Assessment of a hybrid team-based learning (TBL) format in a required self-care course

ObjectiveTo assess change in students’ perception of self-care knowledge, communications, professional skills, and teamwork after completing a hybrid team-based learning (TBL) self-care course. Course grades prior to transition were also compared.MethodsPreviously, Self-Care I was a lecture-based course with three exams and comprehensive final exam. A TBL hybrid format was implemented and included individual readiness assurance tests (iRATs) electronically during class. TBL teams collaborate on group readiness assurance tests (gRATs) using Immediate Feedback Assessment Technique (IF-AT). On day 1, a voluntary 25-question, 1–5 Likert-scale, pre-survey was administered assessing students’ confidence in self-care knowledge, communication skills, and team learning. Percentage of time preparing prior to class was also quantified. At semester’s conclusion, a post-survey was administered. Survey data were analyzed for significance using paired sample t-tests. Exam grades of two hybrid TBL years were compared to two lecture-only years.ResultsOver two years, 73% (183/250) completed pre- and post-surveys. Measures relating to self-care knowledge, communication, and professional skills significantly improved (p < 0.001). Students’ perception of group work value significantly improved in most measures (<0.001). Students self-reported that they perceived a 10.2% (95% CI: 4.15–16.26; p < 0.001) increase in time spent preparing for class compared with non-TBL courses. Exam performance comparison varied depending on assessment. iRAT and gRAT grades averaged 77.2 ± 8.0% and 90.5 ± 6.2%, respectively, slightly increasing overall course grades.ConclusionsA TBL hybrid provided self-reported improvements in teamwork, communication, study habits, and overall perception of self-care skills. Although individual exam scores varied by comparison, quizzes boosted overall course grades.