ArticleActa bio-medica : Atenei Parmensis2022
The effects of online Team-Based Learning on undergraduate nursing students' performance, attitudes and accountability during COVID-19 pandemic.
Article in Acta bio-medica : Atenei Parmensis, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed, 16 citations in OpenAlex.
- Translation and Validation of the Italian Version of the Team-Based Learning Student Assessment Instrument (TBL-SAI) in Nursing Students.Nursing reports (Pavia, Italy) · 2025Article
- A pre - post quasi-experimental study of team-based learning effectiveness for Vietnamese nursing students.PloS one · 2025Article
- Moving forward the Italian nursing education into the post-pandemic era: findings from a national qualitative research study.BMC medical education · 2023Article
- Comparing Student Performance in Emergency Remote and Face-to-Face Collaborative Learning Courses.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2023Article
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Authors and funding
5 authors at 3 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
BACKGROUND AND
aimThe COVID-19 pandemic forced many institutions to move Team-Based Learning to an online format. The primary aim of this study is to examine the performance of undergraduate nursing students on tRAT and iRAT during online TBL. The secondary aims are to evaluate the students' attitudes and their accountability, preferences and satisfaction with online TBL.
methodsThe study employed a one-group pretest-posttest quasi-experimental design. The primary outcome was evaluated by comparing the students' average scores in the tRAT versus the iRAT in each online TBL session. The secondary outcomes were evaluated through the questionnaire designed by Parmelee et al. (2009) and the Team-Based Learning Student Assessment Instrument (TBL-SAI) (Mennenga, 2012).
resultsA statistically significant improvement was identified between tRAT and iRAT performances in all online TBL sessions (p<0.001). Students' satisfaction with team experience showed a statistically significant increase (p=0.003). Participants considered the peer evaluation to be fair (p<0.001), although it didn't encourage them to study more (p=0.028). Finally, students felt they were able to make the right decisions (p<0.001). The mean scores for accountability (m=30±3.7) and preferences for TBL (m=51.8±6.3) were higher than their neutral values (n=24; n=48). Students' satisfaction was neutral (m=27.8±5, n=27).
conclusionsIn online TBL, teamwork has improved individual performances and has been appreciated by the participants. The online TBL had a positive effect on the accountability of students who preferred it to frontal lectures.
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