title: Student engagement and examination performance in a team-based learning course.
abstract: With calls for innovation in nursing education from national bodies of nursing, nurse educators must determine the best teaching strategies to meet educational standards. Team-based learning (TBL), an innovative teaching strategy, offers educators a structured, student-centered learning environment. The purpose of this study was to compare TBL and traditional lecture (a commonly used teaching method) in regard to student engagement and performance on examinations. In addition, the relationship between student engagement and examination scores was examined. Findings showed significant differences in student engagement (p < 0.001). Analysis of examination scores indicated a significant effect within participants (p < 0.001). Mixed findings were found regarding the relationship between student engagement and examination scores. This research contributes to the body of knowledge related to TBL and suggests this teaching strategy is, at minimum, equally as effective as traditional lecture.
authors.affiliation: College of Nursing, South Dakota State University, Brookings, SD, USA. heidi.mennenga@sdstate.edu
authors.forename: Heidi A
authors.initials: HA
authors.lastname: Mennenga
mesh_terms: D003625:Data Collection; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D004521:Educational Measurement; D006801:Humans; D017145:Models, Educational; D018794:Problem-Based Learning / Q000379:methods*; D013338:Students, Nursing / Q000523:psychology*