2025 Volume 45 Pages 90-98
Aim: This study aims to clarify the impact of Team-Based Healthcare Education on nursing students’ learning (e.g., collaborative skills and understanding of professional roles) by comparing the online format and interdisciplinary group work format. Text mining was conducted to analyze student reports from different academic years, focusing on differences in learning outcomes due to educational methods.
Methods: Text mining was used to compare student reports from different academic years, analyzing differences in learning outcomes based on educational methods.
Results: Consent was obtained from 60 students for the online format and 44 students for the interdisciplinary group work format. In the online format, terms such as “medical” and “patient” were frequently used, while in the interdisciplinary group work format, collaboration-related terms like, “team” and “professionals” were more common. Differences in the co-occurrence and frequency of terms were observed between the two formats.
Conclusion: The interdisciplinary group work format was suggested to be beneficial for first-year students, as it provided opportunities to practically experience and deepen their foundational learning.
