute, since they were so familiar with passive learning such as lectures and examinations. They also found it difficult to identify important points by reading authentic textbooks on given issues, particularly English textbooks. Even though active learning and group discussion are underscored as important in medicine, some Japanese medical students may be reluctant to shift towards these since they are so used to passive learning since childhood. English language is another barrier to active learning. The introduction of active learning in the earlier stages of education might be an effective solution. Teachers at medical schools in Japan should be mindful of the students'potentially negative attitudes towards active learning, which is claimed to be successful in western countries.

  10. Team-based learning in a preclinical removable denture prosthesis module in a United Arab Emirates dental school.

    Science.gov (United States)

    Haj-Ali, Reem; Al Quran, Firas

    2013-03-01

    The purpose of this article is to describe the implementation of a team-based learning (TBL) approach in a removable denture prosthesis (RDP) module and present the results of students' performance in individual and group TBL activities and exam scores, students' experience with TBL and end of course evaluations, and faculty feedback. Course material at the College of Dentistry, University of Sharjah, United Arab Emirates, was transformed into seven conventional lectures and seven TBL sessions. Each TBL session consisted of pre-assigned reading (self-directed learning), in-class individual and group readiness tests (accountability), team problem-solving of patient RDP cases, and faculty-led class discussion (knowledge application). The course was assessed through scores from TBL session activities and course examinations, student satisfaction survey, and faculty feedback. Course grades were found to be higher using the TBL method then the traditional lecture-based method. Student evaluation data and faculty response indicated strong support for TBL as it was implemented in the course. The faculty noted a higher level of student engagement with team learning than in conventional class lecturing. TBL is an active-learning instructional strategy for courses with high student-to-faculty ratios. This approach provides regular feedback and the opportunity for students to develop higher reasoning skills.

  11. Evaluating Peer-Led Team Learning: A Study of Long-Term Effects on Former Workshop Peer Leaders

    Science.gov (United States)

    Gafney, Leo; Varma-Nelson, Pratibha

    2007-03-01

    Peer-led team learning (PLTL) is a program of small-group workshops, attached to a course, under the direction of trained peer leaders who have completed the course. Peer leaders ensure that team members engage with the materials and with each other, they help build commitment and confidence, and they encourage discussion. Studies of PLTL have found that grades and retention improve, and students value the workshops as important in their learning. With a ten-year history, it was possible to study the impact of PLTL on former leaders as they took subsequent steps into graduate work and careers. A survey was developed, piloted, revised, and placed online. Nearly 600 former leaders from nine institutions were contacted; 119 completed surveys were received. Respondents reported that leading the workshops reinforced the breadth and depth of their own learning, helped them develop personal qualities such as confidence and perseverance, and fostered a variety of presentation and team-related skills. The respondents offered rich insights into issues in implementing workshops. This study contributes to the literature on involvement theory in the academic development of college students.

  12. Assisting School Management Teams to Construct Their School Improvement Plans: An Action Learning Approach

    Science.gov (United States)

    Van Der Voort, Geoffrey; Wood, Lesley

    2014-01-01

    This article reports on a first cycle of a larger action research study conducted to determine how Circuit Teams could support School Management Teams of underperforming high schools towards whole-school development. Although it is a mandated requirement by the Department of Education, none of the four schools involved in the study had developed a…

  13. The Army Family Team Building Program: Facilitating a Transformative Learning Process--An Intrinsic Case Study

    Science.gov (United States)

    Gall, Joseph A.

    2009-01-01

    This study sought to understand how the Army Family Team Building program influences self-reliance and self-sufficiency in Army spouses as they integrate into the Army community. The purpose of the Army Family Team Building program is to empower Army spouses with knowledge and skills, which foster well-being and improve quality of life. The…

  14. An action-learning model to assist Circuit Teams to support School ...

    African Journals Online (AJOL)

    We report on the construction of a theoretical model to assist Circuit Teams to support School Management Teams of underperforming high schools towards whole-school development in which these improvement plans play a central role. We followed an action research design, employing qualitative data generation and ...

  15. Virtual Teams and International Business Teaching and Learning: The Case of the Global Enterprise Experience (GEE)

    Science.gov (United States)

    Gonzalez-Perez, Maria Alejandra; Velez-Calle, Andres; Cathro, Virginia; Caprar, Dan V.; Taras, Vasyl

    2014-01-01

    The increasing importance of global virtual teams in business is reflected in the classroom by the increased adoption of activities that facilitate real-time cross-cultural interaction. This article documents the experience of students from two Colombian universities who participated in a collaborative international project using virtual teams as…

  16. Active Learning Outside the Classroom: Implementation and Outcomes of Peer-Led Team-Learning Workshops in Introductory Biology.

    Science.gov (United States)

    Kudish, Philip; Shores, Robin; McClung, Alex; Smulyan, Lisa; Vallen, Elizabeth A; Siwicki, Kathleen K

    2016-01-01

    Study group meetings (SGMs) are voluntary-attendance peer-led team-learning workshops that supplement introductory biology lectures at a selective liberal arts college. While supporting all students' engagement with lecture material, specific aims are to improve the success of underrepresented minority (URM) students and those with weaker backgrounds in biology. Peer leaders with experience in biology courses and training in science pedagogy facilitate work on faculty-generated challenge problems. During the eight semesters assessed in this study, URM students and those with less preparation attended SGMs with equal or greater frequency than their counterparts. Most agreed that SGMs enhanced their comprehension of biology and ability to articulate solutions. The historical grade gap between URM and non-URM students narrowed slightly in Biology 2, but not in other biology and science, technology, engineering, and mathematics courses. Nonetheless, URM students taking introductory biology after program implementation have graduated with biology majors or minors at the same rates as non-URM students, and have enrolled in postcollege degree programs at equal or greater rates. These results suggest that improved performance as measured by science grade point average may not be necessary to improve the persistence of students from underrepresented groups as life sciences majors. © 2016 P. Kudish et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  17. Leadership Team | Wind | NREL

    Science.gov (United States)

    Leadership Team Leadership Team Learn more about the expertise and technical skills of the wind Initiative and provides leadership in the focus areas of high-fidelity modeling, wind power plant controls

  18. Team Effectiveness and Team Development in CSCL

    Science.gov (United States)

    Fransen, Jos; Weinberger, Armin; Kirschner, Paul A.

    2013-01-01

    There is a wealth of research on computer-supported cooperative work (CSCW) that is neglected in computer-supported collaborative learning (CSCL) research. CSCW research is concerned with contextual factors, however, that may strongly influence collaborative learning processes as well, such as task characteristics, team formation, team members'…

  19. The implementation of an elementary STEM learning team and the effect on teacher self-efficacy: An action research study

    Science.gov (United States)

    Hernandez, Jennifer F.

    Science, technology, engineering, and math (STEM) education is part of a national movement to prepare students for the demands of a 21st century workforce. STEM uses an integrated, real-world problem solving approach to increase the levels of collaboration, communication, critical, and creative thinking in students. If expectations for students have increased to stay competitive in a global market, teachers must be equipped to meet the needs of the new 21st century learners in their classrooms. To that end, professional learning for educators is essential to ensure they are equipped with the tools necessary for success. While there are many approaches to teacher development, professional learning teams, based on the work of Garmston and Wellman, focus on teachers' instructional delivery, targeted student learning needs, planning, implementing new strategies, collaboration, and reflective dialogue. The purpose of the study is to improve instructional practice providing quality STEM instruction to students and increase teacher self-efficacy---a teachers' perception of his or her ability to instruct students in the STEM disciplines. Theoretical implications of a study on an elementary STEM learning team could affect the way schools deliver STEM professional learning opportunities to teachers and the way students are delivered a quality STEM education. Research has shown that Model I behavior would limit the change process of professional learning through a surface inspection of the issues; however model II behaviors would benefit the teachers, students and organization because teachers would be collaborating on specific objectives to develop a knowledge base and skill set to meet students' needs. Extending professional development by engaging stakeholders in a collaborative process to build model II behaviors will create an organizational structure that facilitates learning.

  20. An action-learning model to assist Circuit Teams to support School ...

    African Journals Online (AJOL)

    EAOSA

    2016-11-17

    Nov 17, 2016 ... In some cases, the circuit managers were so incompetent that ... Teams. This paper builds on work previously published in this regard (Van der Voort & Wood,. 2014). ... whole-school development, since “school success is.

  1. Implementation of team-based learning in year 1 of a PBL based medical program: a pilot study.

    Science.gov (United States)

    Burgess, Annette; Ayton, Tom; Mellis, Craig

    2016-02-04

    A traditional and effective form of teaching within medical education has been Problem Based Learning (PBL). However, this method of teaching is resource intensive, normally requiring one tutor for every ten students. Team-based learning (TBL) has gained recent popularity in medical education, and can be applied to large groups of up to 100 students. TBL makes use of the advantages of small group teaching and learning, but in contrast to PBL, does not need large numbers of teachers. This study sought to explore the efficacy of using TBL in place of PBL in Year 1 of a medical program. In Year 1 of the medical program, two iterations of TBL, with 20 students, were run following four iterations of PBL within the Cardiology teaching block. Student feedback following PBL and TBL was collected by questionnaire, using closed and open ended questions. Additionally, individual and team tests were held at the beginning of each TBL class, and results of each week were compared. All students (n = 20) participated in the test in week 1, and 18/20 students participated in week 2. In total, 19/20 (95%) of students completed the questionnaires regarding their PBL and TBL experiences. The use of small groups, the readiness assurance tests, immediate feedback from an expert clinician, as well as time efficiency were all aspects of the TBL experience that students found positive. The clinical problem-solving activity, however, was considered to be less effective with TBL. There was a significant improvement (p = 0.004) in students' score from the week 1 assessment (median = 2) to the week 2 (median = 3.5) assessment. Interestingly, all teams but one (Team 1) achieved a lower score on their second week assessment than on their first. However, the lowest performing team in week 1 outperformed all other teams in week 2. Students favoured many aspects of the TBL process, particularly motivation to do the pre-reading, and better engagement in the process. Additionally, the

  2. Crew Resource Management (CRM) video storytelling project: a team-based learning activity

    OpenAIRE

    Ma, Maggie Jiao; Denando, John

    2011-01-01

    This Crew Resource Management (CRM) video storytelling project asks students to work in a team (4-5 people per team) to create (write and produce) a video story. The story should demonstrate lacking and ill practices of CRM knowledge and skills, or positive skills used to create a successful scenario in aviation (e. g. , flight training, commercial aviation, airport management). The activity is composed of two parts: (1) creating a video story of CRM in aviation, and (2) delivering a group pr...

  3. Kennedy Space Center's NASA/Contractor Team-Centered Total Quality Management Seminar: Results, methods, and lessons learned

    Science.gov (United States)

    Kinlaw, Dennis C.; Eads, Jeannette

    1992-01-01

    It is apparent to everyone associated with the Nation's aeronautics and space programs that the challenge of continuous improvement can be reasonably addressed only if NASA and its contractors act together in a fully integrated and cooperative manner that transcends the traditional boundaries of proprietary interest. It is, however, one thing to assent to the need for such integration and cooperation; it is quite another thing to undertake the hard tasks of turning such a need into action. Whatever else total quality management is, it is fundamentally a team-centered and team-driven process of continuous improvement. The introduction of total quality management at KSC, therefore, has given the Center a special opportunity to translate the need for closer integration and cooperation among all its organizations into specific initiatives. One such initiative that NASA and its contractors have undertaken at KSC is a NASA/Contractor team-centered Total Quality Management Seminar. It is this seminar which is the subject of this paper. The specific purposes of this paper are to describe the following: Background, development, and evolution of Kennedy Space Center's Total Quality Management Seminar; Special characteristics of the seminar; Content of the seminar; Meaning and utility of a team-centered design for TQM training; Results of the seminar; Use that one KSC contractor, EG&G Florida, Inc. has made of the seminar in its Total Quality Management initiative; and Lessons learned.

  4. JGME-ALiEM Hot Topics in Medical Education: Analysis of a Multimodal Online Discussion About Team-Based Learning.

    Science.gov (United States)

    Riddell, Jeff; Patocka, Catherine; Lin, Michelle; Sherbino, Jonathan

    2017-02-01

    Team-based learning (TBL) is an instructional method that is being increasingly incorporated in health professions education, although use in graduate medical education (GME) has been more limited. To curate and describe themes that emerged from a virtual journal club discussion about TBL in GME, held across multiple digital platforms, while also evaluating the use of social media in online academic discussions. The Journal of Graduate Medical Education ( JGME ) and the Academic Life in Emergency Medicine blog facilitated a weeklong, open-access, virtual journal club on the 2015 JGME article "Use of Team-Based Learning Pedagogy for Internal Medicine Ambulatory Resident Teaching." Using 4 stimulus questions (hosted on a blog as a starting framework), we facilitated discussions via the blog, Twitter, and Google Hangouts on Air platforms. We evaluated 2-week web analytics and performed a thematic analysis of the discussion. The virtual journal club reached a large international audience as exemplified by the blog page garnering 685 page views from 241 cities in 42 countries. Our thematic analysis identified 4 domains relevant to TBL in GME: (1) the benefits and barriers to TBL; (2) the design of teams; (3) the role of assessment and peer evaluation; and (4) crowdsourced TBL resources. The virtual journal club provided a novel forum across multiple social media platforms, engaging authors, content experts, and the health professions education community in a discussion about the importance, impediments to implementation, available resources, and logistics of adopting TBL in GME.

  5. Effects of Simulation With Problem-Based Learning Program on Metacognition, Team Efficacy, and Learning Attitude in Nursing Students: Nursing Care With Increased Intracranial Pressure Patient.

    Science.gov (United States)

    Lee, Myung-Nam; Nam, Kyung-Dong; Kim, Hyeon-Young

    2017-03-01

    Nursing care for patients with central nervous system problems requires advanced professional knowledge and care skills. Nursing students are more likely to have difficulty in dealing with adult patients who have severe neurological problems in clinical practice. This study investigated the effect on the metacognition, team efficacy, and learning attitude of nursing students after an integrated simulation and problem-based learning program. A real scenario of a patient with increased intracranial pressure was simulated for the students. The results showed that this method was effective in improving the metacognitive ability of the students. Furthermore, we used this comprehensive model of simulation with problem-based learning in order to assess the consequences of student satisfaction with the nursing major, interpersonal relationships, and importance of simulation-based education in relation to the effectiveness of the integrated simulation with problem-based learning. The results can be used to improve the design of clinical practicum and nursing education.

  6. Physics Learning using Inquiry-Student Team Achievement Division (ISTAD and Guided Inquiry Models Viewed by Students Achievement Motivation

    Directory of Open Access Journals (Sweden)

    S. H. Sulistijo

    2017-04-01

    Full Text Available This study aims to determine the differences in learning outcomes of between students that are given the Physics learning models of Inquiry-Student Team Achievement Division (ISTAD and guided inquiry, between students who have high achievement motivation and low achievement motivation. This study was an experimental study with a 2x2x2 factorial design. The study population was the students of class X of SMAN 1 Toroh Grobogan of academic year 2016/2017. Samples were obtained by cluster random sampling technique consists of two classes, class X IPA 3 is used as an experimental class using ISTAD model and class X IPA 4 as the control class using guided inquiry model. Data collection techniques using test techniques for learning outcomes, and technical questionnaire to obtain the data of students' achievement motivation. Analysis of data using two-way ANOVA. The results showed that: (1 there is a difference between the learning outcomes of students with the ISTAD Physics models and with the physics model of guided inquiry. (2 There are differences in learning outcomes between students who have high achievement motivation and low achievement motivation. (3 There is no interaction between ISTAD and guided inquiry Physics models learning and achievement motivation of students.

  7. Flipping Business Education: Transformative Use of Team-Based Learning in Human Resource Management Classrooms

    Science.gov (United States)

    Huang, Chung-Kai; Lin, Chun-Yu

    2017-01-01

    With the globalization of macro-economic environments, it is important to think about how to use instructional design and web-based digital technologies to enhance students' self-paced learning, stir up learning motivation and enjoyment, build up knowledge-sharing channels, and enhance individual learning. This study experimented with the flipped…

  8. Incorporating Health Information Technology and Pharmacy Informatics in a Pharmacy Professional Didactic Curriculum -with a Team-based Learning Approach.

    Science.gov (United States)

    Hincapie, Ana L; Cutler, Timothy W; Fingado, Amanda R

    2016-08-25

    Objective. To incorporate a pharmacy informatics program in the didactic curriculum of a team-based learning institution and to assess students' knowledge of and confidence with health informatics during the course. Design. A previously developed online pharmacy informatics course was adapted and implemented into a team-based learning (TBL) 3-credit-hour drug information course for doctor of pharmacy (PharmD) students in their second didactic year. During a period of five weeks (15 contact hours), students used the online pharmacy informatics modules as part of their readiness assurance process. Additional material was developed to comply with the TBL principles. Online pre/postsurveys were administered to evaluate knowledge gained and students' perceptions of the informatics program. Assessment. Eighty-three second-year students (84% response rate) completed the surveys. Participants' knowledge of electronic health records, computerized physician order entry, pharmacy information systems, and clinical decision support was significantly improved. Additionally, their confidence significantly improved in terms of describing health informatics terminology, describing the benefits and barriers of using health information technology, and understanding reasons for systematically processing health information. Conclusion. Students responded favorably to the incorporation of pharmacy informatics content into a drug information course using a TBL approach. Students met the learning objectives of seven thematic areas and had positive attitudes toward the course after its completion.

  9. Modeling Evidence-Based Application: Using Team-Based Learning to Increase Higher Order Thinking in Nursing Research

    Directory of Open Access Journals (Sweden)

    Bridget Moore

    2015-06-01

    Full Text Available Nursing practice is comprised of knowledge, theory, and research [1]. Because of its impact on the profession, the appraisal of research evidence is critically important. Future nursing professionals must be introduced to the purpose and utility of nursing research, as early exposure provides an opportunity to embed evidence-based practice (EBP into clinical experiences. The AACN requires baccalaureate education to include an understanding of the research process to integrate reliable evidence to inform practice and enhance clinical judgments [1]. Although the importance of these knowledge competencies are evident to healthcare administrators and nursing leaders within the field, undergraduate students at the institution under study sometimes have difficulty understanding the relevance of nursing research to the baccalaureate prepared nurse, and struggle to grasp advanced concepts of qualitative and quantitative research design and methodologies. As undergraduate nursing students generally have not demonstrated an understanding of the relationship between theoretical concepts found within the undergraduate nursing curriculum and the practical application of these concepts in the clinical setting, the research team decided to adopt an effective pedagogical active learning strategy, team-based learning (TBL. Team-based learning shifts the traditional course design to focus on higher thinking skills to integrate desired knowledge [2]. The purpose of this paper is to discuss the impact of course design with the integration of TBL in an undergraduate nursing research course on increasing higher order thinking. [1] American Association of Colleges of Nursing, The Essentials of Baccalaureate Education for Professional Nursing Practice, Washington, DC: American Association of Colleges of Nursing, 2008. [2] B. Bloom, Taxonomy of Educational Objectives, Handbook I: Cognitive Domain, New York: McKay, 1956.

  10. Technique adaptation, strategic replanning, and team learning during implementation of MR-guided brachytherapy for cervical cancer.

    Science.gov (United States)

    Skliarenko, Julia; Carlone, Marco; Tanderup, Kari; Han, Kathy; Beiki-Ardakani, Akbar; Borg, Jette; Chan, Kitty; Croke, Jennifer; Rink, Alexandra; Simeonov, Anna; Ujaimi, Reem; Xie, Jason; Fyles, Anthony; Milosevic, Michael

    MR-guided brachytherapy (MRgBT) with interstitial needles is associated with improved outcomes in cervical cancer patients. However, there are implementation barriers, including magnetic resonance (MR) access, practitioner familiarity/comfort, and efficiency. This study explores a graded MRgBT implementation strategy that included the adaptive use of needles, strategic use of MR imaging/planning, and team learning. Twenty patients with cervical cancer were treated with high-dose-rate MRgBT (28 Gy in four fractions, two insertions, daily MR imaging/planning). A tandem/ring applicator alone was used for the first insertion in most patients. Needles were added for the second insertion based on evaluation of the initial dosimetry. An interdisciplinary expert team reviewed and discussed the MR images and treatment plans. Dosimetry-trigger technique adaptation with the addition of needles for the second insertion improved target coverage in all patients with suboptimal dosimetry initially without compromising organ-at-risk (OAR) sparing. Target and OAR planning objectives were achieved in most patients. There were small or no systematic differences in tumor or OAR dosimetry between imaging/planning once per insertion vs. daily and only small random variations. Peer review and discussion of images, contours, and plans promoted learning and process development. Technique adaptation based on the initial dosimetry is an efficient approach to implementing MRgBT while gaining comfort with the use of needles. MR imaging and planning once per insertion is safe in most patients as long as applicator shifts, and large anatomical changes are excluded. Team learning is essential to building individual and programmatic competencies. Copyright © 2017 American Brachytherapy Society. Published by Elsevier Inc. All rights reserved.

  11. Strengthening Deeper Learning through Virtual Teams in E-Learning: A Synthesis of Determinants and Best Practices

    Science.gov (United States)

    Makani, Joyline; Durier-Copp, Martine; Kiceniuk, Deborah; Blandford, Alieda

    2016-01-01

    Globally, e-learning is gaining popularity as its potential contributions to economic and social development are recognised. However, its full potential has not been realised, as most e-learning practices merely replicate traditional existing teaching methods and have not fully exploited the interactive and social components of peer learning.…

  12. The potential improvement of team-working skills in Biomedical and Natural Science students using a problem-based learning approach

    Directory of Open Access Journals (Sweden)

    Forough L. Nowrouzian

    2013-08-01

    Full Text Available Teamwork has become an integral part of most organisations today, and it is clearly important in Science and other disciplines. In Science, research teams increase in size while the number of single-authored papers and patents decline. Team-work in laboratory sciences permits projects that are too big or complex for one individual to be tackled. This development requires that students gain experience of team-work before they start their professional career. Students working in teams this may increase productivity, confidence, innovative capacity and improvement of interpersonal skills. Problem-based learning (PBL is an instructional approach focusing on real analytical problems as a means of training an analytical scientist. PBL may have a positive impact on team-work skills that are important for undergraduates and postgraduates to enable effective collaborative work. This survey of the current literature explores the development of the team-work skills in Biomedical Science students using PBL.

  13. Effects of team-based learning on problem-solving, knowledge and clinical performance of Korean nursing students.

    Science.gov (United States)

    Kim, Hae-Ran; Song, Yeoungsuk; Lindquist, Ruth; Kang, Hee-Young

    2016-03-01

    Team-based learning (TBL) has been used as a learner-centered teaching strategy in efforts to improve students' problem-solving, knowledge and practice performance. Although TBL has been used in nursing education in Korea for a decade, few studies have studied its effects on Korean nursing students' learning outcomes. To examine the effects of TBL on problem-solving ability and learning outcomes (knowledge and clinical performance) of Korean nursing students. Randomized controlled trial. 63 third-year undergraduate nursing students attending a single university were randomly assigned to the TBL group (n=32), or a control group (n=31). The TBL and control groups attended 2h of class weekly for 3weeks. Three scenarios with pulmonary disease content were employed in both groups. However, the control group received lectures and traditional case study teaching/learning strategies instead of TBL. A questionnaire of problem-solving ability was administered at baseline, prior to students' exposure to the teaching strategies. Students' problem-solving ability, knowledge of pulmonary nursing care, and clinical performance were assessed following completion of the three-week pulmonary unit. After the three-week educational interventions, the scores on problem-solving ability in the TBL group were significantly improved relative to that of the control group (t=10.89, pproblem-solving ability, knowledge and clinical performance. More research on other specific learning outcomes of TBL for nursing students is recommended. Copyright © 2015 Elsevier Ltd. All rights reserved.

  14. Computational prediction of multidisciplinary team decision-making for adjuvant breast cancer drug therapies: a machine learning approach.

    Science.gov (United States)

    Lin, Frank P Y; Pokorny, Adrian; Teng, Christina; Dear, Rachel; Epstein, Richard J

    2016-12-01

    Multidisciplinary team (MDT) meetings are used to optimise expert decision-making about treatment options, but such expertise is not digitally transferable between centres. To help standardise medical decision-making, we developed a machine learning model designed to predict MDT decisions about adjuvant breast cancer treatments. We analysed MDT decisions regarding adjuvant systemic therapy for 1065 breast cancer cases over eight years. Machine learning classifiers with and without bootstrap aggregation were correlated with MDT decisions (recommended, not recommended, or discussable) regarding adjuvant cytotoxic, endocrine and biologic/targeted therapies, then tested for predictability using stratified ten-fold cross-validations. The predictions so derived were duly compared with those based on published (ESMO and NCCN) cancer guidelines. Machine learning more accurately predicted adjuvant chemotherapy MDT decisions than did simple application of guidelines. No differences were found between MDT- vs. ESMO/NCCN- based decisions to prescribe either adjuvant endocrine (97%, p = 0.44/0.74) or biologic/targeted therapies (98%, p = 0.82/0.59). In contrast, significant discrepancies were evident between MDT- and guideline-based decisions to prescribe chemotherapy (87%, p machine learning models. A machine learning approach based on clinicopathologic characteristics can predict MDT decisions about adjuvant breast cancer drug therapies. The discrepancy between MDT- and guideline-based decisions regarding adjuvant chemotherapy implies that certain non-clincopathologic criteria, such as patient preference and resource availability, are factored into clinical decision-making by local experts but not captured by guidelines.

  15. Preparing nursing students to be competent for future professional practice: applying the team-based learning-teaching strategy.

    Science.gov (United States)

    Cheng, Ching-Yu; Liou, Shwu-Ru; Hsu, Tsui-Hua; Pan, Mei-Yu; Liu, Hsiu-Chen; Chang, Chia-Hao

    2014-01-01

    Team-based learning (TBL) has been used for many years in business and science, but little research has focused on its application in nursing education. This quasi-experimental study was to apply the TBL in four nursing courses at a university in Taiwan and to evaluate its effect on students' learning outcomes and behaviors. Adult health nursing, maternal-child nursing, community health nursing, and medical-surgical nursing were the 4 designated courses for this study. Three hundred ninety-nine students in 2-year registered nurse-bachelor of science in nursing, and regular 4-year nursing programs enrolled in the designated courses were contacted. Three hundred eighty-seven students agreed to participate in the data collection. Results showed that the TBL significantly improved the learning behaviors of students in both programs, including class engagement (p students' academic performance. The study revealed that TBL generally improves students' learning behaviors and academic performance. These learning behaviors are important and beneficial for the students' future professional development. The TBL method can be considered for broader application in nursing education. Copyright © 2014 Elsevier Inc. All rights reserved.

  16. A Case Study of Learning, Motivation, and Performance Strategies for Teaching and Coaching CDE Teams

    Science.gov (United States)

    Ball, Anna; Bowling, Amanda; Bird, Will

    2016-01-01

    This intrinsic case study examined the case of students on CDE (Career Development Event) teams preparing for state competitive events and the teacher preparing them in a school with a previous exemplary track record of winning multiple state and national career development events. The students were interviewed multiple times during the 16-week…

  17. Accelerating and Braking in Times of Economic Crisis: Organisational Learning in a Top Management Team

    Science.gov (United States)

    Wallo, Andreas; Kock, Henrik; Nilsson, Peter

    2012-01-01

    Purpose: The purpose of this article is to present the results of a study of an industrial company's top management team (TMT) that fought to survive an economic crisis. Specifically, the article seeks to focus on describing the TMT's composition, group processes, and work during a period of high external pressure; analysing the TMT's work in…

  18. Understanding Soccer Team Supporters' Behavior and Culture in a Globalized Society from Social Learning Theory

    Science.gov (United States)

    Lee, Seungbum; Han, Keunsu

    2012-01-01

    Whereas there have been many academic studies on European soccer team supporters, relatively few studies have looked at supporters in Asia, especially regarding their supporting behavior and culture. Broadly, the purpose of this paper is to describe the behavior and culture of supporters of the Korean professional soccer league (K-League).…

  19. Learning to Argue with Intermediate Macro Theory: A Semester-Long Team Writing Project

    Science.gov (United States)

    Strasser, Georg; Wolfe, Marketa Halova

    2014-01-01

    The authors describe their experience with integrating a semester-long economic analysis project into an intermediate macroeconomic theory course. Students work in teams of "economic advisors" to write a series of nested reports that analyze the current state of the economy, and propose and evaluate policies for a decision-maker. The…

  20. Turn Obstacles into Opportunities: Team Leaders Use a Skillful Approach to Move Past Barriers to Learning

    Science.gov (United States)

    MacDonald, Elisa B.

    2013-01-01

    This article describes the role of the skillful leader and what practical solutions are needed to overcome hurdles. What distinguishes the skillful team leader from a less-effective leader is his or her approach to overcoming hurdles, and are rooted in the leader's values, mindset, intelligence, and skill. When faced with hurdles to team…

  1. Team learning for innovation in higher education : a mixed methods study

    NARCIS (Netherlands)

    Bron, Rike; Endedijk, Maaike; Sleegers, P.J.C.

    2015-01-01

    In Higher Education, many changes towards more student-centred and interdisciplinary education are designed and implemented. In order to design such educational innovations, teachers in higher education have to work together in teams. In this research we study these teacher collaboration processes

  2. Interprofessional Curbside Consults to Develop Team Communication and Improve Student Achievement of Learning Outcomes.

    Science.gov (United States)

    Kirwin, Jennifer; Greenwood, Kristin Curry; Rico, Janet; Nalliah, Romesh; DiVall, Margarita

    2017-02-25

    Objective. To design and implement a series of activities focused on developing interprofessional communication skills and to assess the impact of the activities on students' attitudes and achievement of educational goals. Design. Prior to the first pharmacy practice skills laboratory session, pharmacy students listened to a classroom lecture about team communication and viewed short videos describing the roles, responsibilities, and usual work environments of four types of health care professionals. In each of four subsequent laboratory sessions, students interacted with a different standardized health care professional role-played by a pharmacy faculty member who asked them a medication-related question. Students responded in verbal and written formats. Assessment. Student performance was assessed with a three-part rubric. The impact of the exercise was assessed by conducting pre- and post-intervention surveys and analyzing students' performance on relevant Center for the Advancement of Pharmacy Education (CAPE) outcomes. Survey results showed improvement in student attitudes related to team-delivered care. Students' performance on the problem solver and collaborator CAPE outcomes improved, while performance on the educator outcome worsened. Conclusions. The addition of an interprofessional communication activity with standardized health care professionals provided the opportunity for students to develop skills related to team communication. Students felt the activity was valuable and realistic; however, analysis of outcome achievement from the exercise revealed a need for more exposure to team communication skills.

  3. Incorporating Reflective Practice into Team Simulation Projects for Improved Learning Outcomes

    Science.gov (United States)

    Wills, Katherine V.; Clerkin, Thomas A.

    2009-01-01

    The use of simulation games in business courses is a popular method for providing undergraduate students with experiences similar to those they might encounter in the business world. As such, in 2003 the authors were pleased to find a classroom simulation tool that combined the decision-making and team experiences of a senior management group with…

  4. Survey compare team based learning and lecture teaching method, on learning-teaching process nursing student\\'s, in Surgical and Internal Diseases course

    Directory of Open Access Journals (Sweden)

    AA Vaezi

    2015-12-01

    Full Text Available Introduction: The effect of teaching methods on learning process of students will help teachers to improve the quality of teaching by selecting an appropriate method. This study aimed to compare the team- based learning and lecture teaching method on learning-teaching process of nursing students in surgical and internal diseases courses. Method: This quasi-experimental study was carried on the nursing students in the School of Nursing and Midwifery in Yazd and Meybod cities. Studied sample was all of the students in the sixth term in the Faculty of Nursing in Yazd (48 persons and the Faculty of Nursing in Meybod (28 persons. The rate of students' learning through lecture was measured using MCQ tests and teaching based on team-based learning (TBL method was run using MCQ tests (IRAT, GRAT, Appeals and Task group. Therefore, in order to examine the students' satisfaction about the TBL method, a 5-point Likert scale (translated questionnaire (1=completely disagree, 2= disagree, 3=not effective, 4=agree, and 5=completely agree consisted of 22 items was utilized. The reliability and validity of this translated questionnaire was measured. The collected data were analyzed through SPSS 17.0 using descriptive and analytical statistic. Result: The results showed that the mean scores in team-based learning were meaningful in individual assessment (17±84 and assessment group (17.2±1.17. The mean of overall scores in TBL method (17.84±0.98% was higher compared with the lecture teaching method (16±2.31. Most of the students believed that TBL method has improved their interpersonal and group interaction skills (100%. Among them, 97.7% of students mentioned that this method (TBL helped them to understand the course content better. The lowest levels of the satisfaction have related to the continuous learning during lifelong (51.2%. Conclusion: The results of the present study showed that the TBL method led to improving the communication skills, understanding

  5. Crew Resource Management (CRM video storytelling project: a team-based learning activity

    Directory of Open Access Journals (Sweden)

    Ma, Maggie Jiao

    2011-01-01

    Full Text Available This Crew Resource Management (CRM video storytelling project asks students to work in a team (4-5 people per team to create (write and produce a video story. The story should demonstrate lacking and ill practices of CRM knowledge and skills, or positive skills used to create a successful scenario in aviation (e. g. , flight training, commercial aviation, airport management. The activity is composed of two parts: (1 creating a video story of CRM in aviation, and (2 delivering a group presentation. Each tem creates a 5-8 minute long video clip of its story. The story must be originally created by the team to educate pilot and/or aviation management students on good practices of CRM in aviation. Accidents and incidents can be used as a reference to inspire ideas. However, this project is not to re-create any previous CRM accidents/incidents. The video story needs to be self-contained and address two or more aspects of CRM specified in the Federal Aviation Administration’s Advisory Circular 120-51. The presentation must include the use of PowerPoint or similar software and additional multimedia visual aids. The presentation itself will last no more than 17 minutes in length; including the actual video story (each group has additional 3 minutes to set up prior to the presentation. During the presentation following the video each team will discuss the CRM problems (or invite audience to identify CRM problems and explain what CRM practices were performed, and should have been performed. This presentation also should describe how each team worked together in order to complete this project (i. e. , good and bad CRM practiced

  6. What and how do students learn in an interprofessional student-run clinic? An educational framework for team-based care

    Science.gov (United States)

    Lie, Désirée A.; Forest, Christopher P.; Walsh, Anne; Banzali, Yvonne; Lohenry, Kevin

    2016-01-01

    Background The student-run clinic (SRC) has the potential to address interprofessional learning among health professions students. Purpose To derive a framework for understanding student learning during team-based care provided in an interprofessional SRC serving underserved patients. Methods The authors recruited students for a focus group study by purposive sampling and snowballing. They constructed two sets of semi-structured questions for uniprofessional and multiprofessional groups. Sessions were audiotaped, and transcripts were independently coded and adjudicated. Major themes about learning content and processes were extracted. Grounded theory was followed after data synthesis and interpretation to establish a framework for interprofessional learning. Results Thirty-six students from four professions (medicine, physician assistant, occupational therapy, and pharmacy) participated in eight uniprofessional groups; 14 students participated in three multiprofessional groups (N = 50). Theme saturation was achieved. Six common themes about learning content from uniprofessional groups were role recognition, team-based care appreciation, patient experience, advocacy-/systems-based models, personal skills, and career choices. Occupational therapy students expressed self-advocacy, and medical students expressed humility and self-discovery. Synthesis of themes from all groups suggests a learning continuum that begins with the team huddle and continues with shared patient care and social interactions. Opportunity to observe and interact with other professions in action is key to the learning process. Discussion Interprofessional SRC participation promotes learning ‘with, from, and about’ each other. Participation challenges misconceptions and sensitizes students to patient experiences, health systems, advocacy, and social responsibility. Learning involves interprofessional interactions in the patient encounter, reinforced by formal and informal communications

  7. Competitive Team-Based Learning versus Group Investigation with Reference to the Language Proficiency of Iranian EFL Intermediate Students

    Directory of Open Access Journals (Sweden)

    Seyed Mohammad Hassan Hosseini

    2014-01-01

    Full Text Available This paper is a report on an experimental study which intended to look into the possible effects of Competitive Team-Based Learning (CTBL vis-à-vis Group Investigation (GI method of Cooperative Learning (CL on the language proficiency of Iranian EFL intermediate students. Seventy homogeneous Iranian intermediate students were selected out of a total population of 110 to serve the present study. The results of the study indicated the advantage of CTBL over GI in terms of its effect on improving the target group’s language proficiency. The results of the study were in contrast to the reports of researchers like Ab-Raza (2007, an Israeli language specialist, who have argued that students in Islamic countries “do not value diversity of ideas, beliefs, and perspectives” (p. 5 and so cannot be taught through modern methods like those of CL.

  8. Making Teamwork Work: Team Knowledge for Team Effectiveness.

    Science.gov (United States)

    Guchait, Priyanko; Lei, Puiwa; Tews, Michael J

    2016-01-01

    This study examined the impact of two types of team knowledge on team effectiveness. The study assessed the impact of taskwork knowledge and teamwork knowledge on team satisfaction and performance. A longitudinal study was conducted with 27 service-management teams involving 178 students in a real-life restaurant setting. Teamwork knowledge was found to impact both team outcomes. Furthermore, team learning behavior was found to mediate the relationships between teamwork knowledge and team outcomes. Educators and managers should therefore ensure these types of knowledge are developed in teams along with learning behavior for maximum effectiveness.

  9. Lifelong Transfer Learning for Heterogeneous Teams of Agents in Sequential Decision Processes

    Science.gov (United States)

    2016-06-01

    computational complexity and exhibits sublinear regret , thus providing strong theoretical guarantees [Bou Ammar et al., 2015b] (see Appendix C for details...transferred knowledge, providing a potential mechanism for predicting the effectiveness of transfer learning (and thereby avoiding negative transfer). One...learning from demonstration. We theoretically and empirically analyze the performance of the proposed method and derive, for the first time, regret

  10. Experiences of Two Multidisciplinary Team Members of Systemic Consultations in a Community Learning Disability Service

    Science.gov (United States)

    Johnson, Clair; Viljoen, Nina

    2017-01-01

    Background: Systemic approaches can be useful in working with people with learning disabilities and their network. The evidence base for these approaches within the field of learning disabilities, however, is currently limited. Materials and Methods: This article presents part of a service evaluation of systemic consultations in a Community…

  11. Using MBTI for the Success Assessment of Engineering Teams in Project-Based Learning

    Science.gov (United States)

    Rodríguez Montequín, V.; Mesa Fernández, J. M.; Balsera, J. Villanueva; García Nieto, A.

    2013-01-01

    Project-Based Learning (PBL) is a teaching and learning methodology that emphasizes student centered instruction by assigning projects. The students have to conduct significant projects and cope with realistic working conditions and scenarios. PBL is generally done by groups of students working together towards a common goal. Several factors play…

  12. 259 “Team Pair Solo” Cooperative Learning and Personality Type ...

    African Journals Online (AJOL)

    User

    learning strategy and students' personality type on achievement and attitude to Chemistry. 175 SS2 ... There is increasing concern among practitioners and educational researchers about the .... Teachers' role in a cooperative learning classroom involves a careful design of meaningful ..... Classroom Management. Harry K.

  13. Evaluation of the role of incentive structure on student participation and performance in active learning strategies: A comparison of case-based and team-based learning.

    Science.gov (United States)

    Carrasco, Gonzalo A; Behling, Kathryn C; Lopez, Osvaldo J

    2018-04-01

    Student participation is important for the success of active learning strategies, but participation is often linked to the level of preparation. At our institution, we use two types of active learning activities, a modified case-based learning exercise called active learning groups (ALG) and team-based learning (TBL). These strategies have different assessment and incentive structures for participation. Non-cognitive skills are assessed in ALG using a subjective five-point Likert scale. In TBL, assessment of individual student preparation is based on a multiple choice quiz conducted at the beginning of each session. We studied first-year medical student participation and performance in ALG and TBL as well as performance on course final examinations. Student performance in TBL, but not in ALG, was strongly correlated with final examination scores. Additionally, in students who performed in the upper 33rd percentile on the final examination, there was a positive correlation between final examination performance and participation in TBL and ALG. This correlation was not seen in students who performed in the lower 33rd percentile on the final examinations. Our results suggest that assessments of medical knowledge during active learning exercises could supplement non-cognitive assessments and could be good predictors of performance on summative examinations.

  14. Team-based Learning Strategy in Biochemistry: Perceptions and Attitudes of Faculty and 1st-Year Medical Students.

    Science.gov (United States)

    Chhabra, Namrata; Kukreja, Sahiba; Chhabra, Sarah; Chhabra, Sahil; Khodabux, Sameenah; Sabane, Harshal

    2017-12-01

    Team-based learning (TBL) strategy has been widely adapted by medical schools all over the world, but the reports regarding the perceptions and the attitudes of faculty and undergraduate medical students towards TBL approach have been conflicting. The study aimed to introduce TBL strategy in curriculum of Biochemistry after evaluating its effectiveness through perceptions and attitudes of faculty and 1 st -year medical students. One hundred and fifty students of first professional M.B.B.S and five faculty members participated in the study. Their responses regarding perceptions and attitudes towards TBL strategy were collected using structured questionnaires, focus group discussions, and in-depth interviews. Data were analyzed using Wilcoxon signed-rank test, paired sample t -test, and Mann-Whitney U-test. Majority of the students expressed satisfaction with team approach and reported improvement in the academic scores, learning styles, and development of problem-solving, interpersonal, and professional skills. The faculty, however, recommended a modified TBL approach to benefit all sections of the students for the overall success of this intervention. TBL is an effective technique to enable the students to master the core concepts and develop professional and critical thinking skills; however, for the 1 st -year medical students, a modified TBL approach might be more appropriate for the effective outcomes.

  15. Problem based Learning versus Design Thinking in Team based Project work

    DEFF Research Database (Denmark)

    Denise J. Stokholm, Marianne

    2014-01-01

    project based learning issues, which has caused a need to describe and compare the two models; in specific the understandings, approaches and organization of learning in project work. The PBL model viewing the process as 3 separate project stages including; problem analysis, problem solving and project......All educations at Aalborg University has since 1974 been rooted in Problem Based Learning (PBL). In 1999 a new education in Industrial design was set up, introducing Design Based Learning (DBL). Even though the two approaches have a lot in common they also hold different understandings of core...... report, with focus on problem solving through analysis. Design Based Learning viewing the process as series of integrated design spaces including; alignment, research, mission, vision, concept, product and process report, with focus on innovative ideation though integration. There is a need of renewing...

  16. Setting up a parathyroid multidisciplinary team meeting: one year's experience, outcomes and learning points.

    Science.gov (United States)

    Hancox, S H; Sinnott, J D; Kirkland, P; Lipscomb, D; Owens, E; Howlett, D C

    2018-03-01

    A parathyroid multidisciplinary team meeting was set up at East Sussex Healthcare Trust, from November 2014 to November 2015, in order to improve and streamline services for patients with parathyroid pathology. Data were collected on all new referrals for hyperparathyroidism, and on the outcomes for each patient discussed at the meeting, including the number of operations and management outcomes. A survey was sent out to the members of the multidisciplinary team meeting to determine their perception of its effectiveness. Seventy-nine new referrals were discussed throughout the year; 43 per cent were recommended for surgery, 41 per cent had a trial of conservative or medical management before re-discussion, and 16 per cent required further imaging. Ninety-two per cent of patients underwent an ultrasound, single-photon emission computed tomography/computed tomography or nuclear medicine (sestamibi) scan prior to the meeting. All ultrasound scans were performed by a consultant radiologist. The multidisciplinary team meeting has been successful, with perceived benefits for patients, improved imaging evaluation and efficiency of referral pathways, leading to more appropriate patient management.

  17. When Teams Fail to Self-Regulate: Predictors and Outcomes of Team Procrastination Among Debating Teams.

    Science.gov (United States)

    Van Hooft, Edwin A J; Van Mierlo, Heleen

    2018-01-01

    Models of team development have indicated that teams typically engage in task delay during the first stages of the team's life cycle. An important question is to what extent this equally applies to all teams, or whether there is variation across teams in the amount of task delay. The present study introduces the concept of team procrastination as a lens through which we can examine whether teams collectively engage in unplanned, voluntary, and irrational delay of team tasks. Based on theory and research on self-regulation, team processes, and team motivation we developed a conceptual multilevel model of predictors and outcomes of team procrastination. In a sample of 209 student debating teams, we investigated whether and why teams engage in collective procrastination as a team, and what consequences team procrastination has in terms of team member well-being and team performance. The results supported the existence of team procrastination as a team-level construct that has some stability over time. The teams' composition in terms of individual-level trait procrastination, as well as the teams' motivational states (i.e., team learning goal orientation, team performance-approach goal orientation in interaction with team efficacy) predicted team procrastination. Team procrastination related positively to team members' stress levels, especially for those low on trait procrastination. Furthermore, team procrastination had an indirect negative relationship with team performance, through teams' collective stress levels. These findings add to the theoretical understanding of self-regulatory processes of teams, and highlight the practical importance of paying attention to team-level states and processes such as team goal orientation and team procrastination.

  18. A Study into the Effects of Competitive Team-Based Learning and 'Learning Together' on the Oral Performance of Intermediate EFL Learners

    Directory of Open Access Journals (Sweden)

    Mahdi Mardani

    2015-08-01

    Full Text Available The present study intended to look into and compare the possible effects of Competitive Team-Based Learning (CTBL with Learning Together (LT or Cooperative Group-Based Learning (CGBL – the most popular method of Cooperative Learning (CL -- on oral performance of Iranian EFL intermediate students. After administering the oral interview, this researcher selected a group of 40 almost homogeneous Iranian intermediate students and randomly assigned them to control and experimental groups – 20 per group. Based on their scores, the experimental class were divided into 5 almost heterogeneous teams - four members each. But in the control group, the participants were allowed to shape their own favourable groups. For six weeks (18 sessions of 90 minutes each, both the groups received the same course materials, instructor, curriculum, out of-class and in-class assignments, schedule of instruction and equivalent methods of evaluation, but the experimental group experienced language learning via CTBL rather than via the CGBL as their counterparts in the control group. At the end of the course again the oral interview was administered to both the groups. Then the obtained scores on pre-test and post-test were analyzed through different statistical procedures. The results of the study rejected the null hypothesis and provided evidence supporting the hypothesis that CTBL can have a more significant effect on improving the oral performance of Iranian intermediate students. This researcher will discuss the probable causes for the results of the study, and will shed light on the pedagogical implications. She will also suggest recommendations for further research.

  19. Incentive structure in team-based learning: graded versus ungraded Group Application exercises

    Directory of Open Access Journals (Sweden)

    Adam S Deardorff

    2014-04-01

    Conclusion: The use of ungraded Group Application exercises appears to be a successful modification of TBL, making it more “student-friendly” while maintaining the goals of active learning and development of teamwork skills.

  20. Systemwide Deployment of Medical Team Training: Lessons Learned in the Department of Defense

    National Research Council Canada - National Science Library

    King, Heidi B; Kohsin, Beth; Salisbury, Mary

    2005-01-01

    .... Lessons learned within the U.S. Department of Defense indicate that for teamwork initiatives to be effective, they must possess a clear blueprint defining the solid steps for building the desired culture...

  1. CO2 Measurements from Space: Lessons Learned from the Collaboration between the ACOS/OCO-2 and GOSAT Teams

    Science.gov (United States)

    Crisp, D.; Eldering, A.; Gunson, M. R.

    2012-12-01

    The NASA Orbiting Carbon Observatory (OCO) and the Japanese Greenhouse gases Observing SATellite (GOSAT) were the first two missions designed to collect space-based observations of the column-averaged CO2 dry air mole fraction, XCO2, with the sensitivity, coverage, and resolution needed to quantify CO2 fluxes on regional scales over the globe. The OCO and GOSAT teams formed a close collaboration during the development phases of these missions. After the loss of OCO, the GOSAT project team invited the OCO team to contribute to the analysis of measurements collected by the GOSAT Thermal And Near infrared Sensor for carbon Observations-Fourier Transform Spectrometer (TANSO-FTS). NASA responded by reformulating the OCO science team under the Atmospheric CO2 Observations from Space (ACOS) task to exploit this opportunity. This collaboration is providing an independent GOSAT XCO2 product, and valuable insights into the retrieval algorithms, calibration methods, and validation techniques that are being developed to analyze data anticipated the NASA Orbiting Carbon Observatory-2 (OCO-2). The ACOS/OCO-2 and GOSAT teams have conducted four, joint, vicarious calibration campaigns at Railroad Valley, Nevada to track the long-term radiometric performance of the TANSO-FTS instrument. The methods used in these campaigns evolved from those used to characterize the radiometric performance of high spatial resolution, imaging spectroradiometers. For TANSO-FTS, the conventional, surface based radiometric measurements have been augmented with surface and aircraft measurements of atmospheric temperature and trace gas profiles, as well as surface observations from MODIS and ASTER to characterize spatial variations of the surface reflectance within the (relatively large) sounding footprints. Similar methods will be needed for OCO-2. The ACOS/OCO-2 retrieval algorithm and associated data screening methods have been modified to estimate XCO2 from TANSO-FTS observations. Comparisons of TANSO

  2. Applying team-based learning of diagnostics for undergraduate students: assessing teaching effectiveness by a randomized controlled trial study

    Directory of Open Access Journals (Sweden)

    Zeng R

    2017-03-01

    Full Text Available Rui Zeng,1,* Lian-rui Xiang,2,* Jing Zeng,3 Chuan Zuo4 1Department of Cardiovascular Diseases, 2Department of Public Affairs Development, 3Department of Internal Medicine, 4Department of Rheumatology and Immunology, West China Hospital, School of Clinic Medicine, Sichuan University, Chengdu, People’s Republic of China *These authors contributed equally to this work Background: We aimed to introduce team-based learning (TBL as one of the teaching methods for diagnostics and to compare its teaching effectiveness with that of the traditional teaching methods.Methods: We conducted a randomized controlled trial on diagnostics teaching involving 111 third-year medical undergraduates, using TBL as the experimental intervention, compared with lecture-based learning as the control, for teaching the two topics of symptomatology. Individual Readiness Assurance Test (IRAT-baseline and Group Readiness Assurance Test (GRAT were performed in members of each TBL subgroup. The scores in Individual Terminal Test 1 (ITT1 immediately after class and Individual Terminal Test 2 (ITT2 1 week later were compared between the two groups. The questionnaire and interview were also implemented to survey the attitude of students and teachers toward TBL.Results: There was no significant difference between the two groups in ITT1 (19.85±4.20 vs 19.70±4.61, while the score of the TBL group was significantly higher than that of the control group in ITT2 (19.15±3.93 vs 17.46±4.65. In the TBL group, the scores of the two terminal tests after the teaching intervention were significantly higher than the baseline test score of individuals. IRAT-baseline, ITT1, and ITT2 scores of students at different academic levels in the TBL teaching exhibited significant differences, but the ITT1-IRAT-baseline and ITT2-IRAT-baseline indicated no significant differences among the three subgroups.Conclusion: Our TBL in symptomatology approach was highly accepted by students in the improvement

  3. The effect of flipped teaching combined with modified team-based learning on student performance in physiology.

    Science.gov (United States)

    Gopalan, Chaya; Klann, Megan C

    2017-09-01

    Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture. Copyright © 2017 the American Physiological Society.

  4. Diffusion of innovation: a social network and organizational learning approach to governance of a districtwide leadership team

    Directory of Open Access Journals (Sweden)

    Yi-Hwa Liou

    2016-04-01

    Full Text Available District and school leaders play particularly important roles in leading districtwide improvement, as they are increasingly held accountable for bringing about change and improvement for educational innovation and excellence.  While conventional districtwide governance places much of its focus on technical and administrative matters such as policy development, supervision, and monitoring progress. This technical focus often overlooks the fundamental aspect that drives the progress of improvement—the social infrastructure shaped by interpersonal relationship. Responding to recent scholarships that calls for a networked approach to governance, this study examined the change effort of a districtwide leadership team over three points in time drawing on social network theory and analysis focused on district governance.  Specifically, we focused on the type of interpersonal relationship in which leaders engaged with each other in sharing and exchanging innovative ideas as these efforts may support better governance. Additionally, we explored organizational learning as a way to examine climate in support of districtwide innovative efforts during change process. Our findings from leaders indicated increased innovative behaviors and perceived climate on organizational learning over time. The findings suggested that leaders increased connections around risk taking, regardless of their work level over time. This increased connectedness around innovation was coupled with an increase in leaders’ perception of the district’s learning climate, suggesting a cohesive approach to governance and improvement.

  5. Team-Based Learning in a Pipeline Course in Medical Microbiology for Under-Represented Student Populations in Medicine Improves Learning of Microbiology Concepts.

    Science.gov (United States)

    Behling, K C; Murphy, M M; Mitchell-Williams, J; Rogers-McQuade, H; Lopez, O J

    2016-12-01

    As part of an undergraduate pipeline program at our institution for students from underrepresented minorities in medicine backgrounds, we created an intensive four-week medical microbiology course. Team-based learning (TBL) was implemented in this course to enhance student learning of course content. Three different student cohorts participated in the study, and there were no significant differences in their prior academic achievement based on their undergraduate grade point average (GPA) and pre-course examination scores. Teaching techniques included engaged lectures using an audience response system, TBL, and guided self-directed learning. We hypothesized that more active learning exercises, irrespective of the amount of lecture time, would help students master course content. In year 2 as compared with year 1, TBL exercises were decreased from six to three with a concomitant increase in lecture time, while in year 3, TBL exercises were increased from three to six while maintaining the same amount of lecture time as in year 2. As we hypothesized, there was significant ( p < 0.01) improvement in performance on the post-course examination in years 1 and 3 compared with year 2, when only three TBL exercises were used. In contrast to the students' perceptions that more lecture time enhances learning of course content, our findings suggest that active learning strategies, such as TBL, are more effective than engaged lectures in improving student understanding of course content, as measured by post-course examination performance. Introduction of TBL in pipeline program courses may help achieve better student learning outcomes.

  6. Team-Based Learning in a Pipeline Course in Medical Microbiology for Under-Represented Student Populations in Medicine Improves Learning of Microbiology Concepts

    Directory of Open Access Journals (Sweden)

    Kathryn C. Behling

    2016-12-01

    Full Text Available As part of an undergraduate pipeline program at our institution for students from underrepresented minorities in medicine backgrounds, we created an intensive four-week medical microbiology course. Team-based learning (TBL was implemented in this course to enhance student learning of course content. Three different student cohorts participated in the study, and there were no significant differences in their prior academic achievement based on their undergraduate grade point average (GPA and pre-course examination scores. Teaching techniques included engaged lectures using an audience response system, TBL, and guided self-directed learning. We hypothesized that more active learning exercises, irrespective of the amount of lecture time, would help students master course content. In year 2 as compared with year 1, TBL exercises were decreased from six to three with a concomitant increase in lecture time, while in year 3, TBL exercises were increased from three to six while maintaining the same amount of lecture time as in year 2. As we hypothesized, there was significant (p < 0.01 improvement in performance on the post-course examination in years 1 and 3 compared with year 2, when only three TBL exercises were used. In contrast to the students’ perceptions that more lecture time enhances learning of course content, our findings suggest that active learning strategies, such as TBL, are more effective than engaged lectures in improving student understanding of course content, as measured by post-course examination performance. Introduction of TBL in pipeline program courses may help achieve better student learning outcomes.

  7. Coordinated Implementation and Evaluation of Flipped Classes and Peer-Led Team Learning in General Chemistry

    Science.gov (United States)

    Robert, Jenay; Lewis, Scott E.; Oueini, Razanne; Mapugay, Andrea

    2016-01-01

    The research-based pedagogical strategy of flipped classes has been shown to be effective for increasing student achievement and retention in postsecondary chemistry classes. The purpose of flipped classes is to move content delivery (e.g., lecture) outside of the classroom, freeing more face-to-face time for active learning strategies. The…

  8. Learning productivity: A case analysis of the "eBOSNO" course for manager teams.

    NARCIS (Netherlands)

    Winnips, J.C.; Collis, Betty

    2004-01-01

    Action learning in a workplace context, focused on projects relating to real business needs, is the basis of the management seminars offered by the BOSNO (in Dutch, ‘BedrijfsOpleiding voor Samenwerkende Nederlandse Ondernemingen’[Company training for Dutch companies working in cooperation with each

  9. The Effect of using Teams Games Tournaments (TGT Technique for Learning Mathematics in Bangladesh

    Directory of Open Access Journals (Sweden)

    Abdus Salam

    2015-07-01

    Full Text Available Games-based learning has captured the interest of educationalists and industrialists who seek to reveal the characteristics of computer games as they are perceived by some to be a potentially effective approach for teaching and learning. Despite this interest in using games-based learning, there is a dearth of studies context of gaming and education in third world countries. This study investigated the effects of game playing on performance and attitudes of students towards mathematics of Grade VIII. The study was undergone by implementing TGT technique for the experimental group and typical lecture-based approach for the control group. A same achievement test was employed as in both pretest and post test, an inventory of attitudes towards mathematics were applied for the pretest and post test on TGT experimental and control group, an attitude scale on computer games was employed for the TGT experimental group, a semi-structured interview for teacher and an FGD guideline for students were applied to serving the purpose of research objectives. After three-weeks of intervention, it had been found out that TGT experimental group students had achieved a significant learning outcome than lecture based control group students. Attitude towards mathematics were differed to a certain positive extent on TGT experimental group. On the basis of findings of this study, some recommendations were made to overcome the barriers of integrating web-based game playing in a classroom.

  10. Successfully carrying out complex learning-tasks through guiding teams' qualitative and quantitative reasoning

    NARCIS (Netherlands)

    Slof, B.; Erkens, G.; Kirschner, P. A.; Janssen, J.; Jaspers, J. G. M.

    This study investigated whether and how scripting learners' use of representational tools in a computer supported collaborative learning (CSCL)-environment fostered their collaborative performance on a complex business-economics task. Scripting the problem-solving process sequenced and made its

  11. Successfully Carrying out Complex Learning-Tasks through Guiding Teams' Qualitative and Quantitative Reasoning

    Science.gov (United States)

    Slof, B.; Erkens, G.; Kirschner, P. A.; Janssen, J.; Jaspers, J. G. M.

    2012-01-01

    This study investigated whether and how scripting learners' use of representational tools in a computer supported collaborative learning (CSCL)-environment fostered their collaborative performance on a complex business-economics task. Scripting the problem-solving process sequenced and made its phase-related part-task demands explicit, namely…

  12. United We Learn: Team Effort Builds a Path to Equity and Alignment

    Science.gov (United States)

    Kind, Jill

    2014-01-01

    This article presents a plan to create a united approach to improve high quality instruction in Robbinsdale Cooper High School in New Hope, Minnesota, a suburb of Minneapolis. Professional learning communities were in their infancy, conversations around data were about autopsies of annual standardized tests, and there was no description of what…

  13. The effects of inspecting and constructing part-task-specific visualizations on team and individual learning

    NARCIS (Netherlands)

    Slof, Bert; Erkens, Gijsbert; Kirschner, Paul A.; Helms-Lorenz, Michelle

    This study examined whether inspecting and constructing different part-task-specific visualizations differentially affects learning. To this end, a complex business-economics problem was structured into three phase-related part-tasks: (1) determining core concepts, (2) proposing multiple solutions,

  14. An Exploratory Study of Informal Learning and Team Performance in the Pre-Consulting Phase

    Science.gov (United States)

    Sibarani, Roza Marsaulina

    2014-01-01

    This paper reports the process of informal learning in the pre-consulting phase in management-consulting firms in Indonesia. As the consulting industry significantly grows in Indonesia, more organisations use consultant services to improve their business. Pre-consulting is an important phase to define the right solutions, which involves a lot of…

  15. Overcoming Barriers between Volunteer Professionals Advising Project-Based Learning Teams with Regulation Tools

    Science.gov (United States)

    Rees Lewis, Daniel G.; Easterday, Matthew W.; Harburg, Emily; Gerber, Elizabeth M.; Riesbeck, Christopher K.

    2018-01-01

    To provide the substantial support required for project-based learning (PBL), educators can incorporate professional experts as "design coaches." However, previous work shows barriers incorporating design coaches who can rarely meet face-to-face: (1) communication online is time-consuming, (2) updating coaches online is not perceived as…

  16. Team-based learning in the gross anatomy laboratory improves academic performance and students' attitudes toward teamwork.

    Science.gov (United States)

    Huitt, Tiffany W; Killins, Anita; Brooks, William S

    2015-01-01

    As the healthcare climate shifts toward increased interdisciplinary patient care, it is essential that students become accomplished at group problem solving and develop positive attitudes toward teamwork. Team-based learning (TBL) has become a popular approach to medical education because of its ability to promote active learning, problem-solving skills, communication, and teamwork. However, its documented use in the laboratory setting and physical therapy education is limited. We used TBL as a substitute for one-third of cadaveric dissections in the gross anatomy laboratories at two Doctor of Physical Therapy programs to study its effect on both students' perceptions and academic performance. We surveyed students at the beginning and completion of their anatomy course as well as students who had previously completed a traditional anatomy course to measure the impact of TBL on students' perceptions of teamwork. We found that the inclusion of TBL in the anatomy laboratory improves students' attitudes toward working with peers (P < 0.01). Non-TBL students had significantly lower attitudes toward teamwork (P < 0.01). Comparison of academic performance between TBL and non-TBL students revealed that students who participated in TBL scored significantly higher on their first anatomy practical examination and on their head/neck written examination (P < 0.001). When asked to rate their role in a team, a 10.5% increase in the mean rank score for Problem Solver resulted after the completion of the TBL-based anatomy course. Our data indicate that TBL is an effective supplement to cadaveric dissection in the laboratory portion of gross anatomy, improving both students' grades and perceptions of teamwork. © 2014 American Association of Anatomists.

  17. Team-Based Learning, Faculty Research, and Grant Writing Bring Significant Learning Experiences to an Undergraduate Biochemistry Laboratory Course

    Science.gov (United States)

    Evans, Hedeel Guy; Heyl, Deborah L.; Liggit, Peggy

    2016-01-01

    This biochemistry laboratory course was designed to provide significant learning experiences to expose students to different ways of succeeding as scientists in academia and foster development and improvement of their potential and competency as the next generation of investigators. To meet these goals, the laboratory course employs three…

  18. Applying team-based learning of diagnostics for undergraduate students: assessing teaching effectiveness by a randomized controlled trial study.

    Science.gov (United States)

    Zeng, Rui; Xiang, Lian-Rui; Zeng, Jing; Zuo, Chuan

    2017-01-01

    We aimed to introduce team-based learning (TBL) as one of the teaching methods for diagnostics and to compare its teaching effectiveness with that of the traditional teaching methods. We conducted a randomized controlled trial on diagnostics teaching involving 111 third-year medical undergraduates, using TBL as the experimental intervention, compared with lecture-based learning as the control, for teaching the two topics of symptomatology. Individual Readiness Assurance Test (IRAT)-baseline and Group Readiness Assurance Test (GRAT) were performed in members of each TBL subgroup. The scores in Individual Terminal Test 1 (ITT1) immediately after class and Individual Terminal Test 2 (ITT2) 1 week later were compared between the two groups. The questionnaire and interview were also implemented to survey the attitude of students and teachers toward TBL. There was no significant difference between the two groups in ITT1 (19.85±4.20 vs 19.70±4.61), while the score of the TBL group was significantly higher than that of the control group in ITT2 (19.15±3.93 vs 17.46±4.65). In the TBL group, the scores of the two terminal tests after the teaching intervention were significantly higher than the baseline test score of individuals. IRAT-baseline, ITT1, and ITT2 scores of students at different academic levels in the TBL teaching exhibited significant differences, but the ITT1-IRAT-baseline and ITT2-IRAT-baseline indicated no significant differences among the three subgroups. Our TBL in symptomatology approach was highly accepted by students in the improvement of interest and self-directed learning and resulted in an increase in knowledge acquirements, which significantly improved short-term test scores compared with lecture-based learning. TBL is regarded as an effective teaching method worthy of promoting.

  19. THE PAN AFRICAN E-NETWORK PROJECT: A New Learning Culture

    Directory of Open Access Journals (Sweden)

    Nundoo-Ghoorah SUNITI

    2012-07-01

    Full Text Available This paper sets out to explore the paradigm shift in learning culture brought about by the advent of online learning in the mostly print-based ODL system at the Mauritius College of the Air (MCA. It delves into the perceptions of learners and MCA staff involved in a range of undergraduate to Master’s programmes forming part of the Pan African e- Network Project that wires 23 African countries with top-ranking Indian universities through synchronous and interactive state of the art technology. Learners across five of the disciplines offered through tele-learning and a team of MCA staff participating in programme delivery were surveyed through questionnaires and interviews to collect both quantitative and qualitative data. For most of the respondents this new learning ethos has induced an acculturation process requiring radical reconceptualisation of prior notions about teaching/learning. MCA staff, too, have had to learn conducive behavior patterns to consolidate existing support services. Survival in this new learning environment where the tutor is a remote on-screen entity, where e-books replace printed material, where connectivity can be a daily struggle, demands another mindset, another set of values enabling learning and fine-tuned ICT skills. Socialisation with tutors and fellow learners is possible through links in Facebook and Twitter. However, learners still tend to feel somewhat isolated. It is proposed that an e-platform be set up to link up learners as a mutually supportive learning community engaged in the construction of knowledge.

  20. Evaluation of a Team Project Based Learning Module for Developing Employability Skills

    OpenAIRE

    Janice Whatley

    2012-01-01

    This paper presents a case study, in which a new module, aimed at enhancing students’ employ-ability skills, is evaluated. Employability skills for graduates from higher education are regarded as essential outcomes from their degree programmes, but it can be difficult to provide appropriate opportunities to develop these skills in the context of their studies. This paper describes a new module, called Live Projects, designed to provide project based learning on campus, but involv-ing local bu...

  1. When Teams Fail to Self-Regulate: Predictors and Outcomes of Team Procrastination Among Debating Teams

    Science.gov (United States)

    Van Hooft, Edwin A. J.; Van Mierlo, Heleen

    2018-01-01

    Models of team development have indicated that teams typically engage in task delay during the first stages of the team’s life cycle. An important question is to what extent this equally applies to all teams, or whether there is variation across teams in the amount of task delay. The present study introduces the concept of team procrastination as a lens through which we can examine whether teams collectively engage in unplanned, voluntary, and irrational delay of team tasks. Based on theory and research on self-regulation, team processes, and team motivation we developed a conceptual multilevel model of predictors and outcomes of team procrastination. In a sample of 209 student debating teams, we investigated whether and why teams engage in collective procrastination as a team, and what consequences team procrastination has in terms of team member well-being and team performance. The results supported the existence of team procrastination as a team-level construct that has some stability over time. The teams’ composition in terms of individual-level trait procrastination, as well as the teams’ motivational states (i.e., team learning goal orientation, team performance-approach goal orientation in interaction with team efficacy) predicted team procrastination. Team procrastination related positively to team members’ stress levels, especially for those low on trait procrastination. Furthermore, team procrastination had an indirect negative relationship with team performance, through teams’ collective stress levels. These findings add to the theoretical understanding of self-regulatory processes of teams, and highlight the practical importance of paying attention to team-level states and processes such as team goal orientation and team procrastination. PMID:29674991

  2. When Teams Fail to Self-Regulate: Predictors and Outcomes of Team Procrastination Among Debating Teams

    Directory of Open Access Journals (Sweden)

    Edwin A. J. Van Hooft

    2018-04-01

    Full Text Available Models of team development have indicated that teams typically engage in task delay during the first stages of the team’s life cycle. An important question is to what extent this equally applies to all teams, or whether there is variation across teams in the amount of task delay. The present study introduces the concept of team procrastination as a lens through which we can examine whether teams collectively engage in unplanned, voluntary, and irrational delay of team tasks. Based on theory and research on self-regulation, team processes, and team motivation we developed a conceptual multilevel model of predictors and outcomes of team procrastination. In a sample of 209 student debating teams, we investigated whether and why teams engage in collective procrastination as a team, and what consequences team procrastination has in terms of team member well-being and team performance. The results supported the existence of team procrastination as a team-level construct that has some stability over time. The teams’ composition in terms of individual-level trait procrastination, as well as the teams’ motivational states (i.e., team learning goal orientation, team performance-approach goal orientation in interaction with team efficacy predicted team procrastination. Team procrastination related positively to team members’ stress levels, especially for those low on trait procrastination. Furthermore, team procrastination had an indirect negative relationship with team performance, through teams’ collective stress levels. These findings add to the theoretical understanding of self-regulatory processes of teams, and highlight the practical importance of paying attention to team-level states and processes such as team goal orientation and team procrastination.

  3. Effect of an Individual Readiness Assurance Test on a Team Readiness Assurance Test in the Team-Based Learning of Physiology

    Science.gov (United States)

    Gopalan, Chaya; Fox, Dainielle J.; Gaebelein, Claude J.

    2013-01-01

    We examined whether requiring an individual readiness assurance test (iRAT) before a team readiness assurance test (tRAT) would benefit students in becoming better problem solvers in physiology. It was tested in the form of tRAT scores, the time required to complete the tRAT assignment, and individual performance on the unit examinations. Students…

  4. TEAM Science Advances STEM through Experiential Learning about Karst Geology at the Ozark Underground Laboratory.

    Science.gov (United States)

    Haskins, M. F.; Patterson, J. D.; Ruckman, B.; Keith, N.; Aley, C.; Aley, T.

    2017-12-01

    Carbonate karst represents approximately 14% of the world's land area and 20-25% of the land area in the United States. Most people do not understand this three dimensional landscape because they lack direct experience with this complicated geology. For the last 50 years, Ozark Underground Laboratory (OUL), located in Protem, MO, has been a pioneer in the research of karst geology and its influence on groundwater. OUL has also provided surface and sub-surface immersion experiences to over 40,000 individuals including students, educators, and Department of Transportation officials helping those individuals better understand the challenges associated with karst. Rockhurst University has incorporated OUL field trips into their educational programming for the last 30 years, thus facilitating individual understanding of karst geology which comprises approximately 60% of the state. Technology and Educators Advancing Missouri Science (TEAM Science) is a grant-funded professional development institute offered through Rockhurst University. The institute includes an immersion experience at OUL enabling in-service teachers to better understand natural systems, the interplay between the surface, sub-surface, and cave fauna, as well as groundwater and energy dynamics of karst ecosystems. Educating elementary teachers about land formations is especially important because elementary teachers play a foundational role in developing students' interest and aptitude in STEM content areas. (Funding provided by the U.S. Department of Education's Math-Science Partnership Program through the Missouri Department of Elementary and Secondary Education.)

  5. Developing a programme theory to explain how primary health care teams learn to respond to intimate partner violence: a realist case-study.

    Science.gov (United States)

    Goicolea, Isabel; Hurtig, Anna-Karin; San Sebastian, Miguel; Vives-Cases, Carmen; Marchal, Bruno

    2015-06-09

    Despite the progress made on policies and programmes to strengthen primary health care teams' response to Intimate Partner Violence, the literature shows that encounters between women exposed to IPV and health-care providers are not always satisfactory, and a number of barriers that prevent individual health-care providers from responding to IPV have been identified. We carried out a realist case study, for which we developed and tested a programme theory that seeks to explain how, why and under which circumstances a primary health care team in Spain learned to respond to IPV. A realist case study design was chosen to allow for an in-depth exploration of the linkages between context, intervention, mechanisms and outcomes as they happen in their natural setting. The first author collected data at the primary health care center La Virgen (pseudonym) through the review of documents, observation and interviews with health systems' managers, team members, women patients, and members of external services. The quality of the IPV case management was assessed with the PREMIS tool. This study found that the health care team at La Virgen has managed 1) to engage a number of staff members in actively responding to IPV, 2) to establish good coordination, mutual support and continuous learning processes related to IPV, 3) to establish adequate internal referrals within La Virgen, and 4) to establish good coordination and referral systems with other services. Team and individual level factors have triggered the capacity and interest in creating spaces for team leaning, team work and therapeutic responses to IPV in La Virgen, although individual motivation strongly affected this mechanism. Regional interventions did not trigger individual and/ or team responses but legitimated the workings of motivated professionals. The primary health care team of La Virgen is involved in a continuous learning process, even as participation in the process varies between professionals. This

  6. Team designing

    DEFF Research Database (Denmark)

    Denise J. Stokholm, Marianne

    2012-01-01

    Future wellbeing is depending on human competences in order to strengthen a sustainable development. This requires system thinking and ability to deal with complexity, dynamic and a vast of information. `We need to move away from present principles of breaking down problems into components and gi...... thinking and communication in design. Trying to answer the question: How can visual system models facilitate learning in design thinking and team designing?......Future wellbeing is depending on human competences in order to strengthen a sustainable development. This requires system thinking and ability to deal with complexity, dynamic and a vast of information. `We need to move away from present principles of breaking down problems into components and give...... in relation to a design-engineering education at Aalborg University. It will exemplify how the model has been used in workshops on team designing, challenged design learning and affected design competence. In specific it will investigate the influence of visual models of the perception of design, design...

  7. A Qualitative Investigation into How Problem-Based Learning Impacts on the Development of Team-Working Skills in Occupational Therapy Students

    Science.gov (United States)

    Seymour, Alison

    2013-01-01

    It has been suggested that problem-based learning (PBL) has a positive impact on the team-working skills of medical, health and social care students. These skills are important for graduates to master to enable effective collaborative working in today's diverse health and social care settings. What is not clear from the literature is how…

  8. College Student Effort Expenditure in Online versus Face-to-Face Courses: The Role of Gender, Team Learning Orientation, and Sense of Classroom Community

    Science.gov (United States)

    Yang, Yan; Cho, YoonJung; Mathew, Susan; Worth, Sheri

    2011-01-01

    The study investigated the differential impact of sense of classroom community on effort in online versus face-to-face courses while controlling for potential effects of gender and team learning orientation. The interaction effects from ANOVA results suggested a gender difference across the two course delivery formats, with male students expending…

  9. Developing effective educational approaches for Liaison Old Age Psychiatry teams: a literature review of the learning needs of hospital staff in relation to managing the confused older patient.

    Science.gov (United States)

    Teodorczuk, Andrew; Welfare, Mark; Corbett, Sally; Mukaetova-Ladinska, Elizabeta

    2010-09-01

    Deficiencies in the knowledge, skills and attitudes of all healthcare professionals working within the general hospital contribute towards the suboptimal care of older hospitalized patients with confusion. In the U.K., policy dictates that Liaison Old Age Psychiatry teams deliver effective education to general hospital clinical staff. The purpose of this paper is to review the literature concerning the learning needs of healthcare professionals in relation to managing confusion in the older patient in order to inform effective educational approaches for Liaison Old Age Psychiatry teams. A broad range of medical and educational databases were searched. Identified English language studies were selected for further analysis if they had a specific educational focus in the hospital setting and then further subdivided into intervention and naturalistic studies. The impact of intervention studies was evaluated by Kirkpatrick's system. Learning needs, as determined from the naturalistic studies, were mapped to identify themes. 13 intervention studies were identified. Despite a high level of effectiveness for educational interventions, it was unclear what the active components were. A further 23 naturalistic studies were identified; their findings focused on knowledge gaps, diagnostic behaviors and experiences, attitudes and training issues. Few studies specifically researched learning needs or the educational role of liaison teams. Conspicuous by its absence was reference to relevant educational theories. The findings of this review can be incorporated in the planning of local curricula by Liaison Teams in order to design educational strategies. There is a need for further research, especially studies exploring the learning needs of all healthcare professionals.

  10. Evaluating Student Motivation in Organic Chemistry Courses: Moving from a Lecture-Based to a Flipped Approach with Peer-Led Team Learning

    Science.gov (United States)

    Liu, Yujuan; Raker, Jeffrey R.; Lewis, Jennifer E.

    2018-01-01

    Academic Motivation Scale-Chemistry (AMS-Chemistry), an instrument based on the self-determination theory, was used to evaluate students' motivation in two organic chemistry courses, where one course was primarily lecture-based and the other implemented flipped classroom and peer-led team learning (Flip-PLTL) pedagogies. Descriptive statistics…

  11. Effect of Peer-Led Team Learning (PLTL) on Student Achievement, Attitude, and Self-Concept in College General Chemistry in Randomized and Quasi Experimental Designs

    Science.gov (United States)

    Chan, Julia Y. K.; Bauer, Christopher F.

    2015-01-01

    This study investigated exam achievement and affective characteristics of students in general chemistry in a fully-randomized experimental design, contrasting Peer-Led Team Learning (PLTL) participation with a control group balanced for time-on-task and study activity. This study population included two independent first-semester courses with…

  12. Leadership Team | Water Power | NREL

    Science.gov (United States)

    Leadership Team Leadership Team Learn more about the expertise and technical skills of the water Initiative and provides leadership in the focus areas of high-fidelity modeling, wind power plant controls

  13. Beautiful Teams Inspiring and Cautionary Tales from Veteran Team Leaders

    CERN Document Server

    Stellman, Andrew

    2009-01-01

    What's it like to work on a great software development team facing an impossible problem? How do you build an effective team? Beautiful Teams takes you behind the scenes with some of the most interesting teams in software engineering history. You'll learn from veteran team leaders' successes and failures, told through a series of engaging personal stories -- and interviews -- by leading programmers, architects, project managers, and thought leaders.

  14. The effects of team-based learning techniques on nursing students’ perception of the psycho-social climate of the classroom

    Science.gov (United States)

    Koohestani, Hamid Reza; Baghcheghi, Nayereh

    2016-01-01

    Background: Team-based learning is a structured type of cooperative learning that is becoming increasingly more popular in nursing education. This study compares levels of nursing students’ perception of the psychosocial climate of the classroom between conventional lecture group and team-based learning group. Methods: In a quasi-experimental study with pretest-posttest design 38 nursing students of second year participated. One half of the 16 sessions of cardiovascular disease nursing course sessions was taught by lectures and the second half with team-based learning. The modified college and university classroom environment inventory (CUCEI) was used to measure the perception of classroom environment. This was completed after the final lecture and TBL sessions. Results: Results revealed a significant difference in the mean scores of psycho-social climate for the TBL method (Mean (SD): 179.8(8.27)) versus the mean score for the lecture method (Mean (SD): 154.213.44)). Also, the results showed significant differences between the two groups in the innovation (pcohesiveness (p=0.01), cooperation (pteam-based learning does have a positive effect on nursing students’ perceptions of their psycho-social climate of the classroom. PMID:28210602

  15. The effects of team-based learning techniques on nursing students' perception of the psycho-social climate of the classroom.

    Science.gov (United States)

    Koohestani, Hamid Reza; Baghcheghi, Nayereh

    2016-01-01

    Background: Team-based learning is a structured type of cooperative learning that is becoming increasingly more popular in nursing education. This study compares levels of nursing students' perception of the psychosocial climate of the classroom between conventional lecture group and team-based learning group. Methods: In a quasi-experimental study with pretest-posttest design 38 nursing students of second year participated. One half of the 16 sessions of cardiovascular disease nursing course sessions was taught by lectures and the second half with team-based learning. The modified college and university classroom environment inventory (CUCEI) was used to measure the perception of classroom environment. This was completed after the final lecture and TBL sessions. Results: Results revealed a significant difference in the mean scores of psycho-social climate for the TBL method (Mean (SD): 179.8(8.27)) versus the mean score for the lecture method (Mean (SD): 154.213.44)). Also, the results showed significant differences between the two groups in the innovation (pteam-based learning does have a positive effect on nursing students' perceptions of their psycho-social climate of the classroom.

  16. User Acceptance of Mobile Knowledge Management Learning System: Design and Analysis

    Science.gov (United States)

    Chen, Hong-Ren; Huang, Hui-Ling

    2010-01-01

    Thanks to advanced developments in wireless technology, learners can now utilize digital learning websites at anytime and anywhere. Mobile learning captures more and more attention in the wave of digital learning. Evolving use of knowledge management plays an important role to enhance problem solving skills. Recently, innovative approaches for…

  17. Sustained effects of interprofessional shared learning on student attitudes to communication and team working depend on shared learning opportunities on clinical placement as well as in the classroom.

    Science.gov (United States)

    Morison, Sue; Jenkins, John

    2007-06-01

    Delivering high quality healthcare increasingly requires effective team working, and interprofessional shared learning (SL) is crucial to this. This study compares the attitudes, 1 year after experience of an undergraduate SL programme, of students who had participated in the programme with their peers who had not. 207 students were invited to complete a questionnaire to assess the impact of SL on attitudes to clinical competence and behaviour. Responses were received from 171 students (83%) who had either had no experience of SL, SL in lectures only, or SL in lectures and clinical placement. Significantly different responses were found between the three groups for a number of the statements, and these were further developed in responses to the open-ended questions. Only group 3 had developed and sustained a less exclusive attitude and were better able to appreciate that SL can make an important contribution to learning communication skills and understanding patient problems. This raises important questions about the approach taken to undergraduate SL if it is to have a contributory effect to attitudes about professional identity, and a significant effect in improving the quality of care provided by the doctors and nurses of tomorrow.

  18. Traditional Lectures and Team-Based Learning in an Occupational Therapy Program: A Survey of Student Perceptions

    Directory of Open Access Journals (Sweden)

    Anne H. Zachry

    2017-03-01

    Full Text Available 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 firstand 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.

  19. A Method for Using Player Tracking Data in Basketball to Learn Player Skills and Predict Team Performance.

    Science.gov (United States)

    Skinner, Brian; Guy, Stephen J

    2015-01-01

    Player tracking data represents a revolutionary new data source for basketball analysis, in which essentially every aspect of a player's performance is tracked and can be analyzed numerically. We suggest a way by which this data set, when coupled with a network-style model of the offense that relates players' skills to the team's success at running different plays, can be used to automatically learn players' skills and predict the performance of untested 5-man lineups in a way that accounts for the interaction between players' respective skill sets. After developing a general analysis procedure, we present as an example a specific implementation of our method using a simplified network model. While player tracking data is not yet available in the public domain, we evaluate our model using simulated data and show that player skills can be accurately inferred by a simple statistical inference scheme. Finally, we use the model to analyze games from the 2011 playoff series between the Memphis Grizzlies and the Oklahoma City Thunder and we show that, even with a very limited data set, the model can consistently describe a player's interactions with a given lineup based only on his performance with a different lineup.

  20. A Method for Using Player Tracking Data in Basketball to Learn Player Skills and Predict Team Performance.

    Directory of Open Access Journals (Sweden)

    Brian Skinner

    Full Text Available Player tracking data represents a revolutionary new data source for basketball analysis, in which essentially every aspect of a player's performance is tracked and can be analyzed numerically. We suggest a way by which this data set, when coupled with a network-style model of the offense that relates players' skills to the team's success at running different plays, can be used to automatically learn players' skills and predict the performance of untested 5-man lineups in a way that accounts for the interaction between players' respective skill sets. After developing a general analysis procedure, we present as an example a specific implementation of our method using a simplified network model. While player tracking data is not yet available in the public domain, we evaluate our model using simulated data and show that player skills can be accurately inferred by a simple statistical inference scheme. Finally, we use the model to analyze games from the 2011 playoff series between the Memphis Grizzlies and the Oklahoma City Thunder and we show that, even with a very limited data set, the model can consistently describe a player's interactions with a given lineup based only on his performance with a different lineup.

  1. Next generation red teaming

    CERN Document Server

    Dalziel, Henry

    2015-01-01

    Red Teaming is can be described as a type of wargaming.In private business, penetration testers audit and test organization security, often in a secretive setting. The entire point of the Red Team is to see how weak or otherwise the organization's security posture is. This course is particularly suited to CISO's and CTO's that need to learn how to build a successful Red Team, as well as budding cyber security professionals who would like to learn more about the world of information security. Teaches readers how to dentify systemic security issues based on the analysis of vulnerability and con

  2. Professional Learning Communities: Concepts in Action in a Principal Preparation Program, an Elementary School Team, a Leadership Team, and a Business Partnership

    Science.gov (United States)

    Servais, Kristine; Derrington, Mary Lynne; Sanders, Kellie

    2009-01-01

    The Professional Learning Community (PLC) model has moved to the forefront in the field of education as one of the most effective frameworks to improve student achievement and overall school success. The research conducted for this paper provides evidence for systemic and action based improvement using the PLC model in four diverse venues:…

  3. Management Teams

    CERN Document Server

    Belbin, R Meredith Meredith

    2012-01-01

    Meredith Belbin's work on teams has become part of everyday language in organizations all over the world. All kinds of teams and team behaviours are covered. At the end of the book is a self-perception inventory so that readers can match their own personalities to particular team roles. Management Teams is required reading for managers concerned with achieving results by getting the best from their key personnel.

  4. The impact of nursing students' chemistry learning performance assessment in Taiwan: competitive versus non-competitive student team achievement division approaches

    Science.gov (United States)

    Wang, Kai-Ping

    2012-07-01

    Purpose: The purpose of this study was to determine the effectiveness of competitive Student Team Achievement Division (STAD), non-competitive STAD, and traditional learning on chemistry learning and learning perceptions. Sample, design and methods: By adopting the STAD approach, this study examined 144 nursing students at a five-year junior college in northern Taiwan during the first semester (totaling 18 weeks) of the 2008 academic year. Results: The findings reveal that both a heterogeneous group with external pressure (involving competitive STAD) and a friendship group with affective pressure (involving traditional learning) enhance group cohesion and assist students' meaningful learning; the heterogeneous group without extra pressure (involving non-competitive STAD), by contrast, fails because of apathy and lassitude. Moreover, learning effectiveness will obviously predominate until the learning strategy continues for a long period or at least one semester. Conclusions: This study revealed that the learning performance level of the competitive STAD group is significantly different from that of the non-competitive STAD group; and the learning performance level of the traditional group is significantly different from that of the non-competitive STAD group. Both the competitive STAD group and traditional group of medium ability students are significantly different from the non-competitive STAD group. Low-ability students from the competitive STAD group are significantly different from those of the non-competitive STAD, though no significant differences were found in learning perception. However, both a lack of friendship and a lack of ability in using algorithms may affect students' chemistry learning. Furthermore, gender imbalance, educational culture, and group emotions are factors that may influence student learning performance. Further study should focus on the use of grouping, improve responsibility in group discussion, and investigate group interaction

  5. Cross-validation of the Student Perceptions of Team-Based Learning Scale in the United States

    Directory of Open Access Journals (Sweden)

    Donald H. Lein

    2017-06-01

    Full Text Available Purpose The purpose of this study was to cross-validate the factor structure of the previously developed Student Perceptions of Team-Based Learning (TBL Scale among students in an entry-level doctor of physical therapy (DPT program in the United States. Methods Toward the end of the semester in 2 patient/client management courses taught using TBL, 115 DPT students completed the Student Perceptions of TBL Scale, with a response rate of 87%. Principal component analysis (PCA and confirmatory factor analysis (CFA were conducted to replicate and confirm the underlying factor structure of the scale. Results Based on the PCA for the validation sample, the original 2-factor structure (preference for TBL and preference for teamwork of the Student Perceptions of TBL Scale was replicated. The overall goodness-of-fit indices from the CFA suggested that the original 2-factor structure for the 15 items of the scale demonstrated a good model fit (comparative fit index, 0.95; non-normed fit index/Tucker-Lewis index, 0.93; root mean square error of approximation, 0.06; and standardized root mean square residual, 0.07. The 2 factors demonstrated high internal consistency (alpha= 0.83 and 0.88, respectively. DPT students taught using TBL viewed the factor of preference for teamwork more favorably than preference for TBL. Conclusion Our findings provide evidence supporting the replicability of the internal structure of the Student Perceptions of TBL Scale when assessing perceptions of TBL among DPT students in patient/client management courses.

  6. The Learning Process of Supervisees Who Engage in the Reflecting Team Model within Group Supervision: A Grounded Theory Inquiry

    Science.gov (United States)

    Pender, Rebecca Lynn

    2012-01-01

    In recent years, counselor educators have begun to incorporate the use of the reflecting team process with the training of counselors. Specifically, the reflecting team has been used in didactic courses (Cox, 2003; Landis & Young, 1994; Harrawood, Wilde & Parmanand, 2011) and in supervision (Cox, 1997; Prest, Darden, & Keller, 1990;…

  7. First, Get Your Feet Wet: The Effects of Learning from Direct and Indirect Experience on Team Creativity

    Science.gov (United States)

    Gino, Francesca; Argote, Linda; Miron-Spektor, Ella; Todorova, Gergana

    2010-01-01

    How does prior experience influence team creativity? We address this question by examining the effects of task experience acquired directly and task experience acquired vicariously from others on team creativity in a product-development task. Across three laboratory studies, we find that direct task experience leads to higher levels of team…

  8. Mission control team structure and operational lessons learned from the 2009 and 2010 NASA desert RATS simulated lunar exploration field tests

    Science.gov (United States)

    Bell, Ernest R.; Badillo, Victor; Coan, David; Johnson, Kieth; Ney, Zane; Rosenbaum, Megan; Smart, Tifanie; Stone, Jeffry; Stueber, Ronald; Welsh, Daren; Guirgis, Peggy; Looper, Chris; McDaniel, Randall

    2013-10-01

    team the opportunity to gain insight into functional hardware requirements via lessons learned from executing the Desert RATS field test missions. This paper will detail the mission control team structure that was used during the 2009 and 2010 Desert RATS Lunar analog missions. It will also present a number of the lessons learned by the operations team during these field tests. Major lessons learned involved Mission Control Center (MCC) operations, pre-mission planning and training processes, procedure requirements, communication requirements, and logistic support for analogs. This knowledge will be applied to future Desert RATS field tests, and other Earth based analog testing for space exploration, to continue the evolution of manned space operations in preparation for human planetary exploration. It is important that operational knowledge for human space exploration missions be obtained during Earth-bound field tests to the greatest extent possible. This allows operations personnel the ability to examine various flight control and crew operations scenarios in preparation for actual space missions.

  9. Team Teaching. IDEA Paper #55

    Science.gov (United States)

    Plank, Kathryn M.

    2013-01-01

    Team teaching has the potential to have a profound impact on both teaching and learning. Many who have taught as part of a team report the break from solitary practice brings renewed excitement for teaching and the course that makes them better teachers. It also creates a learning environment in which students can explore multiple perspectives and…

  10. Team Sports

    Science.gov (United States)

    ... Games. USA Hockey offers additional information and resources. Softball It's not easy to field full teams of ... an annual tournament sponsored by the National Wheelchair Softball Association , where thirty or so teams show up ...

  11. Is there a role for a primary health nurse in a learning support team in a disadvantaged high school? Evaluation of a pilot study.

    Science.gov (United States)

    Dennis, Sarah; Noon, Ted; Liaw, Siaw Teng

    2016-02-01

    Disadvantaged children experience more health problems and have poorer educational outcomes compared with students from advantaged backgrounds. This paper presents the quantitative and qualitative findings from a pilot study to determine the impact of the Healthy Learner model, where an experienced primary care nurse was embedded in a learning support team in a disadvantaged high school. Students entering high school with National Assessment Program, Literacy and Numeracy (NAPLAN) scores in the lowest quartile for the school were assessed by the nurse and identified health issues addressed. Thirty-nine students were assessed in 2012-13 and there were up to seven health problems identified per student, ranging from serious neglect to problems such as uncorrected vision or hearing. Many of these problems were having an impact on the student and their ability to engage in learning. Families struggled to navigate the health system, they had difficulty explaining the student's problems to health professionals and costs were a barrier. Adding a nurse to the learning support team in this disadvantaged high school was feasible and identified considerable unmet health needs that affect a student's ability to learn. The families needed extensive support to access any subsequent health care they required.

  12. Team-based learning on a third-year pediatric clerkship improves NBME subject exam blood disorder scores

    Directory of Open Access Journals (Sweden)

    Kris Saudek

    2015-10-01

    Full Text Available Purpose: At our institution, speculation amongst medical students and faculty exists as to whether team-based learning (TBL can improve scores on high-stakes examinations over traditional didactic lectures. Faculty with experience using TBL developed and piloted a required TBL blood disorders (BD module for third-year medical students on their pediatric clerkship. The purpose of this study is to analyze the BD scores from the NBME subject exams before and after the introduction of the module. Methods: We analyzed institutional and national item difficulties for BD items from the NBME pediatrics content area item analysis reports from 2011 to 2014 before (pre and after (post the pilot (October 2012. Total scores of 590 NBME subject examination students from examinee performance profiles were analyzed pre/post. t-Tests and Cohen's d effect sizes were used to analyze item difficulties for institutional versus national scores and pre/post comparisons of item difficulties and total scores. Results: BD scores for our institution were 0.65 (±0.19 compared to 0.62 (±0.15 nationally (P=0.346; Cohen's d=0.15. The average of post-consecutive BD scores for our students was 0.70(±0.21 compared to examinees nationally [0.64 (±0.15] with a significant mean difference (P=0.031; Cohen's d=0.43. The difference in our institutions pre [0.65 (±0.19] and post [0.70 (±0.21] BD scores trended higher (P=0.391; Cohen's d=0.27. Institutional BD scores were higher than national BD scores for both pre and post, with an effect size that tripled from pre to post scores. Institutional BD scores increased after the use of the TBL module, while overall exam scores remained steadily above national norms. Conclusions: Institutional BD scores were higher than national BD scores for both pre and post, with an effect size that tripled from pre to post scores. Institutional BD scores increased after the use of the TBL module, while overall exam scores remained steadily above

  13. Effects of Using Teams Games Tournaments (TGT) Cooperative Technique for Learning Mathematics in Secondary Schools of Bangladesh

    Science.gov (United States)

    Salam, Abdus; Hossain, Anwar; Rahman, Shahidur

    2015-01-01

    Games-based learning has captured the interest of educationists and industrialists who seek to reveal the characteristics of computer games as perceived by some to be a potentially effective approach for teaching and learning. Despite this interest in using games-based learning, there is a dearth of studies on the context of gaming and education…

  14. Teamwork Orientation, Group Cohesiveness, and Student Learning: A Study of the Use of Teams in Online Distance Education

    Science.gov (United States)

    Williams, Ethlyn A.; Duray, Rebecca; Reddy, Venkateshwar

    2006-01-01

    This research examines computer-supported collaborative learning. Master's of business administration (MBA) students in an online program were surveyed to examine the extent to which an orientation toward teamwork and the development of group cohesiveness affect overall student learning and the learning that results specifically from team…

  15. Using Existing Teams to Teach about Teams: How an MBA Course in Managing Teams Helps Students and the Program

    Science.gov (United States)

    Isabella, Lynn A.

    2005-01-01

    This article chronicles the unique manner in which a second-year MBA elective course in managing teams has been crafted using existing first-year learning teams as its core. The design and orchestration of this course are detailed, as are the challenges posed, in delivering a course that not only teaches about teams and team dynamics but does so…

  16. Cultural Diversity and Team Performance

    DEFF Research Database (Denmark)

    Hoogendoorn, Sander; Van Praag, Mirjam

    One of the most salient and relevant dimensions of team heterogeneity is cultural background. We measure the impact of cultural diversity on the performance of business teams using a field experiment. Companies are set up by teams of undergraduate students in business studies in realistic though...... similar circumstances. We vary the cultural composition of otherwise randomly composed teams in a multi-cultural student population. Our data indicate that a moderate level of cultural diversity has no effect on team performance in terms of business outcomes (sales, profits and profits per share). However......, if at least the majority of team members is culturally diverse then more cultural diversity seems to affect the performance of teams positively. Our data suggest that this might be related to the more diverse pool of relevant knowledge facilitating (mutual) learning within culturally diverse teams....

  17. Learning about the educational uses of the internet by producing an educational web site in an interdisciplinary and virtual team

    NARCIS (Netherlands)

    Taconis, R.; Verhoef, N.; Bakx, A.W.E.A.; Dehing, A.J.M.

    2003-01-01

    The 'ICT-2000' project at the University Teacher Training Department for Science and Technology (TULO) at Eindhoven University of Technology, Netherlands, puts student teachers to work in a productivelearning task. Student teachers at different TULO locations cooperate in an interdisciplinary team

  18. Inclusion and Student Learning: A Quantitative Comparison of Special and General Education Student Performance Using Team and Solo-Teaching

    Science.gov (United States)

    Jamison, Joseph A.

    2013-01-01

    This quantitative study sought to determine whether there were significant statistical differences between the performance scores of special education and general education students' scores when in team or solo-teaching environments as may occur in inclusively taught classrooms. The investigated problem occurs because despite education's stated…

  19. Writing on the Bus: Using Athletic Team Notebooks and Journals to Advance Learning and Performance in Sports

    Science.gov (United States)

    Kent, Richard

    2012-01-01

    "Writing on the Bus" showcases the what, how, and why of using athletic team notebooks and journals. The book guides coaches and athletes, from elementary school through college, in analyzing games while thinking deeply about motivation, goal setting, and communication in order to optimize performance. Filled with lesson plans, writing activities,…

  20. EFFECTIVENESS OF QUIZ TEAM AND MURDER METHOD ON LEARNING ACTIVITIES AND PROBLEM SOLVING SKILLS IN SOCIAL SCIENCE LEARNING FOR 8th GRADE STUDENTS AT UPI LABORATORY JUNIOR HIGH SCHOOL

    Directory of Open Access Journals (Sweden)

    Darwanti Darwanti

    2017-06-01

    Full Text Available There are three objectives that shape the study, first, the study is aimed at identifying different problem-solving skills of the students' who were acquainted with quiz team, lecture and MURDER method. Secondly, the study is to point out the difference of students' problem-solving skills when they are exposed to the three methods in a high, moderate, and low intensity. The third objective is to determine interactions among learning methods, learning activities and problem-solving skills. Quasi experiment is used as a method of the study by applying two experiment classes, and one controlled factorial designed class. In analyzing the data, a two-way Anova analysis and variants analysis are implemented to measure the interaction level among the three variables. The results of the study indicate that (1 there are differences in students' problem-solving skills who were exposed to quiz team, lecture and MURDER method; (2 there are also differences in students' problem-solving skills when they were exposed by the mentioned methods in a high, moderate, and low intensity; there are no relevant interactions among learning methods, learning activities and problem-solving skills. The current results are presented such that they can be used as an aid to the methods of social science learning.

  1. What trend for mechatronics ? - R&D teams mechatronics design engineering approach for research and self-learning competence in mechatronics and fluid power

    DEFF Research Database (Denmark)

    Conrad, Finn; Andersen, T. O.; Hansen, M. R.

    2003-01-01

    -learning within the area of design of mechatronic products and systems, in particular intelligent control, mechanical and fluid power components and systems. Experiences with interactive methods for improving of MSc- and PhD-students¿ research and self-learning competence at the Technical University of Denmark...... and the Aalborg University are presented and discussed. The didactic approach has two legs: (1) Analysis and IT-modelling of products and systems from day one at the university, and (2) Synthesis and hardware implementation with increasing project activities focusing on product development and design engineering......, including testing, evaluation and validation. The objective is to educate candidates with high-level professional engineering skills for research and integrated product development teams working within mechatronics and fluid power in order to make successful business in companies as well as at universities...

  2. Implementing Role-Changing Versus Time-Changing Innovations in Health Care: Differences in Helpfulness of Staff Improvement Teams, Management, and Network for Learning.

    Science.gov (United States)

    Nembhard, Ingrid M; Morrow, Christopher T; Bradley, Elizabeth H

    2015-12-01

    Health care organizations often fail in their effort to implement care-improving innovations. This article differentiates role-changing innovations, altering what workers do, from time-changing innovations, altering when tasks are performed or for how long. We examine our hypothesis that the degree to which access to groups that can alter organizational learning--staff, management, and external network--facilitates implementation depends on innovation type. Our longitudinal study using ordinal logistic regression and survey data on 517 hospitals' implementation of evidence-based practices for treating heart attack confirmed our thesis for factors granting access to each group: improvement team's representativeness (of affected staff), senior management engagement, and network membership. Although team representativeness and network membership were positively associated with implementing role-changing practices, senior management engagement was not. In contrast, senior management engagement was positively associated with implementing time-changing practices, whereas team representativeness was not, and network membership was not unless there was limited management engagement. These findings advance implementation science by explaining mixed results across past studies: Nature of change for workers alters potential facilitators' effects on implementation. © The Author(s) 2015.

  3. Enhancing Brigade Combat Team Adaptability

    Science.gov (United States)

    2010-06-11

    Developing Learning Infrastructures (Training, Education , Practice, Research, Doctrine) -Create a shared vision -Build the business case (assess/Buy...To effectively respond to the characteristics of the operational environment, Brigade Combat Teams must be able to learn constantly from experience...behavior. Organizational adaptive behavior consists of three supporting emergent behaviors which are: self-organization, learning , and organizational

  4. BRIDGE21--Exploring the Potential to Foster Intrinsic Student Motivation through a Team-Based, Technology-Mediated Learning Model

    Science.gov (United States)

    Lawlor, John; Marshall, Kevin; Tangney, Brendan

    2016-01-01

    It is generally accepted that intrinsic student motivation is a critical requirement for effective learning but formal learning in school places a huge reliance on extrinsic motivation to focus the learner. This reliance on extrinsic motivation is driven by the pressure on formal schooling to "deliver to the test." The experience of the…

  5. Structuring Assignments to Improve Understanding and Presentation Skills: Experiential Learning in the Capstone Strategic Management Team Presentation

    Science.gov (United States)

    Helms, Marilyn M.; Whitesell, Melissa

    2017-01-01

    In the strategic management course, students select, analyze, and present viable future alternatives based on information provided in cases or computer simulations. Rather than understanding the entire process, the student's focus is on the final presentation. Chickering's (1977) research on active learning suggests students learn more effectively…

  6. Implementation of an interprofessional team-based learning program involving seven undergraduate health and social care programs from two universities, and students’ evaluation of their readiness for interprofessional learning

    Directory of Open Access Journals (Sweden)

    Lap Ki Chan

    2017-11-01

    Full Text Available Abstract Background Interprofessional learning is gaining momentum in revolutionizing healthcare education. During the academic year 2015/16, seven undergraduate-entry health and social care programs from two universities in Hong Kong took part in an interprofessional education program. Based on considerations such as the large number of students involved and the need to incorporate adult learning principles, team-based learning was adopted as the pedagogy for the program, which was therefore called the interprofessional team-based learning program (IPTBL. The authors describe the development and implementation of the IPTBL program and evaluate the effectiveness of the program implementation. Methods Eight hundred and one students, who are predominantly Chinese, participated in the IPTBL. The quantitative design (a pretest-posttest experimental design was utilized to examine the students’ gains on their readiness to engage in interprofessional education (IPE. Results Three instructional units (IUs were implemented, each around a clinical area which could engage students from complementary health and social care disciplines. Each IU followed a team-based learning (TBL process: pre-class study, individual readiness assurance test, team readiness assurance test, appeal, feedback, and application exercise. An electronic platform was developed and was progressively introduced in the three IUs. The students’ self-perceived attainment of the IPE learning outcomes was high. Across all four subscales of RIPLS, there was significant improvement in student’s readiness to engage in interprofessional learning after the IPTBL. A number of challenges were identified: significant time involvement of the teachers, difficulty in matching students from different programs, difficulty in making IPTBL count towards a summative assessment score, difficulty in developing the LAMS platform, logistics difficulty in managing paper TBL, and inappropriateness of the

  7. Implementation of an interprofessional team-based learning program involving seven undergraduate health and social care programs from two universities, and students' evaluation of their readiness for interprofessional learning.

    Science.gov (United States)

    Chan, Lap Ki; Ganotice, Fraide; Wong, Frances Kam Yuet; Lau, Chak Sing; Bridges, Susan M; Chan, Celia Hoi Yan; Chan, Namkiu; Chan, Phoebe Wing Lam; Chen, Hai Yong; Chen, Julie Yun; Chu, Jody Kwok Pui; Ho, Charlene C; Ho, Jacqueline Mei Chi; Lam, Tai Pong; Lam, Veronica Suk Fun; Li, Qingyun; Shen, Jian Gang; Tanner, Julian Alexander; Tso, Winnie Wan Yee; Wong, Arkers Kwan Ching; Wong, Gordon Tin Chun; Wong, Janet Yuen Ha; Wong, Nai Sum; Worsley, Alan; Yu, Lei King; Yum, Tin Pui

    2017-11-21

    Interprofessional learning is gaining momentum in revolutionizing healthcare education. During the academic year 2015/16, seven undergraduate-entry health and social care programs from two universities in Hong Kong took part in an interprofessional education program. Based on considerations such as the large number of students involved and the need to incorporate adult learning principles, team-based learning was adopted as the pedagogy for the program, which was therefore called the interprofessional team-based learning program (IPTBL). The authors describe the development and implementation of the IPTBL program and evaluate the effectiveness of the program implementation. Eight hundred and one students, who are predominantly Chinese, participated in the IPTBL. The quantitative design (a pretest-posttest experimental design) was utilized to examine the students' gains on their readiness to engage in interprofessional education (IPE). Three instructional units (IUs) were implemented, each around a clinical area which could engage students from complementary health and social care disciplines. Each IU followed a team-based learning (TBL) process: pre-class study, individual readiness assurance test, team readiness assurance test, appeal, feedback, and application exercise. An electronic platform was developed and was progressively introduced in the three IUs. The students' self-perceived attainment of the IPE learning outcomes was high. Across all four subscales of RIPLS, there was significant improvement in student's readiness to engage in interprofessional learning after the IPTBL. A number of challenges were identified: significant time involvement of the teachers, difficulty in matching students from different programs, difficulty in making IPTBL count towards a summative assessment score, difficulty in developing the LAMS platform, logistics difficulty in managing paper TBL, and inappropriateness of the venue. Despite some challenges in developing and

  8. Learning to work with interdependencies effectively: the case of the HRM forum of the suppliers teams at Volvo Cars Gent

    OpenAIRE

    LAMBRECHTS, Frank; Taillieu, Tharsi; Sips, Koen

    2010-01-01

    Purpose The purpose of this paper is to profile the way in which Volvo Cars Gent (VCG) Belgium and its suppliers succeed in managing their interdependencies on HRM issues through a shared HRM collaborative, called the Suppliers Team Volvo Cars HRM forum (STVC-HRM). Design/methodology/approach - A case study approach is used to develop understanding of the critical factors that contribute to the forum's success. Findings - It was found that the critical success factors concern the way STVC-HRM...

  9. Team-Based Learning for Nursing and Medical Students: Focus Group Results From an Interprofessional Education Project.

    Science.gov (United States)

    Feather, Rebecca A; Carr, Doug E; Reising, Deanna L; Garletts, Derrick M

    2016-01-01

    Past research indicates that inadequacies in health care delivery create substantial preventable quality issues that can be addressed through improving relationships among clinicians to decrease the negative effects on patient outcomes. The purpose of this article is to describe the implementation of an interprofessional education project with senior nursing and third-year medical students working in teams in a clinical setting. Results include data from focus groups conducted at the conclusion of the project.

  10. Diversity in goal orientation, team reflexivity, and team performance

    NARCIS (Netherlands)

    Pieterse, Anne Nederveen; van Knippenberg, Daan; van Ginkel, Wendy P.

    Although recent research highlights the role of team member goal orientation in team functioning, research has neglected the effects of diversity in goal orientation. In a laboratory study with groups working on a problem-solving task, we show that diversity in learning and performance orientation

  11. Comprehension through cooperation: Medical students and physiotherapy apprentices learn in teams - Introducing interprofessional learning at the University Medical Centre Mannheim, Germany.

    Science.gov (United States)

    Mette, Mira; Dölken, Mechthild; Hinrichs, Jutta; Narciß, Elisabeth; Schüttpelz-Brauns, Katrin; Weihrauch, Ute; Fritz, Harald M

    2016-01-01

    In order to better prepare future health care professionals for interprofessional cooperation, interprofessional learning sessions for medical students and physiotherapy apprentices were developed at the University Medical Centre Mannheim, Germany. The experience gained from designing, implementing and evaluating these learning sessions is presented and discussed. A total of 265 medical students and 43 physiotherapy apprentices attended five interprofessional learning sessions. Of these, 87-100% responded to closed and open-ended questions on a self-developed questionnaire (24 items). The responses regarding self-reported learning gains, benefit, motivation and satisfaction with the sessions were analyzed separately by professions. The learning sessions were well received by both groups. More than 75% of all participants were of the opinion that they could not have learned the new material in a better way. Significant differences between the medical students and the physiotherapy apprentices were mainly found with regard to perceived learning gains, which physiotherapy apprentices reported as being lower. Positive aspects of interprofessionalism were most often emphasized in the responses to the open-ended questions. Most frequently criticized were organizational aspects and a lack of perceived learning gains. The introduction of interprofessional learning entails great effort in terms of organizational and administrative challenges. However, the project is considered worthwhile because the interprofessional aspects of the learning sessions were indeed valued by the participants. Permanently including and expanding interprofessional learning in the curricula of both professions longitudinally is therefore something to strive for.

  12. Comprehension through cooperation: Medical students and physiotherapy apprentices learn in teams – Introducing interprofessional learning at the University Medical Centre Mannheim, Germany

    Science.gov (United States)

    Mette, Mira; Dölken, Mechthild; Hinrichs, Jutta; Narciß, Elisabeth; Schüttpelz-Brauns, Katrin; Weihrauch, Ute; Fritz, Harald M.

    2016-01-01

    Aim: In order to better prepare future health care professionals for interprofessional cooperation, interprofessional learning sessions for medical students and physiotherapy apprentices were developed at the University Medical Centre Mannheim, Germany. The experience gained from designing, implementing and evaluating these learning sessions is presented and discussed. Method: A total of 265 medical students and 43 physiotherapy apprentices attended five interprofessional learning sessions. Of these, 87-100% responded to closed and open-ended questions on a self-developed questionnaire (24 items). The responses regarding self-reported learning gains, benefit, motivation and satisfaction with the sessions were analyzed separately by professions. Results: The learning sessions were well received by both groups. More than 75% of all participants were of the opinion that they could not have learned the new material in a better way. Significant differences between the medical students and the physiotherapy apprentices were mainly found with regard to perceived learning gains, which physiotherapy apprentices reported as being lower. Positive aspects of interprofessionalism were most often emphasized in the responses to the open-ended questions. Most frequently criticized were organizational aspects and a lack of perceived learning gains. Conclusion: The introduction of interprofessional learning entails great effort in terms of organizational and administrative challenges. However, the project is considered worthwhile because the interprofessional aspects of the learning sessions were indeed valued by the participants. Permanently including and expanding interprofessional learning in the curricula of both professions longitudinally is therefore something to strive for. PMID:27280142

  13. Virtual Teams.

    Science.gov (United States)

    Geber, Beverly

    1995-01-01

    Virtual work teams scattered around the globe are becoming a feature of corporate workplaces. Although most people prefer face-to-face meetings and interactions, reality often requires telecommuting. (JOW)

  14. Interprofessional Workplace Learning in Primary Care: Students from Different Health Professions Work in Teams in Real-Life Settings

    OpenAIRE

    Bondevik, Gunnar Tschudi; Holst, Lone; Haugland, Mildrid; Bærheim, Anders; Raaheim, Arild

    2015-01-01

    Interprofessional education may be defined as an occasion when two or more professions learn with, from, and about each other in order to improve collaboration and quality of care. We studied the self-reported experiences from Norwegian health care students participating in interprofessional workplace learning in primary care. We discuss the results particularly in light of self-determination theory. During 2012, 24 students from eight different health educations at the University of Bergen a...

  15. Significance of informal (on-the-job) learning and leadership development in health systems: lessons from a district finance team in South Africa

    Science.gov (United States)

    Choonara, S; Goudge, J; Nxumalo, N; Eyles, J

    2017-01-01

    Background The district health system (DHS) has a critical role to play in the delivery of primary healthcare (PHC). Effective district management, particularly leadership is considered to be crucial element of the DHS. Internationally, the debate around developing leadership competencies such as motivation or empowerment of staff, managing relationships, being solution driven as well as fostering teamwork are argued to be possible through approaches such as formal and informal training. Despite growing multidisciplinary evidence in fields such as engineering, computer sciences and health sciences there remains little empirical evidence of these approaches, especially the informal approach. Findings are based on a broader doctoral thesis which explored district financial management; although the core focus of this paper draws attention to the significance of informal learning and its practical value in developing leadership competencies. Methods A qualitative case study was conducted in one district in the Gauteng province, South Africa. Purposive and snowballing techniques yielded a sample of 18 participants, primarily based at a district level. Primary data collected through in-depth interviews and observations (participant and non-participant) were analysed using thematic analysis. Findings Results indicate the sorts of complexities, particularly financial management challenges which staff face and draws attention to the use of two informal learning strategies—learning from others (how to communicate, delegate) and fostering team-based learning. Such strategies played a role in developing a cadre of leaders at a district level who displayed essential competencies such as motivating staff, and problem solving. Conclusions It is crucial for health systems, especially those in financially constrained settings to find cost-effective ways to develop leadership competencies such as being solution driven or motivating and empowering staff. This study illustrates that

  16. Significance of informal (on-the-job) learning and leadership development in health systems: lessons from a district finance team in South Africa.

    Science.gov (United States)

    Choonara, S; Goudge, J; Nxumalo, N; Eyles, J

    2017-01-01

    The district health system (DHS) has a critical role to play in the delivery of primary healthcare (PHC). Effective district management, particularly leadership is considered to be crucial element of the DHS. Internationally, the debate around developing leadership competencies such as motivation or empowerment of staff, managing relationships, being solution driven as well as fostering teamwork are argued to be possible through approaches such as formal and informal training. Despite growing multidisciplinary evidence in fields such as engineering, computer sciences and health sciences there remains little empirical evidence of these approaches, especially the informal approach. Findings are based on a broader doctoral thesis which explored district financial management; although the core focus of this paper draws attention to the significance of informal learning and its practical value in developing leadership competencies. A qualitative case study was conducted in one district in the Gauteng province, South Africa. Purposive and snowballing techniques yielded a sample of 18 participants, primarily based at a district level. Primary data collected through in-depth interviews and observations (participant and non-participant) were analysed using thematic analysis. Results indicate the sorts of complexities, particularly financial management challenges which staff face and draws attention to the use of two informal learning strategies-learning from others (how to communicate, delegate) and fostering team-based learning. Such strategies played a role in developing a cadre of leaders at a district level who displayed essential competencies such as motivating staff, and problem solving. It is crucial for health systems, especially those in financially constrained settings to find cost-effective ways to develop leadership competencies such as being solution driven or motivating and empowering staff. This study illustrates that it is possible to develop such

  17. Comparison of student confidence and perceptions of biochemistry concepts using a team-based learning versus traditional lecture-based format.

    Science.gov (United States)

    Gryka, Rebecca; Kiersma, Mary E; Frame, Tracy R; Cailor, Stephanie M; Chen, Aleda M H

    To evaluate differences in student confidence and perceptions of biochemistry concepts using a team-based learning (TBL) format versus a traditional lecture-based format at two universities. Two pedagogies (TBL vs lecture-based) were utilized to deliver biochemistry concepts at two universities in a first-professional year, semester-long biochemistry course. A 21-item instrument was created and administered pre-post semester to assess changes in confidence in learning biochemistry concepts using Bandura's Social Cognitive Theory (eight items, 5-point, Likert-type) and changes in student perceptions of biochemistry utilizing the theory of planned behavior (TPB) domains (13 items, 7- point, Likert-type). Wilcoxon signed-rank tests were used to evaluate pre-post changes, and Mann Whitney U tests for differences between universities. All students (N=111) had more confidence in biochemistry concepts post-semester, but TBL students (N=53) were significantly more confident. TBL students also had greater agreement that they are expected to actively engage in science courses post-semester, according to the perceptions of biochemistry subscale. No other differences between lecture and TBL were observed post-semester. Students in a TBL course had greater gains in confidence. Since students often engage in tasks where they feel confident, TBL can be a useful pedagogy to promote student learning. Copyright © 2017 Elsevier Inc. All rights reserved.

  18. The Light Bulb Clicks on: Consultants Help Teachers, Administrators, and Coaches See the Value of Learning Teams

    Science.gov (United States)

    Tobia, Ed; Chauvin, Ramona; Lewis, Dale; Hammel, Patti

    2011-01-01

    Sometimes partners find one another when they're not looking. In South Carolina, education leaders at Georgetown County School District were seeking only information when they attended a workshop sponsored by the South Carolina Department of Education. The two-day learning experience, provided by SEDL, a nonprofit organization based in Austin,…

  19. Development of a Team-Based On-Farm Learning Program While Challenging Soybean Growers to Increase Yield

    Science.gov (United States)

    Davis, Vince M.; Kull, Linda S.; Nelson, James A.

    2012-01-01

    Illinois soybean growers have not been satisfied with recent lagging yield trends. A yield "challenge" was created to blend the motivation and creativity of a yield contest with the learning power of teamwork and on-farm demonstration. In the initial year (2010), 123 on-farm side-by-side demonstration plots were located throughout the…

  20. Assessing the Viability of Team Learning with Remedial Students in a Lecture Based Japanese Higher Education Culture

    Science.gov (United States)

    Duncan, Brent

    2013-01-01

    Despite a culture with cooperation as a core value, (Nagao, Takashi, & Okuda, 2011) Japanese higher education generally uses rigid lecture-test teaching models that neither support nor condone small-group learning methods in the classroom. As a result, Japanese college students usually work outside the classroom to develop the collaborative…

  1. The Effect of Flipped Teaching Combined with Modified Team-Based Learning on Student Performance in Physiology

    Science.gov (United States)

    Gopalan, Chaya; Klann, Megan C.

    2017-01-01

    Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student…

  2. Pharmacy students' attitudes towards physician-pharmacist collaboration: Intervention effect of integrating cooperative learning into an interprofessional team-based community service.

    Science.gov (United States)

    Wang, Jun; Hu, Xiamin; Liu, Juan; Li, Lei

    2016-09-01

    The aim of this study was to evaluate the attitudes towards physician-pharmacist collaboration among pharmacy students in order to develop an interprofessional education (IPE) opportunity through integrating cooperative learning (CL) into a team-based student-supported community service event. The study also aimed to assess the change in students' attitudes towards interprofessional collaboration after participation in the event. A bilingual version of the Scale of Attitudes Toward Physician-Pharmacist Collaboration (SATP(2)C) in English and Chinese was completed by pharmacy students enrolled in Wuhan University of Science and Technology, China. Sixty-four students (32 pharmacy students and 32 medical students) in the third year of their degree volunteered to participate in the IPE opportunity for community-based diabetes and hypertension self-management education. We found the mean score of SATP(2)C among 235 Chinese pharmacy students was 51.44. Cronbach's alpha coefficient was 0.90. Our key finding was a significant increase in positive attitudes towards interprofessional collaboration after participation in the IPE activity. These data suggest that there is an opportunity to deliver IPE in Chinese pharmacy education. It appears that the integration of CL into an interprofessional team-based community service offers a useful approach for IPE.

  3. When Teams Go Crazy

    DEFF Research Database (Denmark)

    Kuhrmann, Marco; Münch, Jürgen

    2016-01-01

    Software development consists to a large extend of human-based processes with continuously increasing demands regarding interdisciplinary team work. Understanding the dynamics of software teams can be seen as highly important to successful project execution. Hence, for future project managers......, knowledge about non-technical processes in teams is significant. In this paper, we present a course unit that provides an environment in which students can learn and experience the impact of group dynamics on project performance and quality. The course unit uses the Tuckman model as theoretical framework......, and borrows from controlled experiments to organize and implement its practical parts in which students then experience the effects of, e.g., time pressure, resource bottlenecks, staff turnover, loss of key personnel, and other stress factors. We provide a detailed design of the course unit to allow...

  4. Team-based learning increases active engagement and enhances development of teamwork and communication skills in a first-year course for veterinary and animal science undergraduates.

    Science.gov (United States)

    Hazel, Susan J; Heberle, Nicole; McEwen, Margaret-Mary; Adams, Karen

    2013-01-01

    Team-based learning (TBL) was implemented into a first-year course (Principles in Animal Behaviour, Welfare and Ethics) for BSc Veterinary Bioscience (VB) and Animal Science (AS) students. TBL is now used widely in teaching medical students, but has had more limited uptake in veterinary education. This study reports its use over 2 years with cohorts of 126 and 138 students in 2011 and 2012, respectively. Average individual marks for multiple-choice question (MCQ) tests in the Readiness Assurance component of TBL were higher for the teams than for individuals for each session, explicitly demonstrating the advantages of teamwork. Students reported that they felt actively involved and that TBL helped them both with their learning and in developing other important skills, such as teamwork and communication. Qualitative analysis of written feedback from the students revealed positive themes of discussion, application, revelation, socializing, engagement, clarification, and retention/revision. In 2011 negative comments included the need to shorten the TBL sessions, but in 2012 tightening of the timelines meant that this was no longer a major concern. Requests to provide better introductory and background materials and ambiguity in questions in the TBL activities were what students least liked about the TBL. However, most comments were positive rather than negative in nature, and many students preferred the TBL to lectures. With requirements for curricula to teach professional skills, such as communication and teamwork, and the positive results from TBL's implementation, it is hoped that this study will encourage others to trial the use of TBL in veterinary education.

  5. Team-Based Learning Module for Undergraduate Medical Education: a Module Focused on the Human Papilloma Virus to Increase Willingness to Vaccinate.

    Science.gov (United States)

    Wiley, Rachel; Shelal, Zeena; Bernard, Carolyn; Urbauer, Diana; Toy, Eugene; Ramondetta, Lois

    2017-12-26

    Human papilloma virus (HPV) vaccination rates lag behind other vaccines, primarily because of weak provider recommendations, and are associated with nearly 30,000 new cancer diagnoses a year. Educating medical students about HPV using active, team-centered learning may increase assimilation of information and may increase vaccination rates. A team-based learning (TBL) module focused on HPV for first-year medical students about HPV will better increase knowledge and likeliness to vaccinate than traditional education methods. Baseline HPV knowledge in medical students across Texas was assessed by surveying all 4-year undergraduate medical schools. Students at one medical school then participated in a week-long TBL focused on basic and clinical concepts relating to HPV, and then were re-surveyed upon completion of the course module. At baseline assessment, first-year student at the intervention site performed at the same level as first-year medical students across the state of Texas on knowledge and satisfaction with their HPV-related medical school education. After the TBL implementation, students performed significantly better than similar-year students and equal to graduating seniors, on knowledge of HPV- and HPV-related cancers, and report significantly higher satisfaction with education measures. Students at the intervention site were significantly more likely to recommend the HPV vaccination in future practice. Short-term knowledge and willingness to recommend vaccination are improved with a targeted HPV TBL early in medical education, which may provide a basis of knowledge that could translate into improved vaccination rates.

  6. Transforaminal Lumbar Interbody Fusion with Rigid Interspinous Process Fixation: A Learning Curve Analysis of a Surgeon Team's First 74 Cases.

    Science.gov (United States)

    Doherty, Patrick; Welch, Arthur; Tharpe, Jason; Moore, Camille; Ferry, Chris

    2017-05-30

    Studies have shown that a significant learning curve may be associated with adopting minimally invasive transforaminal lumbar interbody fusion (MIS TLIF) with bilateral pedicle screw fixation (BPSF). Accordingly, several hybrid TLIF techniques have been proposed as surrogates to the accepted BPSF technique, asserting that less/fewer fixation(s) or less disruptive fixation may decrease the learning curve while still maintaining the minimally disruptive benefits. TLIF with interspinous process fixation (ISPF) is one such surrogate procedure. However, despite perceived ease of adaptability given the favorable proximity of the spinous processes, no evidence exists demonstrating whether or not the technique may possess its own inherent learning curve. The purpose of this study was to determine whether an intraoperative learning curve for one- and two-level TLIF + ISPF may exist for a single lead surgeon. Seventy-four consecutive patients who received one- or two-Level TLIF with rigid ISPF by a single lead surgeon were retrospectively reviewed. It was the first TLIF + ISPF case series for the lead surgeon. Intraoperative blood loss (EBL), hospitalization length-of-stay (LOS), fluoroscopy time, and postoperative complications were collected. EBL, LOS, and fluoroscopy time were modeled as a function of case number using multiple linear regression methods. A change point was included in each model to allow the trajectory of the outcomes to change during the duration of the case series. These change points were determined using profile likelihood methods. Models were fit using the maximum likelihood estimates for the change points. Age, sex, body mass index (BMI), and the number of treated levels were included as covariates. EBL, LOS, and fluoroscopy time did not significantly differ by age, sex, or BMI (p ≥ 0.12). Only EBL differed significantly by the number of levels (p = 0.026). The case number was not a significant predictor of EBL, LOS, or fluoroscopy time (p ≥ 0

  7. Helping HSE Team in Learning from Accident by Using the Management Oversight and Risk Tree Analysis Method

    Directory of Open Access Journals (Sweden)

    Iraj Mohammadfam

    2016-09-01

    Conclusion: The analysis using MORT method helped the organization with learning lessons from the accident especially at the management level. In order to prevent the similar and dissimilar accidents, the inappropriate informational network within the organization, inappropriate operational readiness, lack of proper implementation of work permit, the inappropriate and lack of updated technical information systems regarding equipments and working process, and the inappropriate barriers should be considered in a special way.

  8. Individual Learner and Team Modeling for Adaptive Training and Education in Support of the US Army Learning Model: Research Outline

    Science.gov (United States)

    2015-09-01

    system to include the learner, domain, and pedagogical models needed to deliver this training via an ITS. 4 3.1 Self-Regulated Learning and the US...elements and also to highlight their relationships : Adaptive Tutoring: also known as intelligent tutoring; tailored instructional methods to...asserts that through the use of case study examples, instruction can provide the pedagogical foundation for decision-making under uncertainty

  9. Association of professional identity, gender, team understanding, anxiety and workplace learning alignment with burnout in junior doctors: a longitudinal cohort study.

    Science.gov (United States)

    Monrouxe, Lynn V; Bullock, Alison; Tseng, Hsu-Min; Wells, Stephanie E

    2017-12-27

    To examine how burnout across medical student to junior doctor transition relates to: measures of professional identity, team understanding, anxiety, gender, age and workplace learning (assistantship) alignment to first post. A longitudinal 1-year cohort design. Two groups of final-year medical students: (1) those undertaking end-of-year assistantships aligned in location and specialty with their first post and (2) those undertaking assistantships non-aligned. An online questionnaire included: Professional Identity Scale, Team Understanding Scale, modified Hamilton Anxiety Rating Scale and modified Copenhagen Burnout Inventory. Data were collected on four occasions: (T1) prior to graduation; (T2) 1 month post-transition; (T3) 6 months post-transition and (T4) 10 months post-transition. Questionnaires were analysed individually and using linear mixed-effect models. Medical schools and postgraduate training in one UK country. All aligned assistantship (n=182) and non-aligned assistantship students (n=319) were contacted; n=281 (56%) responded: 68% (n=183) females, 73% (n=206) 22-30 years, 46% aligned (n=129). Completion rates: aligned 72% (93/129) and non-aligned 64% (98/152). Analyses of individual scales revealed that self-reported anxiety, professional identity and patient-related burnout were stable, while team understanding, personal and work-related burnout increased, all irrespective of alignment. Three linear mixed-effect models (personal, patient-related and work-related burnout as outcome measures; age and gender as confounding variables) found that males self-reported significantly lower personal, but higher patient-related burnout, than females. Age and team understanding had no effect. Anxiety was significantly positively related and professional identity was significantly negatively related to burnout. Participants experiencing non-aligned assistantships reported higher personal and work-related burnout over time. Implications for practice

  10. Association of professional identity, gender, team understanding, anxiety and workplace learning alignment with burnout in junior doctors: a longitudinal cohort study

    Science.gov (United States)

    Bullock, Alison; Tseng, Hsu-Min; Wells, Stephanie E

    2017-01-01

    Objectives To examine how burnout across medical student to junior doctor transition relates to: measures of professional identity, team understanding, anxiety, gender, age and workplace learning (assistantship) alignment to first post. Design A longitudinal 1-year cohort design. Two groups of final-year medical students: (1) those undertaking end-of-year assistantships aligned in location and specialty with their first post and (2) those undertaking assistantships non-aligned. An online questionnaire included: Professional Identity Scale, Team Understanding Scale, modified Hamilton Anxiety Rating Scale and modified Copenhagen Burnout Inventory. Data were collected on four occasions: (T1) prior to graduation; (T2) 1 month post-transition; (T3) 6 months post-transition and (T4) 10 months post-transition. Questionnaires were analysed individually and using linear mixed-effect models. Setting Medical schools and postgraduate training in one UK country. Participants All aligned assistantship (n=182) and non-aligned assistantship students (n=319) were contacted; n=281 (56%) responded: 68% (n=183) females, 73% (n=206) 22–30 years, 46% aligned (n=129). Completion rates: aligned 72% (93/129) and non-aligned 64% (98/152). Results Analyses of individual scales revealed that self-reported anxiety, professional identity and patient-related burnout were stable, while team understanding, personal and work-related burnout increased, all irrespective of alignment. Three linear mixed-effect models (personal, patient-related and work-related burnout as outcome measures; age and gender as confounding variables) found that males self-reported significantly lower personal, but higher patient-related burnout, than females. Age and team understanding had no effect. Anxiety was significantly positively related and professional identity was significantly negatively related to burnout. Participants experiencing non-aligned assistantships reported higher personal and work

  11. DIFFERENT DIMENSIONS OF TEAMS

    OpenAIRE

    Goparaju Purna SUDHAKAR

    2013-01-01

    Popularity of teams is growing in 21st Century. Organizations are getting their work done through different types of teams. Teams have proved that the collective performance is more than the sum of the individual performances. Thus, the teams have got different dimensions such as quantitative dimensions and qualitative dimensions. The Quantitative dimensions of teams such as team performance, team productivity, team innovation, team effectiveness, team efficiency, team decision making and tea...

  12. TEAM ORGANISERING

    DEFF Research Database (Denmark)

    Levisen, Vinie; Haugaard, Lena

    2004-01-01

    organisation som denne? Når teams i samtiden anses for at være en organisationsform, der fremmer organisatorisk læring, beror det på, at teamet antages at udgøre et ikke-hierarkisk arbejdsfællesskab, hvor erfaringer udveksles og problemer løses. Teamorganisering kan imidlertid udformes på mange forskellige...

  13. Entrepreneurial Thinking in Interdisciplinary Student Teams

    Science.gov (United States)

    Neumeyer, Xaver; McKenna, Ann

    2016-01-01

    Our work investigates students' perception of collaborative expertise and the role of inquiry-based learning in the context of team-based entrepreneurship education. Specifically, we examine students' perception of communication, division of work, shared goals, team conflicts and leadership in their respective teams. In addition, we look at the…

  14. Robot initiative in a team learning task increases the rhythm of interaction but not the perceived engagement

    Science.gov (United States)

    Ivaldi, Serena; Anzalone, Salvatore M.; Rousseau, Woody; Sigaud, Olivier; Chetouani, Mohamed

    2014-01-01

    We hypothesize that the initiative of a robot during a collaborative task with a human can influence the pace of interaction, the human response to attention cues, and the perceived engagement. We propose an object learning experiment where the human interacts in a natural way with the humanoid iCub. Through a two-phases scenario, the human teaches the robot about the properties of some objects. We compare the effect of the initiator of the task in the teaching phase (human or robot) on the rhythm of the interaction in the verification phase. We measure the reaction time of the human gaze when responding to attention utterances of the robot. Our experiments show that when the robot is the initiator of the learning task, the pace of interaction is higher and the reaction to attention cues faster. Subjective evaluations suggest that the initiating role of the robot, however, does not affect the perceived engagement. Moreover, subjective and third-person evaluations of the interaction task suggest that the attentive mechanism we implemented in the humanoid robot iCub is able to arouse engagement and make the robot's behavior readable. PMID:24596554

  15. Team-Based Learning and Open-Book Quizzes: Determining What Works in an Introductory Geoscience Course

    Science.gov (United States)

    Teed, R.

    2008-12-01

    Concepts in Geology (EES 345) is an inquiry-based ten-week geoscience course for pre-service elementary and middle-school teachers at Wright State University. For most of them, this is the first and last geoscience class that they take. Required readings are an important part of the class because of the amount of vocabulary and number of concepts that students need to master. It is not possible to spend much class time on lectures that cover the same material, as students are expected to be doing hands-on activities, presentations, discussions, and laboratory exercises applying the material learned from reading. As the instructor, I administer frequent quizzes to encourage students to do the reading and to take notes. The quizzes are 10 multiple-choice questions each and the students are allowed to use a single page of notes. After they complete their quizzes individually, the students gather in groups of three or four and work on the same questions, but are allowed to discuss their answers. This motivates students further to be scrupulous about reading, enables them to help each other overcome mistakes, and helps them work out difficult problems that overwhelmed individuals in the group. The average group scores on in-class, closed- book quizzes are almost always higher than highest average individual score (more than 5% on the average), so even the best-prepared person in the group is managing to learn something from his or her peers. After the all the scores are recorded, I tally the number of correct group and individual answers to each question. If one or more groups gets a question wrong, it's clearly a hard question and worth going over during class time. If more than half of the groups get a question wrong, it is not scored as part of the total. When I used a new text last spring, students found the quizzes overwhelmingly hard. So I let students take the individual quizzes home to answer directly from the book and continued to give group quizzes in class

  16. The potential improvement of team-working skills in Biomedical and Natural Science students using a problem-based learning approach

    OpenAIRE

    Forough L. Nowrouzian; Anne Farewell

    2013-01-01

    Teamwork has become an integral part of most organisations today, and it is clearly important in Science and other disciplines. In Science, research teams increase in size while the number of single-authored papers and patents decline. Team-work in laboratory sciences permits projects that are too big or complex for one individual to be tackled. This development requires that students gain experience of team-work before they start their professional career. Students working in teams this may ...

  17. Learning design to facilitate interactive behaviours in Team Sports. [Diseños de aprendizaje para favorecer las interacciones en los deportes de equipo].

    Directory of Open Access Journals (Sweden)

    Pedro Passos

    2015-01-01

    Full Text Available This opinion piece aims to describe the process of learning in team sports, with a rationale in ecological dynamics sustained on the interactive nature of performance in that context. The first part of this article focuses on the information variables that discriminate affordances (invitations for action, supporting the emergence of anticipatory behaviours. Here we note that affordances emerge at different time scales of performance, with clear implications for planning and designing practice sessions. Acquiring interactive skills in team sports and perceiving information variables of relevance during performance is strictly connected to the concept of representative task design. In the applied section of this paper we show how the constraints-based approach is a suitable tool to create representative learning environments that produce changes in players' interactive behaviours over short and long time scales. Resumen Este artículo de opinión tiene como objetivo describir el proceso de aprendizaje en los deportes de equipo fundamentado en una dinámica ecológica, sustentada en la naturaleza interactiva del rendimiento en ese contexto. La primera parte de este artículo se centra en las variables informativas que discriminan las affordances (invitaciones para la acción que permiten la aparición de conductas anticipatorias. Observamos que las affordances emergen en diferentes escalas temporales del rendimiento, con claras implicaciones para la planificación y el diseño de sesiones de práctica. La adquisición de habilidades interactivas en los deportes de equipo así como la percepción de las variables informativas relevantes durante la acción está estrechamente vinculada con el concepto de diseño de las tareas representativas. En la sección aplicada de este trabajo se muestra cómo el enfoque basado en las restricciones es una herramienta adecuada para crear ambientes de aprendizaje representativos que producen cambios en los

  18. Asteroid team

    International Nuclear Information System (INIS)

    Matson, D.L.

    1988-01-01

    The purpose of this task is to support asteroid research and the operation of an Asteroid Team within the Earth and Space Sciences Division at the Jet Propulsion Laboratory (JPL). The Asteroid Team carries out original research on asteroids in order to discover, better characterize and define asteroid properties. This information is needed for the planning and design of NASA asteroid flyby and rendezvous missions. The asteroid Team also provides scientific and technical advice to NASA and JPL on asteroid related programs. Work on asteroid classification continued and the discovery of two Earth-approaching M asteroids was published. In the asteroid photometry program researchers obtained N or Q photometry for more than 50 asteroids, including the two M-earth-crossers. Compositional analysis of infrared spectra (0.8 to 2.6 micrometer) of asteroids is continuing. Over the next year the work on asteroid classification and composition will continue with the analysis of the 60 reduced infrared spectra which we now have at hand. The radiometry program will continue with the reduction of the N and Q bandpass data for the 57 asteroids in order to obtain albedos and diameters. This year the emphasis will shift to IRAS follow-up observations; which includes objects not observed by IRAS and objects with poor or peculiar IRAS data. As in previous year, we plan to give top priority to any opportunities for observing near-Earth asteroids and the support (through radiometric lightcurve observations from the IRTF) of any stellar occultations by asteroids for which occultation observation expeditions are fielded. Support of preparing of IRAS data for publication and of D. Matson for his participation in the NASA Planetary Astronomy Management and Operations Working Group will continue

  19. Asteroid team

    Science.gov (United States)

    Matson, D. L.

    1988-01-01

    The purpose of this task is to support asteroid research and the operation of an Asteroid Team within the Earth and Space Sciences Division at the Jet Propulsion Laboratory (JPL). The Asteroid Team carries out original research on asteroids in order to discover, better characterize and define asteroid properties. This information is needed for the planning and design of NASA asteroid flyby and rendezvous missions. The asteroid Team also provides scientific and technical advice to NASA and JPL on asteroid related programs. Work on asteroid classification continued and the discovery of two Earth-approaching M asteroids was published. In the asteroid photometry program researchers obtained N or Q photometry for more than 50 asteroids, including the two M-earth-crossers. Compositional analysis of infrared spectra (0.8 to 2.6 micrometer) of asteroids is continuing. Over the next year the work on asteroid classification and composition will continue with the analysis of the 60 reduced infrared spectra which we now have at hand. The radiometry program will continue with the reduction of the N and Q bandpass data for the 57 asteroids in order to obtain albedos and diameters. This year the emphasis will shift to IRAS follow-up observations; which includes objects not observed by IRAS and objects with poor or peculiar IRAS data. As in previous year, we plan to give top priority to any opportunities for observing near-Earth asteroids and the support (through radiometric lightcurve observations from the IRTF) of any stellar occultations by asteroids for which occultation observation expeditions are fielded. Support of preparing of IRAS data for publication and of D. Matson for his participation in the NASA Planetary Astronomy Management and Operations Working Group will continue.

  20. Using student motivation to design groups in a non-majors biology course for team-based collaborative learning: Impacts on knowledge, views, attitudes, and perceptions

    Science.gov (United States)

    Walters, Kristi L.

    The importance of student motivation and its connection to other learning variables (i.e., attitudes, knowledge, persistence, attendance) is well established. Collaborative work at the undergraduate level has been recognized as a valuable tool in large courses. However, motivation and collaborative group work have rarely been combined. This project utilized student motivation to learn biology to place non-major biology undergraduates in collaborative learning groups at East Carolina University, a mid-sized southeastern American university, to determine the effects of this construct on student learning. A pre-test measuring motivation to learn biology, attitudes toward biology, perceptions of biology and biologists, views of science, and content knowledge was administered. A similar post-test followed as part of the final exam. Two sections of the same introductory biology course (n = 312) were used and students were divided into homogeneous and heterogeneous groups (based on their motivation score). The heterogeneous groups (n = 32) consisted of a mixture of different motivation levels, while the homogeneous groups (n = 32) were organized into teams with similar motivation scores using tiers of high-, middle-, and low-level participants. Data analysis determined mixed perceptions of biology and biologists. These include the perceptions biology was less intriguing, less relevant, less practical, less ethical, and less understandable. Biologists were perceived as being neat and slightly intelligent, but not very altruistic, humane, ethical, logical, honest, or moral. Content knowledge scores more than doubled from pre- to post-test. Half of the items measuring views of science were not statistically significantly different from pre- to post-test. Many of the factors for attitudes toward biology became more agreeable from pre- to post-test. Correlations between motivation scores, participation levels, attendance rates, and final course grades were examined at both the

  1. Pedagogical innovation in teacher teams

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2015-01-01

    This paper presents findings from a longitudinal design-based research project examining how to enable reflection and pedagogical innovation in teacher teams. The article identifies and analyses the teachers’ learning trajectories and innovative strategies when working together in the IT...... learning designs, the research aims to clarify what kind of knowledge is being developed and shared in the teacher teams, and how this contributes to the organisational learning process. The context is Global Classroom, an innovative synchronous hybrid videoconference concept, where adult students can......-pedagogical Think Tank for Teacher Teams (after this: ITP4T) (Weitze, 2014a), a competence development model, which was developed in an earlier phase of the research project. By using theoretical lenses from innovative knowledge development frameworks to examine the teachers’ utterances, interactions and new...

  2. Teaching Engineering Students Team Work

    Science.gov (United States)

    Levi, Daniel

    1998-01-01

    The purpose of this manual is to provide professor's in engineering classes which the background necessary to use student team projects effectively. This manual describes some of the characteristics of student teams and how to use them in class. It provides a set of class activities and films which can be used to introduce and support student teams. Finally, a set of teaching modules used in freshmen, sophomore, and senior aeronautical engineering classes are presented. This manual was developed as part of a NASA sponsored project to improve the undergraduate education of aeronautical engineers. The project has helped to purchase a set of team work films which can be checked out from Cal Poly's Learning Resources Center in the Kennedy Library. Research for this project has included literature reviews on team work and cooperative learning; interviews, observations, and surveys of Cal Poly students from Industrial and Manufacturing Engineering, Aeronautical Engineering and Psychology; participation in the Aeronautical Engineering senior design lab; and interviews with engineering faculty. In addition to this faculty manual, there is a student team work manual which has been designed to help engineering students work better in teams.

  3. Travelling with football teams

    African Journals Online (AJOL)

    ultimately on the performance of the teams on the playing field and not so much ... However, travelling with a football team presents the team physician .... physician to determine the nutritional ..... diarrhoea in elite athletes: an audit of one team.

  4. Study on team evaluation. Team process model for team evaluation

    International Nuclear Information System (INIS)

    Sasou Kunihide; Ebisu, Mitsuhiro; Hirose, Ayako

    2004-01-01

    Several studies have been done to evaluate or improve team performance in nuclear and aviation industries. Crew resource management is the typical example. In addition, team evaluation recently gathers interests in other teams of lawyers, medical staff, accountants, psychiatrics, executive, etc. However, the most evaluation methods focus on the results of team behavior that can be observed through training or actual business situations. What is expected team is not only resolving problems but also training younger members being destined to lead the next generation. Therefore, the authors set the final goal of this study establishing a series of methods to evaluate and improve teams inclusively such as decision making, motivation, staffing, etc. As the first step, this study develops team process model describing viewpoints for the evaluation. The team process is defined as some kinds of power that activate or inactivate competency of individuals that is the components of team's competency. To find the team process, the authors discussed the merits of team behavior with the experienced training instructors and shift supervisors of nuclear/thermal power plants. The discussion finds four team merits and many components to realize those team merits. Classifying those components into eight groups of team processes such as 'Orientation', 'Decision Making', 'Power and Responsibility', 'Workload Management', 'Professional Trust', 'Motivation', 'Training' and 'staffing', the authors propose Team Process Model with two to four sub processes in each team process. In the future, the authors will develop methods to evaluate some of the team processes for nuclear/thermal power plant operation teams. (author)

  5. Team responsibility structure and team performance

    NARCIS (Netherlands)

    Doorewaard, J.A.C.M.; Hootegem, G. van; Huys, R.

    2002-01-01

    The purpose is to analyse the impact of team responsibility (the division of job regulation tasks between team leader and team members) on team performance. It bases an analysis on 36 case studies in The Netherlands which are known to have implemented team‐based work. The case studies were executed

  6. Collaboration and Team Science Field Guide - Center for Research Strategy

    Science.gov (United States)

    Collaboration and Team Science: A Field Guide provides insight into the practices of conducting collaborative work. Since its 2010 publication, the authors have worked and learned from teams and organizations all over the world. Learn from these experiences in the second edition of the Team Science Field Guide.

  7. The Importance of Team Sex Composition in Team-Training Research Employing Complex Psychomotor Tasks.

    Science.gov (United States)

    Jarrett, Steven M; Glaze, Ryan M; Schurig, Ira; Arthur, Winfred

    2017-08-01

    The relationship between team sex composition and team performance on a complex psychomotor task was examined because these types of tasks are commonly used in the lab-based teams literature. Despite well-documented sex-based differences on complex psychomotor tasks, the preponderance of studies-mainly lab based-that use these tasks makes no mention of the sex composition of teams across or within experimental conditions. A sample of 123 four-person teams with varying team sex composition learned and performed a complex psychomotor task, Steal Beasts Pro PE. Each team completed a 5-hr protocol whereby they conducted several performance missions. The results indicated significant large mean differences such that teams with larger proportions of males had higher performance scores. These findings demonstrate the potential effect of team sex composition on the validity of studies that use complex psychomotor tasks to explore and investigate team performance-related phenomena when (a) team sex composition is not a focal variable of interest and (b) it is not accounted for or controlled. Given the proclivity of complex psychomotor action-based tasks used in lab-based team studies, it is important to understand and control for the impact of team sex composition on team performance. When team sex composition is not controlled for, either methodologically or statistically, it may affect the validity of the results in teams studies using these types of tasks.

  8. Imagery Integration Team

    Science.gov (United States)

    Calhoun, Tracy; Melendrez, Dave

    2014-01-01

    -of-a-kind imagery assets and skill sets, such as ground-based fixed and tracking cameras, crew-in the-loop imaging applications, and the integration of custom or commercial-off-the-shelf sensors onboard spacecraft. For spaceflight applications, the Integration 2 Team leverages modeling, analytical, and scientific resources along with decades of experience and lessons learned to assist the customer in optimizing engineering imagery acquisition and management schemes for any phase of flight - launch, ascent, on-orbit, descent, and landing. The Integration 2 Team guides the customer in using NASA's world-class imagery analysis teams, which specialize in overcoming inherent challenges associated with spaceflight imagery sets. Precision motion tracking, two-dimensional (2D) and three-dimensional (3D) photogrammetry, image stabilization, 3D modeling of imagery data, lighting assessment, and vehicle fiducial marking assessments are available. During a mission or test, the Integration 2 Team provides oversight of imagery operations to verify fulfillment of imagery requirements. The team oversees the collection, screening, and analysis of imagery to build a set of imagery findings. It integrates and corroborates the imagery findings with other mission data sets, generating executive summaries to support time-critical mission decisions.

  9. Consequences of team charter quality: Teamwork mental model similarity and team viability in engineering design student teams

    Science.gov (United States)

    Conway Hughston, Veronica

    Since 1996 ABET has mandated that undergraduate engineering degree granting institutions focus on learning outcomes such as professional skills (i.e. solving unstructured problems and working in teams). As a result, engineering curricula were restructured to include team based learning---including team charters. Team charters were diffused into engineering education as one of many instructional activities to meet the ABET accreditation mandates. However, the implementation and execution of team charters into engineering team based classes has been inconsistent and accepted without empirical evidence of the consequences. The purpose of the current study was to investigate team effectiveness, operationalized as team viability, as an outcome of team charter implementation in an undergraduate engineering team based design course. Two research questions were the focus of the study: a) What is the relationship between team charter quality and viability in engineering student teams, and b) What is the relationship among team charter quality, teamwork mental model similarity, and viability in engineering student teams? Thirty-eight intact teams, 23 treatment and 15 comparison, participated in the investigation. Treatment teams attended a team charter lecture, and completed a team charter homework assignment. Each team charter was assessed and assigned a quality score. Comparison teams did not join the lecture, and were not asked to create a team charter. All teams completed each data collection phase: a) similarity rating pretest; b) similarity posttest; and c) team viability survey. Findings indicate that team viability was higher in teams that attended the lecture and completed the charter assignment. Teams with higher quality team charter scores reported higher levels of team viability than teams with lower quality charter scores. Lastly, no evidence was found to support teamwork mental model similarity as a partial mediator of the team charter quality on team viability

  10. Preparing Brigade Combat Team Soldiers for Mission Readiness Through Research on Intangible Psychological Constructs and their Applications. Phase 2: Measurement and Learning Methods

    Science.gov (United States)

    2014-02-01

    Experiential activities; • Learning to learn /self-regulation training; • Self-explanation strategy training; and • Cognitive flexibility theory . While... learning theories could be applied to an implementation strategy are discussed below. Cognitive flexibility theory and experiential training are...Personality and Social Psychology, 37, 1-11. Kolb , D. A. (1984). Experiential learning : Experience as the source of learning and

  11. Teaming up for mutual learning

    DEFF Research Database (Denmark)

    Poulsen, Søren Bolvig; Pedersen, Tanja Aabo; Ovesen, Nis

    2011-01-01

    ’s focuses on a complex problem that does not have a single correct answer – in this case the addressed problem was concerned with the innovation approach of a medium-sized company. Traditionally innovation projects and strategic planning has emerged from top managers offices and has been based on i...... and integrated within the company, while the student introduced the Bottom-up approach during the project - the initiatives, experiences and observations are reported in this paper....

  12. The Potential Improvement of Team-Working Skills in Biomedical and Natural Science Students Using a Problem-Based Learning Approach

    Science.gov (United States)

    Nowrouzian, Forough L.; Farewell, Anne

    2013-01-01

    Teamwork has become an integral part of most organisations today, and it is clearly important in Science and other disciplines. In Science, research teams increase in size while the number of single-authored papers and patents decline. Team-work in laboratory sciences permits projects that are too big or complex for one individual to be tackled.…

  13. Better team management--better team care?

    Science.gov (United States)

    Shelley, P; Powney, B

    1994-01-01

    Team building should not be a 'bolt-on' extra, it should be a well planned, integrated part of developing teams and assisting their leaders. When asked to facilitate team building by a group of NHS managers we developed a framework which enabled individual members of staff to become more effective in the way they communicated with each other, their teams and in turn within the organization. Facing the challenge posed by complex organizational changes, staff were able to use 3 training days to increase and develop their awareness of the principles of teamwork, better team management, and how a process of leadership and team building could help yield better patient care.

  14. The Role of the Facilitator on Total Quality Management Teams.

    Science.gov (United States)

    Eakin, William L.

    1993-01-01

    As Total Quality Management teams work to improve organizational processes, several types of facilitators emerge: the director, the workhorse, and the cheerleader. Experience at the University of Kansas illustrates how different facilitator styles can affect team learning. (MSE)

  15. Work team

    Directory of Open Access Journals (Sweden)

    RBE Editorial

    2016-06-01

    Full Text Available Work Team 2016 (Jan-Jul1. Editorial TeamChief-editorsBayardo Bapstista Torres, Instituto de Química (USP, BrasilEduardo Galembeck, Depto. Bioquímica, Instituto de Biologia, Universidade de Campinas (Unicamp, Brasil Co-editorsGabriel Gerber Hornink, Depto. Bioquímica, Instituto de Ciências Biomédicas, Universidade - Federal de Alfenas (Unifal-MG, BrasilVera Maria Treis Trindade, Departamento de Bioquímica, Instituto de Ciências Básicas da Saúde, Universidade Federal do Rio Grande do Sul (UFRGS, Brasil Editorial BoardAdriana Cassina, Department of Biochemistry, Facultad de Medicina, Universidad de la República, UruguayAngel Herráez, Departamento de Bioquímica y Biología molecular, Universidad de Alcalá de Henares, Madrid, SpainAndré Amaral Gonçalves Bianco, Universidade Federal de São Paulo (Unifesp, BrasilDenise Vaz de Macedo, Depto. Bioquímica, Instituto de Biologia, Universidade Estadual de Campinas (Unicamp, BrasilEneida de Paula, Depto. Bioquímica, Instituto de Biologia, Universidade Estadual de Campinas (Unicamp, BrasilJose Antonio Martinez Oyanedel, Universidad de Concepción, ChileJosep Maria Fernández Novell, Department of Molecular Biology & Biochemistry, Universitat de Barcelona, SpainLeila Maria Beltramini, Instituto de Física de São Carlos, Universidade Estadual de São Paulo (USP, BrasilManuel João da Costa, Escola de Ciências da Saúde, Universidade do Minho, PortugalMaria Lucia Bianconi, Instituto de Bioquímica Médica, Universidade Federal do Rio de Janeiro (UFRJ, BrasilMaría Noel Alvarez, Department of Biochemistry, Facultad de Medicina, Universidad de la República, UruguayMiguel Ángel Medina Torres, Department of Molecular Biology & Biochemistry Faculty of Sciences University of Málaga, SpainNelma Regina Segnini Bossolan, Instituto de Física de São Carlos, Universidade de São Paulo (USP, BrasilPaulo De Avila Junior, Centro de Ciências Naturais e Humanas (CCNH Universidade Federal do ABC (UFABC

  16. Team Orientations, Interpersonal Relations, and Team Success

    Science.gov (United States)

    Nixon, Howard L.

    1976-01-01

    Contradictions in post research on the concepts of "cohesiveness" and team success seem to arise from the ways in which cohesiveness is measured and the nature of the teams investigated in each study. (MB)

  17. Team cohesion and team success in sport.

    Science.gov (United States)

    Carron, Albert V; Bray, Steven R; Eys, Mark A

    2002-02-01

    The main aim of this study was to examine the relationship between task cohesiveness and team success in elite teams using composite team estimates of cohesion. A secondary aim was to determine statistically the consistency (i.e. 'groupness') present in team members' perceptions of cohesion. Elite university basketball teams (n = 18) and club soccer teams (n = 9) were assessed for cohesiveness and winning percentages. Measures were recorded towards the end of each team's competitive season. Our results indicate that cohesiveness is a shared perception, thereby providing statistical support for the use of composite team scores. Further analyses indicated a strong relationship between cohesion and success (r = 0.55-0.67). Further research using multi-level statistical techniques is recommended.

  18. Enhancing Student Collaboration in Global Virtual Teams

    Science.gov (United States)

    Kohut, Gary F.

    2012-01-01

    With the growth in the global economy and the rapid development of communication and information technologies, global virtual teams are quickly becoming the norm in the workplace. Research indicates, however, that many students have little or no experience working in such teams. Students who learn through these experiences benefit from higher task…

  19. Complex Problem Solving in Teams: The Impact of Collective Orientation on Team Process Demands

    Science.gov (United States)

    Hagemann, Vera; Kluge, Annette

    2017-01-01

    Complex problem solving is challenging and a high-level cognitive process for individuals. When analyzing complex problem solving in teams, an additional, new dimension has to be considered, as teamwork processes increase the requirements already put on individual team members. After introducing an idealized teamwork process model, that complex problem solving teams pass through, and integrating the relevant teamwork skills for interdependently working teams into the model and combining it with the four kinds of team processes (transition, action, interpersonal, and learning processes), the paper demonstrates the importance of fulfilling team process demands for successful complex problem solving within teams. Therefore, results from a controlled team study within complex situations are presented. The study focused on factors that influence action processes, like coordination, such as emergent states like collective orientation, cohesion, and trust and that dynamically enable effective teamwork in complex situations. Before conducting the experiments, participants were divided by median split into two-person teams with either high (n = 58) or low (n = 58) collective orientation values. The study was conducted with the microworld C3Fire, simulating dynamic decision making, and acting in complex situations within a teamwork context. The microworld includes interdependent tasks such as extinguishing forest fires or protecting houses. Two firefighting scenarios had been developed, which takes a maximum of 15 min each. All teams worked on these two scenarios. Coordination within the team and the resulting team performance were calculated based on a log-file analysis. The results show that no relationships between trust and action processes and team performance exist. Likewise, no relationships were found for cohesion. Only collective orientation of team members positively influences team performance in complex environments mediated by action processes such as

  20. Complex Problem Solving in Teams: The Impact of Collective Orientation on Team Process Demands.

    Science.gov (United States)

    Hagemann, Vera; Kluge, Annette

    2017-01-01

    Complex problem solving is challenging and a high-level cognitive process for individuals. When analyzing complex problem solving in teams, an additional, new dimension has to be considered, as teamwork processes increase the requirements already put on individual team members. After introducing an idealized teamwork process model, that complex problem solving teams pass through, and integrating the relevant teamwork skills for interdependently working teams into the model and combining it with the four kinds of team processes (transition, action, interpersonal, and learning processes), the paper demonstrates the importance of fulfilling team process demands for successful complex problem solving within teams. Therefore, results from a controlled team study within complex situations are presented. The study focused on factors that influence action processes, like coordination, such as emergent states like collective orientation, cohesion, and trust and that dynamically enable effective teamwork in complex situations. Before conducting the experiments, participants were divided by median split into two-person teams with either high ( n = 58) or low ( n = 58) collective orientation values. The study was conducted with the microworld C3Fire, simulating dynamic decision making, and acting in complex situations within a teamwork context. The microworld includes interdependent tasks such as extinguishing forest fires or protecting houses. Two firefighting scenarios had been developed, which takes a maximum of 15 min each. All teams worked on these two scenarios. Coordination within the team and the resulting team performance were calculated based on a log-file analysis. The results show that no relationships between trust and action processes and team performance exist. Likewise, no relationships were found for cohesion. Only collective orientation of team members positively influences team performance in complex environments mediated by action processes such as

  1. Complex Problem Solving in Teams: The Impact of Collective Orientation on Team Process Demands

    Directory of Open Access Journals (Sweden)

    Vera Hagemann

    2017-09-01

    Full Text Available Complex problem solving is challenging and a high-level cognitive process for individuals. When analyzing complex problem solving in teams, an additional, new dimension has to be considered, as teamwork processes increase the requirements already put on individual team members. After introducing an idealized teamwork process model, that complex problem solving teams pass through, and integrating the relevant teamwork skills for interdependently working teams into the model and combining it with the four kinds of team processes (transition, action, interpersonal, and learning processes, the paper demonstrates the importance of fulfilling team process demands for successful complex problem solving within teams. Therefore, results from a controlled team study within complex situations are presented. The study focused on factors that influence action processes, like coordination, such as emergent states like collective orientation, cohesion, and trust and that dynamically enable effective teamwork in complex situations. Before conducting the experiments, participants were divided by median split into two-person teams with either high (n = 58 or low (n = 58 collective orientation values. The study was conducted with the microworld C3Fire, simulating dynamic decision making, and acting in complex situations within a teamwork context. The microworld includes interdependent tasks such as extinguishing forest fires or protecting houses. Two firefighting scenarios had been developed, which takes a maximum of 15 min each. All teams worked on these two scenarios. Coordination within the team and the resulting team performance were calculated based on a log-file analysis. The results show that no relationships between trust and action processes and team performance exist. Likewise, no relationships were found for cohesion. Only collective orientation of team members positively influences team performance in complex environments mediated by action processes

  2. Your cancer care team

    Science.gov (United States)

    ... gov/ency/patientinstructions/000929.htm Your cancer care team To use the sharing features on this page, ... help your body heal. Working with Your Care Team Each member of your care team plays an ...

  3. Flipping the advanced cardiac life support classroom with team-based learning: comparison of cognitive testing performance for medical students at the University of California, Irvine, United States

    Directory of Open Access Journals (Sweden)

    Megan Boysen-Osborn

    2016-02-01

    Full Text Available Purpose: It aimed to find if written test results improved for advanced cardiac life support (ACLS taught in flipped classroom/team-based Learning (FC/TBL vs. lecture-based (LB control in University of California-Irvine School of Medicine, USA. Methods: Medical students took 2010 ACLS with FC/TBL (2015, compared to 3 classes in LB (2012-14 format. There were 27.5 hours of instruction for FC/TBL model (TBL 10.5, podcasts 9, small-group simulation 8 hours, and 20 (12 lecture, simulation 8 hours in LB. TBL covered 13 cardiac cases; LB had none. Seven simulation cases and didactic content were the same by lecture (2012-14 or podcast (2015 as was testing: 50 multiple-choice questions (MCQ, 20 rhythm matchings, and 7 fill-in clinical cases. Results: 354 students took the course (259 [73.1%] in LB in 2012-14, and 95 [26.9%] in FC/TBL in 2015. Two of 3 tests (MCQ and fill-in improved for FC/TBL. Overall, median scores increased from 93.5% (IQR 90.6, 95.4 to 95.1% (92.8, 96.7, P=0.0001. For the fill-in test: 94.1% for LB (89.6, 97.2 to 96.6% for FC/TBL (92.4, 99.20 P=0.0001. For MC: 88% for LB (84, 92 to 90% for FC/TBL (86, 94, P=0.0002. For the rhythm test: median 100% for both formats. More students failed 1 of 3 tests with LB vs. FC/TBL (24.7% vs. 14.7%, and 2 or 3 components (8.1% vs. 3.2%, P=0.006. Conversely, 82.1% passed all 3 with FC/TBL vs. 67.2% with LB (difference 14.9%, 95% CI 4.8-24.0%. Conclusion: A FC/TBL format for ACLS marginally improved written test results.

  4. Developing high-performance cross-functional teams: Understanding motivations, functional loyalties, and teaming fundamentals

    Energy Technology Data Exchange (ETDEWEB)

    Miller, M.A.

    1996-08-01

    Teamwork is the key to the future of effective technology management. Today`s technologies and markets have become too complex for individuals to work alone. Global competition, limited resources, cost consciousness, and time pressures have forced organizations and project managers to encourage teamwork. Many of these teams will be cross-functional teams that can draw on a multitude of talents and knowledge. To develop high-performing cross-functional teams, managers must understand motivations, functional loyalties, and the different backgrounds of the individual team members. To develop a better understanding of these issues, managers can learn from experience and from literature on teams and teaming concepts. When studying the literature to learn about cross-functional teaming, managers will find many good theoretical concepts, but when put into practice, these concepts have varying effects. This issue of varying effectiveness is what drives the research for this paper. The teaming concepts were studied to confirm or modify current understanding. The literature was compared with a {open_quotes}ground truth{close_quotes}, a survey of the reality of teaming practices, to examine the teaming concepts that the literature finds to be critical to the success of teams. These results are compared to existing teams to determine if such techniques apply in real-world cases.

  5. Affective mechanisms linking dysfunctional behavior to performance in work teams : a moderated mediation study

    NARCIS (Netherlands)

    Cole, M.S.; Walter, F.; Bruch, H.

    The present study examines the association between dysfunctional learn behavior and team performance. Data included measures of teams' dysfunctional behavior and negative affective tone as well as supervisors' ratings of teams' (nonverbal) negative emotional expressivity and performance. Utilizing a

  6. Mutual goals as essential for the results of team coaching

    DEFF Research Database (Denmark)

    Pedersen, Louise Møller

    2015-01-01

    Background: Facilitated by an external coach, team coaching has been introduced as a method to increase team competency, effectiveness, and learning mainly at the middle manager level (named coachees). However, team coaching also has some pitfalls which will be explored in this chapter. Intervent......, organizational changes can interrupt the implementation of team coaching interventions. Clear communication and resolution of conflict s are essential for the process and results of team coaching and should be integrated into the theory of team coaching.......Background: Facilitated by an external coach, team coaching has been introduced as a method to increase team competency, effectiveness, and learning mainly at the middle manager level (named coachees). However, team coaching also has some pitfalls which will be explored in this chapter....... Intervention: A 13 month team coaching intervention focusing on team safety-related competences, effectiveness, and learning was conducted in three department teams (team X, Y and Z) in a medium-sized Danish company (Company A). However, at the end of the intervention results between the three teams varied...

  7. Experimentation of cooperative learning model Numbered Heads Together (NHT) type by concept maps and Teams Games Tournament (TGT) by concept maps in terms of students logical mathematics intellegences

    Science.gov (United States)

    Irawan, Adi; Mardiyana; Retno Sari Saputro, Dewi

    2017-06-01

    This research is aimed to find out the effect of learning model towards learning achievement in terms of students’ logical mathematics intelligences. The learning models that were compared were NHT by Concept Maps, TGT by Concept Maps, and Direct Learning model. This research was pseudo experimental by factorial design 3×3. The population of this research was all of the students of class XI Natural Sciences of Senior High School in all regency of Karanganyar in academic year 2016/2017. The conclusions of this research were: 1) the students’ achievements with NHT learning model by Concept Maps were better than students’ achievements with TGT model by Concept Maps and Direct Learning model. The students’ achievements with TGT model by Concept Maps were better than the students’ achievements with Direct Learning model. 2) The students’ achievements that exposed high logical mathematics intelligences were better than students’ medium and low logical mathematics intelligences. The students’ achievements that exposed medium logical mathematics intelligences were better than the students’ low logical mathematics intelligences. 3) Each of student logical mathematics intelligences with NHT learning model by Concept Maps has better achievement than students with TGT learning model by Concept Maps, students with NHT learning model by Concept Maps have better achievement than students with the direct learning model, and the students with TGT by Concept Maps learning model have better achievement than students with Direct Learning model. 4) Each of learning model, students who have logical mathematics intelligences have better achievement then students who have medium logical mathematics intelligences, and students who have medium logical mathematics intelligences have better achievement than students who have low logical mathematics intelligences.

  8. Trust in Diverse Teams

    DEFF Research Database (Denmark)

    Clausen, Lisbeth

    , maintaining team cohesiveness in multicultural teams to collaborate effectively presents a number of challenges. The present study employs the concept of trust to explore influences on team collaboration in high performing teams. The study is based on observation of teams in seven multinational corporations...... and interviews with managers from the US, Europe, China and Japan. The study presents a conceptual framework - a ‘trust buffer’ – which enables analysis and exemplification of the dynamics and challenges of teams as drivers of change. Each team has strategically important tasks, unique capacities and deal...... with change in particular ways: Each team is analyzed in relation to its global (HQ) mandate, local (national) stakeholders and organizational context. It is found that communication energy, resources and team mandate underscore the sense of trust in high performing teams. Diversity is understood...

  9. Developing Your Dream Team

    Science.gov (United States)

    Gatlin, Kenda

    2005-01-01

    Almost anyone has held various roles on a team, be it a family unit, sports team, or a project-oriented team. As an educator, one must make a conscious decision to build and invest in a team. Gathering the best team possible will help one achieve one's goals. This article explores some of the key reasons why it is important to focus on the team…

  10. WHEN SENSING TEACHES MORE THAN TEXT BOOKS: REVITALIZING TEAM, ICT AND OBSERVATIONAL LEARNING TO THRIVE SOCIO-AFFECTIVE CONSCIOUSNESS IN LANGUAGE CLASSROOM

    Directory of Open Access Journals (Sweden)

    Adi Suryani

    2017-04-01

    Full Text Available The flourish of ICT and complexity of today‘s social-cultural and technological issues entails a strong need for a change in education. Today‘s education should be more directed outward by observing what happens in the society instead of just inward by indoctrinating certain perspectives and memorizing facts. Thus, it is not classroomcentred education anymore, but it is now becoming society-centred and being the miniature of society. Today‘s classrooms are expected to facilitate broader and various learning process, dynamic mental process and provide autonomy and creativity for students to construct their own knowledge by observing, sensing and learning from society. Through this process, students can see society as place and source of learning. Learning from society can also trigger social learning. Together, the aspect of observing issues emerging in society and being able to accommodate various perspectives in jointlearning lay the foundation for creating socio-affective conscious learners. This study aims to explore how and what the students can learn by observing, thinking, feeling and proposing problem solving for social, cultural and technological issues in joint-learning and what challenges they encounter during their learning process. The data is grounded on students‘ reflective notes and the result of collaborated problem solving in groups in language classroom. The data shows that the students learn some constellations of socioaffective learning aspects. Those are the exercises of multiple sensory, social learning (awareness, coordination, affinity, sharing, respect, communication, emotional learning (regulation, awareness, positive emotional contagion in group, adaptive. Their sensory, social and affective learning are enhanced by ICT.

  11. Integrating Sustainable Development in Higher Education through Experience-Based Learning: Insights from Experts in Team (EiT) for Developing a Combined Theoretical Framework

    Science.gov (United States)

    Otte, Pia Piroschka

    2016-01-01

    Universities are understood to play an essential role in the promotion of sustainable development. However, the recognition of sustainable development in higher education poses multiple challenges to the traditional higher education system. This article introduces a course concept called "Experts in Teams" (EiT) as a new platform of…

  12. Implementation Strategy Cooperative Learning Type of Student Achievement Division Team (STAD) to Improve Social Skills Students on Learning Morals in Man 2 Pontianak Learning the Year 2016/2017

    Science.gov (United States)

    Rianawati

    2017-01-01

    Background doing the research is Social skills is an individual's ability to communicate effectively with others, both verbally and nonverbally. Facts social attitudes such selfishness, individualism, indifferent, no responsible attitude, miss communication and interaction with others. One Cooperative-learning strategy to develop cooperation…

  13. MANAGING MULTICULTURAL PROJECT TEAMS

    Directory of Open Access Journals (Sweden)

    Cezar SCARLAT

    2014-06-01

    Full Text Available The article is based on literature review and authors’ own recent experience in managing multicultural project teams, in international environment. This comparative study considers two groups of projects: technical assistance (TA projects versus information technology (IT projects. The aim is to explore the size and structure of the project teams – according to the team formation and its lifecycle, and to identify some distinctive attributes of the project teams – both similarities and differences between the above mentioned types of projects. Distinct focus of the research is on the multiculturalism of the project teams: how the cultural background of the team members influences the team performance and team management. Besides the results of the study are the managerial implications: how the team managers could soften the cultural clash, and avoid inter-cultural misunderstandings and even conflicts – in order to get a better performance. Some practical examples are provided as well.

  14. Improving Engineering Student Team Collaborative Discussions by Moving Them Online: An Investigation of Synchronous Chat and Face-to-Face Team Conversations

    Science.gov (United States)

    Fowler, Robin Revette

    2014-01-01

    Collaborative learning, particularly in the context of team-based, project-based learning, is common in undergraduate engineering education and is associated with deeper learning and enhanced student motivation and retention. However, grouping students in teams for project-based learning sometimes has negative outcomes, which can include lowered…

  15. Clinical interdisciplinary health team care: an educational experiment.

    Science.gov (United States)

    Mazur, H; Beeston, J J; Yerxa, E J

    1979-09-01

    With increasing concern for teamwork in clinical practice in health care settings, the need to identify the concepts, methods, and learning processes for improving interdisciplinary team skills is apparent. This paper describes patient-centered, clinical-research-demonstration programs for teams of students, preceptors, and faculty members from six disciplines who provided patient care in a long-term rehabilitation setting. The teams were involved in the theory and practice of team-building, including weekly sessions on leadership styles, communication, group decision-making, and team effectiveness assessment. Objective and subjective measurements were administered throughout the program. The results indicate that task-oriented patient care favors the learning of team skills, especially when all levels of administration support and participate in the processes. Question are raised concerning the effect of clinical teams on the quality of patient care, their cost-effectiveness, and the low priority given to teaching interdisciplinary team skills in professional education.

  16. Specific Human Capital as a Source of Superior Team Performance

    OpenAIRE

    Egon Franck; Stephan Nüesch; Jan Pieper

    2009-01-01

    In this paper, we empirically investigate the performance effect of team-specific human capital in highly interactive teams. Based on the tenets of the resource-based view of the firm and on the ideas of typical learning functions, we hypothesize that team members’ shared experience in working together positively impacts team performance, but at diminishing rates. Holding a team’s stock of general human capital and other potential drivers constant, we find support for this prediction. Implica...

  17. VIRTUAL LEADERSHIP AT DISTANCE EDUCATION TEAMS

    Directory of Open Access Journals (Sweden)

    Meltem KUSCU

    2016-07-01

    Full Text Available Globalization being one of the most popular terms of recent years is considered as a factor changing the operation styles of the companies. Companies and universities opened up to the world with the globalization and as a result of it, they had the opportunity of being a world brand. Now, some companies have affiliated companies in almost every country. Well, if we think about time and place difference how do these companies lead the affiliated companies in various locations of the world? This question resulted in the new leadership approach, virtual leadership. The process of distance learning beginning with newspaper advertisement appears as virtual learning now. A number of companies and universities provide distance learning classes and in-service training in virtual platform via Internet. These trainings provided independently from time and space are conducted in a country and worldwide sometimes. If we consider individuals in different time and environments as virtual teams, dealing with these virtual teams is the duty of virtual leader. The purpose of this study is to examine virtual leadership perception of distance learning teams. Three trivets are in question for distance learning teams. The first one is the academicians lecturing the second one is the students and the third one is coordinator and technical support team. Perceptions of virtual leader of the said three groups were examined individually in this study.

  18. Tiger Team audits

    International Nuclear Information System (INIS)

    Cheney, G.T.

    1992-01-01

    This paper will address the purpose, scope, and approach of the Department of Energy Tiger Team Assessments. It will use the Tiger Team Assessment experience of Sandia National Laboratories at Albuquerque, New Mexico, as illustration

  19. Transforming Virtual Teams

    DEFF Research Database (Denmark)

    Bjørn, Pernille

    2005-01-01

    Investigating virtual team collaboration in industry using grounded theory this paper presents the in-dept analysis of empirical work conducted in a global organization of 100.000 employees where a global virtual team with participants from Sweden, United Kingdom, Canada, and North America were...... studied. The research question investigated is how collaboration is negotiated within virtual teams? This paper presents findings concerning how collaboration is negotiated within a virtual team and elaborate the difficulties due to invisible articulation work and managing multiple communities...... in transforming the virtual team into a community. It is argued that translucence in communication structures within the virtual team and between team and management is essential for engaging in a positive transformation process of trustworthiness supporting the team becoming a community, managing the immanent...

  20. Culture and teams.

    Science.gov (United States)

    Kirkman, Bradley L; Shapiro, Debra L; Lu, Shuye; McGurrin, Daniel P

    2016-04-01

    We first review research on culture effects in teams, illustrating that mean levels of team cultural values have main (i.e. direct) effects, indirect effects (i.e. mediated by intervening variables), and moderating influences on team processes and outcomes. Variance in team cultural values or on country of origin (i.e. nationality diversity) also has main effects on team functioning, and we highlight contextual variables that strengthen or weaken these main effects. We next review research examining the effect of variance in team cultural values on global virtual teams, specifically. Finally, we review research on how cultural values shape employees' receptivity to empowering leadership behavior in teams. We conclude by discussing critical areas for future research. Published by Elsevier Ltd.

  1. Your Dialysis Care Team

    Science.gov (United States)

    ... A to Z Health Guide Your Dialysis Care Team Tweet Share Print Email Good health care is ... dialyzers (artificial kidneys) for reuse. Vascular Access Care Team If you are a hemodialysis patient, another group ...

  2. Building multidisciplinary business teams

    International Nuclear Information System (INIS)

    Dyson, C.J.; Winte, N.C.

    1991-01-01

    This paper is a description of an approach to managing Exploration and Production assets through the operation of multidisciplinary business teams. The business team approach can assist in improved asset performance in terms of efficiency, motivation and business results, compared with more traditional matrix style hierarchies. Within this paper certain critical success factors for the long term success of multidiscipline teams are outlined, together with some of the risk of business team operation

  3. Formalization of Team Creation

    OpenAIRE

    Cerman, Tomáš

    2010-01-01

    This paper is divided to practical and theoretical part. Theoretical part defines essential background of personality and work psychology which are pillars for using the personality and roles typology in practical part. I also define conceptions such as group, team, procedures of making the team. Practical part is focused at making the repertoary grid which outlines proximity of team roles, anchored in the repertoary grids upon personal atributes basis and picked team positions.

  4. Structuring Effective Student Teams.

    Science.gov (United States)

    Dickson, Ellen L.

    1997-01-01

    Experience with student teams working on policy analysis projects indicates the need for faculty supervision of teams in the process of addressing complex issues. The problem-solving approach adopted in one policy analysis course is described, including assignments and tasks, issues and sponsors, team dynamics, conflict management, and the…

  5. Leadership for Distributed Teams

    NARCIS (Netherlands)

    De Rooij, J.P.G.

    2009-01-01

    The aim of this dissertation was to study the little examined, yet important issue of leadership for distributed teams. Distributed teams are defined as: “teams of which members are geographically distributed and are therefore working predominantly via mediated communication means on an

  6. Collective Global Leadership in Self-Managed Multicultural Teams

    DEFF Research Database (Denmark)

    Paunova, Minna; Lee, Yih-Teen

    2016-01-01

    Arguing that it is necessary to look into specific global leadership processes in specific contexts, this article focuses on collective global leadership in self-managed multicultural teams using an input-process-output model. Building on a study of nationally and culturally diverse self-managed...... teams, our work demonstrates that collective global leadership in these teams is critical for team performance (output). Our study also examines some of the affective or attitudinal antecedents of collective global leadership in self-managed multicultural teams (process) and their members’ goal...... orientations (input). Our findings suggest that a team learning orientation may greatly help multicultural teams overcome the liability of cultural diversity, create a positive intra-team environment, and enable collective global leadership. Our research also suggests that team performance orientation...

  7. Program Development Plan and Team up; FINAL

    International Nuclear Information System (INIS)

    Solar Electric Power Association

    2001-01-01

    The final summary report is a comprehensive view of TEAM-UP, with documented data, information, and experiences that SEPA has collected throughout the program, including lessons learned by participating ventures, and sections covering costs and other information on both large and small systems. This report also covers the barriers that TEAM-UP faced to PV commercialization at the beginning of the program, barriers the project was able to remove or reduce, and what barriers remain on the road ahead

  8. Red Teaming of Advanced Information Assurance Concepts

    International Nuclear Information System (INIS)

    DUGGAN, RUTH A.; WOOD, BRADLEY

    1999-01-01

    Red Teaming is an advanced form of assessment that can be used to identify weaknesses in a variety of cyber systems. it is especially beneficial when the target system is still in development when designers can readily affect improvements. This paper discusses the red team analysis process and the author's experiences applying this process to five selected Information Technology Office (ITO) projects. Some detail of the overall methodology, summary results from the five projects, and lessons learned are contained within this paper

  9. Program Development Plan and Team up

    Energy Technology Data Exchange (ETDEWEB)

    Solar Electric Power Association

    2001-12-01

    The final summary report is a comprehensive view of TEAM-UP, with documented data, information, and experiences that SEPA has collected throughout the program, including lessons learned by participating ventures, and sections covering costs and other information on both large and small systems. This report also covers the barriers that TEAM-UP faced to PV commercialization at the beginning of the program, barriers the project was able to remove or reduce, and what barriers remain on the road ahead.

  10. The impact of team familiarity and team leader experience on team coordination errors: A panel analysis of professional basketball teams

    NARCIS (Netherlands)

    Sieweke, Jost; Zhao, B.

    2015-01-01

    To explore the dynamics involved in team coordination, we examine the impact of team familiarity and team leader experience on team coordination errors (TCEs). We argue that team familiarity has a U-shaped effect on TCEs. We study the moderating effects of team leader prior experience and team

  11. Team sponsors in community-based health leadership programs.

    Science.gov (United States)

    Patterson, Tracy Enright; Dinkin, Donna R; Champion, Heather

    2017-05-02

    Purpose The purpose of this article is to share the lessons learned about the role of team sponsors in action-learning teams as part of community-based health leadership development programs. Design/methodology/approach This case study uses program survey results from fellow participants, action learning coaches and team sponsors to understand the value of sponsors to the teams, the roles they most often filled and the challenges they faced as team sponsors. Findings The extent to which the sponsors were perceived as having contributed to the work of the action learning teams varied greatly from team to team. Most sponsors agreed that they were well informed about their role. The roles sponsors most frequently played were to provide the teams with input and support, serve as a liaison to the community and serve as a sounding board, motivator and cheerleader. The most common challenges or barriers team sponsors faced in this role were keeping engaged in the process, adjusting to the role and feeling disconnected from the program. Practical implications This work provides insights for program developers and community foundations who are interested in building the capacity for health leadership by linking community sponsors with emerging leaders engaged in an action learning experience. Originality/value This work begins to fill a gap in the literature. The role of team sponsors has been studied for single organization work teams but there is a void of understanding about the role of sponsors with multi-organizational teams working to improve health while also learning about leadership.

  12. Virtual Team E-Leadership: The Effects of Leadership Style and Conflict Management Mode on the Online Learning Performance of Students in a Business-Planning Course

    Science.gov (United States)

    Chang, Wen-Long; Lee, Chun-Yi

    2013-01-01

    The aim of this study was to investigate the influence of leadership style, whether transactional or transformational, and conflict management mode on the online learning performance of students in a business-planning course. Conflict management was performed using the following five approaches: (1) avoidance, (2) accommodation, (3) competition,…

  13. Mutual Benefit for Foreign Medical Students and Chinese Postgraduates: A Mixed Team-Based Learning Method Overcomes Communication Problems in Hematology Clerkship

    Science.gov (United States)

    Chen, Xianling; Chen, Buyuan; Li, Xiaofan; Song, Qingxiao; Chen, Yuanzhong

    2017-01-01

    Hematology is difficult for students to learn. A beneficial education method for hematology clerkship training is required to help students develop clinical skills. Foreign medical students often encounter communication issues in China. To address this issue, Chinese post-graduates from our institute are willing to assist with educating foreign…

  14. Implementing UK Autism Policy & National Institute for Health and Care Excellence Guidance--Assessing the Impact of Autism Training for Frontline Staff in Community Learning Disabilities Teams

    Science.gov (United States)

    Clark, Alex; Browne, Sarah; Boardman, Liz; Hewitt, Lealah; Light, Sophie

    2016-01-01

    UK National Autism Strategy (Department of Health, 2010 and National Institute for Health and Care Excellence guidance (NICE, 2012) states that frontline staff should have a good understanding of Autism. Fifty-six clinical and administrative staff from a multidisciplinary community Learning Disability service completed an electronic questionnaire…

  15. Effects of Two Modes of Student Teams-Achievement Division Strategies on Senior Secondary School Students' Learning Outcomes in Chemical Kinetics

    Science.gov (United States)

    Ibraheem, T. L.

    2011-01-01

    Research results have shown that cooperative learning methods enhanced understanding of many difficult concepts. Different kinds of cooperative methods and their efficacy have been researched into but the results of such studies have been inconclusive. Chief examiners reports of external chemistry examinations in Nigeria secondary Schools had…

  16. The Role of Cooperative Learning Type Team Assisted Individualization to Improve the Students' Mathematics Communication Ability in the Subject of Probability Theory

    Science.gov (United States)

    Tinungki, Georgina Maria

    2015-01-01

    The importance of learning mathematics can not be separated from its role in all aspects of life. Communicating ideas by using mathematics language is even more practical, systematic, and efficient. In order to overcome the difficulties of students who have insufficient understanding of mathematics material, good communications should be built in…

  17. Interpersonal team leadership skills.

    Science.gov (United States)

    Nelson, M

    1995-05-01

    To say that a team leader's job is a tough one is certainly not saying enough. It is up to the team leader to manage a group of people to be individuals but yet work as a team. The team leader must keep the peace and yet create a revolution with this group all at the same time. The good leader will require a lot of education, training, and tons of practical application to be a success. The good news, however, is that the team leader's job is a rewarding one, one that they'll always feel good about if they do it right. How many of us get the opportunity to take a group of wonderful, thinking individual minds and pull from them ideas that a whole team can take to success? Yes, the job is indeed tough, but the paybacks are many.

  18. Developing Expert Teams with a Strong Safety Culture

    Science.gov (United States)

    Rogers, David G.

    2010-01-01

    Would you like to lead a world renowned team that draws out all the talents and expertise of its members and consistently out performs all others in the industry? Ever wonder why so many organizations fail to truly learn from past mistakes only to repeat the same ones at a later date? Are you a program/project manager or team member in a high-risk organization where the decisions made often carry the highest of consequences? Leadership, communication, team building, critical decision-making and continuous team improvement skills and behaviors are mere talking points without the attitudes, commitment and strategies necessary to make them the very fabric of a team. Developing Expert Teams with a Strong Safety Culture, will provide you with proven knowledge and strategies to take your team soaring to heights you may have not thought possible. A myriad of teams have applied these strategies and techniques within their organization team environments: military and commercial aviation, astronaut flight crews, Shuttle flight controllers, members of the Space Shuttle Program Mission Management Team, air traffic controllers, nuclear power control teams, surgical teams, and the fire service report having spectacular success. Many industry leaders are beginning to realize that although the circumstances and environments of these teams may differ greatly to their own, the core elements, governing principles and dynamics involved in managing and building a stellar safety conscious team remain identical.

  19. Managing multicultural teams.

    Science.gov (United States)

    Brett, Jeanne; Behfar, Kristin; Kern, Mary C

    2006-11-01

    Multicultural teams offer a number of advantages to international firms, including deep knowledge of different product markets, culturally sensitive customer service, and 24-hour work rotations. But those advantages may be outweighed by problems stemming from cultural differences, which can seriously impair the effectiveness of a team or even bring itto a stalemate. How can managers best cope with culture-based challenges? The authors conducted in-depth interviews with managers and members of multicultural teams from all over the world. Drawing on their extensive research on dispute resolution and teamwork and those interviews, they identify four problem categories that can create barriers to a team's success: direct versus indirect communication, trouble with accents and fluency, differing attitudes toward hierarchy and authority, and conflicting norms for decision making. If a manager--or a team member--can pinpoint the root cause of the problem, he or she is likelier to select an appropriate strategy for solving it. The most successful teams and managers, the authors found, dealt with multicultural challenges in one of four ways: adaptation (acknowledging cultural gaps openly and working around them), structural intervention (changing the shape or makeup of the team), managerial intervention (setting norms early or bringing in a higher-level manager), and exit (removing a team member when other options have failed). Which strategy is best depends on the particular circumstances--and each has potential complications. In general, though, managers who intervene early and set norms; teams and managers who try to engage everyone on the team; and teams that can see challenges as stemming from culture, not personality, succeed in solving culture-based problems with good humor and creativity. They are the likeliest to harvest the benefits inherent in multicultural teams.

  20. The NPD team conflict

    DEFF Research Database (Denmark)

    Ma, Zheng; Lin, Chih-Cheng; Tanev, Stoyan

    2012-01-01

    elaborates on the role of culture diversity and geographical dispersion in NPD team conflict. A simulation is conducted where organizations may be regarded as complex systems to affect the team conflict with a variety of influences. The results firstly indicate that there are two dimensions of NPD team...... conflict: stable and unstable dimensions with four elements: task characteristics, group members’ relationship, cultural diversity and geographical dispersion; secondly, there are two phenomena whereby the geographical dispersion influences the NPD team interaction, and the influence between cultural...