Impact of Team-based Learning on Physical Therapy Students’ Self-directed Learning Readiness

Abstract

[Purpose] To examine the impact of team-based learning (TBL) on physical therapy students’ self-directed learning readiness (SDLR). [Participants and Methods] Seventy-one third-year physical therapy school students participated in this study. A course consisted of four lectures: regular lectures in the first course, and TBL lectures in the second course. The SDLR scale (SDLRS) was measured before the first lecture, and after the ends of the first and second lecture courses. [Results] Mean scores on the SDLRS improved for both lecture courses: 183.9 ± 21.7 before the courses, 190.8 ± 24.9 after the regular lecture course, and 194.4 ± 25.6 after the TBL lecture course. Improvements in subscale scores differed after the TBL and regular lecture courses. [Conclusion] These results suggest that TBL improves students’ SDLR. On the other hand, some subscales improved more after regular lectures, suggesting that TBL does not improve overall SDLR.