Evaluation of the effectiveness of student learning and teacher instruction on team-based learning during quality control of diagnostic imaging

摘要

Background: Team-Based Learning (TBL), which is a student-centered instructional approach,has been applied in various health-related courses, but research on the effectiveness of TBL inradiologic technology is limited. More research is needed to examine the effectiveness of TBLwithin the field of radiologic technology as well as to study teachers’ reflective practices forinstructional development in TBL.Objectives: This study examines the effectiveness of TBL on students’ learning and courseinstructors’ instructional development during quality control activities in diagnostic imaging.Design: This study employed an action research approach with mixed-methods. The studywas categorized using four TBL modules as the topics: film/screen receptors and processors,radiography, mammography, and computed tomography. Quantitative data included pre-testscores on individual readiness assurance tests (IRAT-pre), group readiness assurance tests(GRAT), and post-test scores on individual readiness assurance tests (IRAT-post). Qualitativedata included students’ responses to open-ended questions about their experience with TBLand transcripts of instructors’ interviews.Results: Forty junior college students participated in the study. A non-parametric test wasconducted to compare the scores. The results showed that the GRAT score was significantlyhigher than the IRAT-pre-score, and the IRAT-post score was significantly higher than theIRAT-pre-score. The IRAT-post score was significantly higher than the GRAT score for the firstand fourth modules, but IRAT-post score was significantly lower than the GRAT score onthe second and third modules. Using direct content analysis, five themes were coded aroundinstructional development, while 15 themes were coded to understand students’ experienceswith TBL.Conclusions: TBL can be an effective instructional approach to improve students’ under-standing of radiologic technology content. The results of this research can help instructorsdecide what action plan to implement to increase the effectiveness of TBL when furtheremploying it for radiologic technology courses.