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Background <p>In health professions education, fostering proactive learning attitudes is essential, alongside acquiring knowledge and clinical skills. Team-based learning (TBL) has gained attention as a collaborative, learner-centered pedagogy that promotes student engagement and motivation. However, longitudinal evidence regarding its impact on behavioral learning outcomes remains limited.</p> Objective <p>This study aimed to evaluate the effects of TBL on active class attitudes and study time among physical therapy students, compared to regular lectures.</p> Methods <p>A total of 151 third-year students participated in a physical therapy course comprising four regular lectures, followed sequentially by four TBL sessions. Data were collected using questionnaires administered at three time points: before the regular lecture (T1), before the TBL session (T2), and after the TBL session (T3). Outcome measures included Active Class Attitude (ACA) scores and self-reported study time.</p> Results <p>ACA scores increased significantly after the TBL session compared to both T1 and T2. Study time for the target course and for other subjects also increased significantly after TBL. No significant differences were observed among grade point average groups.</p> Conclusion <p>TBL effectively promotes autonomous learning attitudes and enhances study habits, regardless of students’ academic performance. These findings support integrating TBL to foster behavioral engagement in health professions education.</p>

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Effects of Team-Based Learning on Active Class Attitudes and Study Time in a Physical Therapy Education Program: A Longitudinal Observational Study

  • 期刊论文

  • 发表日期：

    2025年10月25日

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  • Daiki Yokoyama,
  • Tomohiro Otani,
  • Kazuki Fujisaki,
  • Tomohiko Sato,
  • Masato Yokoyama,
  • Shigeru Usuda

摘要

Background

In health professions education, fostering proactive learning attitudes is essential, alongside acquiring knowledge and clinical skills. Team-based learning (TBL) has gained attention as a collaborative, learner-centered pedagogy that promotes student engagement and motivation. However, longitudinal evidence regarding its impact on behavioral learning outcomes remains limited.

Objective

This study aimed to evaluate the effects of TBL on active class attitudes and study time among physical therapy students, compared to regular lectures.

Methods

A total of 151 third-year students participated in a physical therapy course comprising four regular lectures, followed sequentially by four TBL sessions. Data were collected using questionnaires administered at three time points: before the regular lecture (T1), before the TBL session (T2), and after the TBL session (T3). Outcome measures included Active Class Attitude (ACA) scores and self-reported study time.

Results

ACA scores increased significantly after the TBL session compared to both T1 and T2. Study time for the target course and for other subjects also increased significantly after TBL. No significant differences were observed among grade point average groups.

Conclusion

TBL effectively promotes autonomous learning attitudes and enhances study habits, regardless of students’ academic performance. These findings support integrating TBL to foster behavioral engagement in health professions education.