How to Cite
Abstract
Introduction: Team-based learning and Problem-Based Learning can be integrated for in person and online psychology or behavioral health related courses in higher education.
Statement of the Problem: Historically, team-based learning and problem-based learning have been considered separate (and seemingly competing) activities and not often conducted concurrently during a course.
Literature Review: A review of the literature on team-based learning, however, has uncovered some cases where team-based learning and problem-based learning were integrated together in a course.
Teaching Implications: The purpose of this article is to present a case example in which team-based learning and problem-based learning were integrated together in two master’s level sex therapy courses: one in the U.S. and one in Austria. The article describes how this integration was achieved through outlining the activities of the class and the possible benefits seen based on self-report.
Conclusion: Integrating team-based learning and problem-based learning was an effective method for teaching two master’s level sex therapy courses and may have relevant application to psychology classes and/or treatment-oriented topics in behavioral health.
References
Allen, D. E., Donham, R. S., Bernhardt, S. A., Buskist, W., & Groccia, J. E. (2011). Problem‐based learning. New Directions for Teaching and Learning, 128, 21–29. https://doi.org/10.1002/tl.465
Anwar, K., Shaikh, A. A., Dash, N. R., & Khurshid, S. (2012). Comparing the efficacy of team based learning strategies in a problem based learning curriculum. APMIS: Acta Pathologica, Microbiologica, et Immunologica Scandinavica, 120(9), 718–723. https://doi.org/10.1111/j.1600-0463.2012.02897.x
Anwar, K., Shaikh, A. A., Sajid, M. R., Cahusac, P., Alarifi, N. A., & Al Shedoukhy, A. (2015). Tackling student neurophobia in neurosciences block with team-based learning. Medical Education Online, 20(1), 28461–28461. https://doi.org/10.3402/meo.v20.28461
Barrows, H. S. (1996). Problem‐based learning in medicine and beyond: A brief overview. New directions for teaching and learning, 1996(68), 3-12.
Behling, K. C., Kim, R., Gentile, M., & Lopez, O. (2017). Does team-based learning improve performance in an infectious diseases course in a preclinical curriculum? International Journal of Medical Education, 8, 39–44. https://doi.org/10.5116/ijme.5895.0eea
Branney, J., Priego-Hernández, J., 2018. A mixed methods evaluation of team-based learning for applied pathophysiology in undergraduate nursing education. Nurse Education Today, 61, 127-133. https://doi.org/10.1016/j.nedt.2017.11.014
Brodie, L., & Gibbings, P. (2009). Comparison of PBL assessment rubrics. 2009 Research in Engineering Education Symposium, REES 2009.
Burgess, A., Haq, I., Bleasel, J., Roberts, C., Garsia, R., Randal, N., & Mellis, C. (2019). Team-based learning (TBL): A community of practice. BMC Medical Education, 19(1), 369. https://doi.org/10.1186/s12909-019-1795-4
Burgess A., Bleasel J., Haq I., Roberts C., Garsia R., Robertson T., & Mellis C. (2017). Team-based learning (TBL) in the medical curriculum: Better than PBL? BMC Medical Education, 17, 243.
Burgess, A. W., McGregor, D. M., & Mellis, C. M. (2014). Applying established guidelines to team-based learning programs in medical schools: A systematic review. Academic Medicine, 89(4), 678–688. https://doi.org/10.1097/ACM.0000000000000162
Burgess, A., Roberts, C., Ayton, T., & Mellis, C. (2018). Implementation of modified team-based learning within a Problem Based Learning medical curriculum: A focus group study. BMC Medical Education, 18, article 74.
Chen, J., Kolmos, A., & Du, X. (2021). Forms of implementation and challenges of PBL in engineering education: a review of literature. European Journal of Engineering Education, 46(1), 90–115. https://doi.org/10.1080/03043797.2020.1718615
COAMFTE (2022). COAMFTE Accreditation Standards Version 12.5. Alexandria, VA: Commission on Accreditation for Marriage and Family Therapy Education. Retrieved July 29, 2022 from: https://coamfte.org/documents/COAMFTE/Accreditation%20Resources/COAMFTE%20Standards%20Version%2012.5%20-%20Published%20August%202021%20-%208.26.21%20(with%20links).pdf
Currey, J., Oldland, E., Considine, J., Glanville, D. & Story, I. (2015). Evaluation of postgraduate critical care nursing students’ attitudes to, and experiences with Team-Based Learning: A descriptive study. Intensive and Critical Care Nursing 31(1),19-28. https://doi.org/10.1016/j.iccn.2014.09.003
Dhonncha, E. N., & Murphy, M. (2020). Learning new ways of teaching and assessment: the impact of COVID‐19 on undergraduate dermatology education. Clinical and Experimental Dermatology. https://doi.org/10.1111/ced.14364
Du, X., & Naji, K. K. (2021). Civil Engineering Students’ Collective Agency and Professional Identity in a Problem- and Project-Based Learning Environment: Case from Qatar. Journal of Civil Engineering Education, 147(4). https://doi.org/10.1061/(ASCE)EI.2643-9115.0000048
Ficapal-Cusí, P., & Boada-Grau, J. (2015). E-Learning and Team-based Learning. Practical experience in virtual teams. Procedia - Social and Behavioral Sciences, 196(C), 69–74. https://doi.org/10.1016/j.sbspro.2015.07.013
Francek, M. (2006). Promoting discussion in the science classroom using gallery walks. Journal of College Science Teaching, 36(1), 27–31. https://my.nsta.org/resource/?id=10.2505/4/jcst06_036_01_27
Franklin, A. S., Markowsky, S., De Leo, J., Normann, S., & Black, E. (2016). Using Team-based learning to teach a hybrid pharmacokinetics course online and in class. American Journal of Pharmaceutical Education, 80(10), 171–171. https://doi.org/10.5688/ajpe8010171
Hertlein, K. M., Gambescia, N., & Weeks, G. R. (2019). Systemic sex therapy (3rd ed.). New York: Routledge.
Huang, C. K., & Lin, C. Y. (2017). Flipping business education: transformative use of team-based learning in human resource management classrooms. Educational Technology & Society, 20(1), 323–336.
Ishizuka, K.,Shikino, K., Tamura, H., Yokokawa, D., Yanagita, Y., Uchida, S., Yamauchi, Y., Hayashi, Y., Kojima, J., Li, Y., Sato, E., Yamashita, S., Hanazawa, N., Tsukamoto, T., Noda, K., Uehara, T., & Ikusaka, M. (2023). Hybrid PBL and Pure PBL: Which one is more effective in developing clinical reasoning skills for general medicine clerkship?-A mixed-method study. PloS One, 18(1), e0279554–e0279554. https://doi.org/10.1371/journal.pone.0279554
Khatiban, M., Falahan, S. N., Amini, R., Farahanchi, A., & Soltanian, A. (2019). Lecture-based versus problem-based learning in ethics education among nursing students. Nursing Ethics, 26(6), 1753–1764. https://doi.org/10.1177/0969733018767246
Koh, Y. Y.J., Rotgans, J. I., Rajalingam, P., Gagnon, P., Low-Beer, N., & Schmidt, H. G. (2019). Effects of graded versus ungraded individual readiness assurance scores in team-based learning: a quasi-experimental study. Advances in Health Sciences Education: Theory and Practice, 24(3), 477–488. https://doi.org/10.1007/s10459-019-09878-5
Latif, R., Mumtaz, S., Mumtaz, R., & Hussain, A. (2018). A comparison of debate and role play in enhancing critical thinking and communication skills of medical students during problem based learning. Biochemistry and Molecular Biology Education, 46(4), 336–342. https://doi.org/10.1002/bmb.21124
Macke, C., & Tapp, K. (2012). Teaching research to MSW students: Effectiveness of the Team-based Learning pedagogy. Journal of Teaching in Social Work, 32(2), 148–160. https://doi.org/10.1080/08841233.2012.668161
McConnell, K. D., & Rhodes, T. L. (2017). On solid ground. Washington, DC: Association of American Colleges and Universities.
Michaelsen, L. K. & Sweet, M. (2011). Team Based Learning. New Directions for Teaching and Learning, (128), 41-51.
Ofstad, W., & Brunner, L. J. (2013). Team-Based Learning in Pharmacy education. American Journal of Pharmaceutical Education, 77(4), Article 70. https://doi.org/10.5688/ajpe77470
Oldland, E., Currey, J., Considine, J., & Allen, J. (2017). Nurses’ perceptions of the impact of Team-Based Learning participation on learning style, team behaviours and clinical performance: An exploration of written reflections. Nurse Education in Practice, 24, 62–69. https://doi.org/10.1016/j.nepr.2017.03.008
Oldland, E., & Currey, J. (2020). Team-based learning promotes high level student engagement. Australian Nursing & Midwifery Journal, 26(9), 48. https://search.informit.org/doi/10.3316/informit.890233172153946
Ozgonul, L., & Alimoglu, M. K. (2019). Comparison of lecture and team-based learning in medical ethics education. Nursing Ethics, 26(3), 903–913. https://doi.org/10.1177/0969733017731916
Parmelee, D., Michaelsen, L. K., Cook, S., & Hudes, P. D. (2012). Team-based learning: A practical guide: AMEE Guide No. 65. Medical Teacher, 34(5), e275–e287. https://doi.org/10.3109/0142159X.2012.651179
Pérez, A. E., Gamarel, K. E., van den Berg, J. J., & Operario, D. (2020). Sexual and behavioral health disparities among African American sexual minority men and women. Ethnicity & Health, 25(5), 653–664. https://doi.org/10.1080/13557858.2018.1444149
Rice, C., Vasilenko, S. A., Fish, J. N., & Lanza, S. T. (2019). Sexual minority health disparities: an examination of age-related trends across adulthood in a national cross-sectional sample. Annals of Epidemiology, 31, 20–25. https://doi.org/10.1016/j.annepidem.2019.01.001
Rico, R., & Ertmer, P. A. (2015). Examining the Role of the Instructor in Problem-centered Instruction. TechTrends, 59(4), 96–103. https://doi.org/10.1007/s11528-015-0876-4
Rodenbaugh, D. W. (2015). Maximize a team-based learning gallery walk experience: herding cats is easier than you think. Advances in Physiology Education, 39(4), 411–413. https://doi.org/10.1152/advan.00012.2015
Savard, J., Caron, I., Brock, K. L., & Shepherd, R. P. (2020). Teaching public administration in the COVID‐19 era: Preliminary lessons learned. Canadian Public Administration, 63(3), 528–533. https://doi.org/10.1111/capa.12387
Savin-Baden, M., & Major, C. H. (2004). Foundations of problem-based learning. Society for Research into Higher Education & Open University Press.
Savin-Baden, M. (2014). Using Problem-based Learning: New Constellations for the 21st Century. The Journal on Excellence in College Teaching, 25(3&4), 197-219.
Servant-Miklos, G. (2019). Problem solving skills versus knowledge acquisition: the historical dispute that split problem-based learning into two camps. Advances in Health Sciences Education : Theory and Practice, 24(3), 619–635. https://doi.org/10.1007/s10459-018-9835-0
Stegeager, N., Overgaard Thomassen, A., & Laursen, E. (2013). Problem Based Learning in Continuing Education – Challenges and Opportunities. Journal of Problem Based Learning in Higher Education, 1(1). https://doi.org/10.5278/ojs.jpblhe.v1i1.280
Stentoft, D. (2019). Problem-based projects in medical education: Extending PBL practices and broadening learning perspectives. Advances in Health Sciences Education: Theory and Practice, 24(5), 959-969. https://doi.org/10.1007/s10459-019-09917-1
Stepanova, J. (2018). Team-Based Learning in Management. Innovations, Technologies and Research in Education (pp. 78-90). UK: Cambridge Scholars Publishing.
Torres, A., Domańska‐Glonek, E., Dzikowski, W., Korulczyk, J., & Torres, K. (2020). Transition to online is possible: Solution for simulation‐based teaching during the COVID‐19 pandemic. Medical Education, 54(9), 858–859. https://doi.org/10.1111/medu.14245
Touchet, B. K., & Coon, K. A. (2005). A pilot use of Team-Based Learning in psychiatry resident psychodynamic psychotherapy education. Academic Psychiatry, 29(3), 293–296. https://doi.org/10.1176/appi.ap.29.3.293
Walker, E. R., Lang, D. L., Caruso, B. A., & Salas-Hernández, L. (2020). Role of team dynamics in the learning process: a mixed-methods evaluation of a modified team-based learning approach in a behavioral research methods course. Advances in Health Sciences Education: Theory and Practice, 25(2), 383–399. https://doi.org/10.1007/s10459-019-09931-3
Whittaker, A. A. (2015). Effects of Team-Based Learning on self-regulated online learning. International Journal of Nursing Education Scholarship, 12(1), 45–54. https://doi.org/10.1515/ijnes-2014-0046
Yew, E. H. (2011). The process of problem-based learning: what works and why. Medical Education, 45(8), 792–806. https://doi.org/10.1111/j.1365-2923.2011.04035.x
Articles published in Journal of Problem Based Learning in Higher Education are following the license Creative Commons Attribution (CC-BY)
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC-BY). Further information about Creative Commons