International Journal of
Advanced Multidisciplinary Application

Volume 1, Issue 3

• Author(s)A. Salma El-Mograbi, B. Omar Al-Fakhri, C. Layla Ben Halim
• AffiliationUniversity of Tripoli, Libya
• Page No.11-22
• Volume, Issue & YearVolume 1, Issue 3, Nov 2024
• Published On2024/11/30
• JournalInternational Journal of Advanced Multidisciplinary Application (IJAMA)
• ISSN No.3048-9350

Abstract

Physical Therapist Assistant (PTA) education is a demanding process, characterized by challenging coursework and high academic standards. Despite these efforts, PTA programs experience an attrition rate of nearly 20%, which imposes significant costs on students, programs, and institutions. The goal of this study was to assess whether learning outcomes in a neurorehabilitation course could be enhanced through the use of Team-Based Learning (TBL). This research utilized a quantitative, quasi-experimental, ex post facto design to evaluate the effectiveness of TBL. While TBL is known to foster self-efficacy, self-directed learning, and teamwork skills, its impact on student achievement of learning outcomes remains unclear.
The primary research question of this study was whether students in a neurorehabilitation course taught using TBL would show improved learning outcomes on in-class examinations or on the National Physical Therapy Examination-Physical Therapist Assistant (NPTE-PTA), compared to students who received the same course
in a traditional lecture-based format. To address this, two groups of students enrolled in the course during nonconsecutive years were assessed for their learning outcomes. The analysis revealed no significant differences in examination scores or NPTE-PTA Neuromuscular and Neurological Systems scores between the two groups, even when controlling for pre-course Grade Point Average (GPA).
The findings suggest that TBL is at least as effective as lecture-based instruction in achieving student learning outcomes in the neurorehabilitation course. Further research is needed to explore the optimal timing of TBL implementation within PTA programs and to determine whether the non-academic benefits of TBL, such as improved teamwork and self-efficacy, justify its inclusion in PTA education.

Keywords: Active Learning, PTA, TBL, Effectiveness, Quantitative, Lecture, Teaching and Learning

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