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In the current study, the structural and external validity of data derived from two shorter versions of the Multidimensional Assessment of Teamwork in Sport (MATS) were examined using multilevel analyses. Evidence of model–data fit was shown for both a 5-factor model comprising 19 items (with subscales assessing teamwork preparation, execution, evaluation, adjustments, and management of team maintenance) and a single-factor model comprising five items (providing a global estimate of teamwork). In general, data from both versions were positively and significantly correlated with (and distinct from) athletes' perceptions of team cohesion, collective efficacy, performance satisfaction, enjoyment in their sport, and commitment to their team and their coaches' transformational leadership. The measures appear well suited to detect between-teams differences, as evidenced by intraclass correlation coefficients and acceptable reliability estimates of team-level scores. In summary, the 19-item Multidimensional Assessment of Teamwork in Sport-Short and five-item Multidimensional Assessment of Teamwork in Sport-Global provide conceptually and psychometrically sound questionnaires to briefly measure teamwork in sport. [ABSTRACT FROM AUTHOR]

In this work, we study a variant of the team orienteering problem motivated by a real-world situation faced by a Mexican telecommunications company. The problem consists of the daily assignment and scheduling of service orders to crews, aiming to balance their wages, and considering the compatibility between service orders and crews. We present a mixed-integer linear formulation with two different metrics to achieve balanced scores and two valid inequalities leveraging the structure of the problem. Afterward, we propose a practical adaptive multi-start heuristic that integrates the learning mechanism of a reactive Greedy Randomized Adaptive Search Procedure. We test the performance of the models and the proposed algorithm on a benchmark of instances adapted from the literature and in a case study based on real data. The results confirm the effectiveness of the proposed algorithm to support the decision-making process. [ABSTRACT FROM AUTHOR]

ABSTRACT Background Objectives Methods Results Conclusion Traditional oral diagnosis education often relies on passive lectures and individual case assessments. Team‐based learning (TBL) offers an interactive alternative, but implementation challenges can exist. The ‘Case of the Week (COW)’ method presents a potentially modified TBL approach for oral diagnosis education.This study aims to evaluate the effectiveness of the COW method in enhancing student engagement for acquiring knowledge and diagnostic skills in oral diagnosis. Additionally, we seek to explore its impact on promoting teamwork and collaboration among students, as well as assessing overall student satisfaction with this learning approach.Students were invited to participate in a post‐COW questionnaire. This questionnaire utilised a five‐point Likert scale to gather student ratings across five distinct domains: Knowledge acquisition, Learning environment, Student preparedness for assessment, Student preparedness as a clinician and overall student experience with the COW activity.The response rate was 75%, with 140 responses gathered from two groups of 70 students in each. The majority of students found COW activity valuable for acquiring knowledge (intellectual stimulation, critical thinking), teamwork and presentation skills and creating a comfortable learning environment. Furthermore, students indicated that the COW was more effective than traditional lectures in preparing them for future clinical practice. Furthermore, students reported that the COW motivated independent learning, facilitated research skills development and enhanced communication abilities.The COW method has the potential to be an effective and engaging modified TBL approach for oral diagnosis education. By fostering knowledge acquisition, promoting teamwork and enhancing student satisfaction, it offers a dynamic and impactful learning experience. [ABSTRACT FROM AUTHOR]

Background: Perceived social support (PSS) is associated with positive outcomes for adolescents and young adults. Team-based learning (TBL) is an evidence-based teaching paradigm that may result in greater PSS among students. Objective: We compared PSS reported by students taught using TBL and non-TBL methods. Method: We measured PSS at the end of three different semesters from face-to-face and online courses. Results: TBL students reported experiencing more PSS than non-TBL students. Teaching Implications: Given the positive outcomes of TBL, more instructors should consider adopting TBL. [ABSTRACT FROM AUTHOR]

Drawing on social identity theory and action regulation theory, this study investigates how team diversity influences team performance, as the role of such diversity in shaping team performance has been relatively understudied. Empirical analyses are conducted using data from marketing-related work teams in a large industrial zone in northern Taiwan. The results indicate that team commitment positively moderates the relationship between diversity in innovative traits and team performance, while team reflexivity negatively moderates the relationship between diversity in collectivistic values and team performance. Finally, the study presents research findings, implications and practical recommendations for training based on the statistical test results. [ABSTRACT FROM AUTHOR]

The article discusses the importance of incorporating plant-based diets into Graduate Medical Education programs to address climate change and health issues. It highlights the impact of dietary choices on greenhouse gas emissions, land use, and personal health. The text emphasizes the need for residents to be educated on nutrition, social determinants of health, and cultural sensitivity to promote healthy behaviors and sustainability. The article calls for system-level changes to integrate nutrition education into medical training and promote healthy menu options in healthcare settings. [Extracted from the article]

Objective: To test effectiveness of the LEAP (Learn Engage Act Process) Program on engaging frontline Veteran Health Administration (VHA) medical center teams in continuous quality improvement (QI), a core capability for learning health systems. Data Sources and Study Setting: Data sources included VHA electronic health record (EHR) data, surveys, and LEAP coaching field notes. Study Design: A staggered difference‐in‐differences study was conducted. Fifty‐five facilities participated in LEAP across eight randomly assigned clusters of 6–8 facilities per cluster over 2 years. Non‐participating facilities were used as controls. A MOVE! weight management program team completed a Plan‐Do‐Study‐Act cycle of change supported by learning curriculum, coaching, and virtual collaboratives in LEAP facilities. Primary outcome was program reach to Veterans. A mixed‐effects model compared pre‐ versus post‐LEAP periods for LEAP versus control facilities. LEAP adherence, satisfaction, and cost to deliver LEAP were evaluated. Data Collection/Extraction Methods: Thirty months of facility‐level EHR MOVE! enrollment data were included in analyses. LEAP Satisfaction and QI skills were elicited via surveys at baseline and 6‐month post‐LEAP. Principal findings: Fifty‐five facilities were randomly assigned to eight time‐period‐based clusters to receive LEAP (71% completed LEAP) and 82 non‐participating facilities were randomly assigned as controls. Reach in LEAP and control facilities was comparable in the 12‐month pre‐LEAP period (p = 0.07). Though LEAP facilities experienced slower decline in reach in the 12‐month post‐LEAP period compared with controls (p < 0.001), this is likely due to unexplained fluctuations in controls. For LEAP facilities, satisfaction was high (all mean ratings >4 on a 5‐point scale), self‐reported use of QI methods increased significantly (p‐values <0.05) 6 months post‐LEAP, and delivery cost was $4024 per facility‐based team. Conclusion: Control facilities experienced declining reach in the 12‐month post‐LEAP period, but LEAP facilities did not, plus they reported higher engagement in QI, an essential capability for learning health systems. [ABSTRACT FROM AUTHOR]

Assigning students to work in permanent teams is a design principle in Team-based learning (TBL). It has been assumed that a stable team composition supports the emergence of collaborative problem-solving and learning: when students became more familiar with each other, they shared more information and resolved discrepancies together, which in turn stimulated knowledge acquisition and comprehension. However, this assumption had not been probed by a randomized controlled trial with performance assessment as an outcome. In an online course for second term medical students, 50% of the students were reassigned to new teams for each of the 24 problems to be solved during four classes, thus precluding familiarity. The learning outcome was assessed shortly after the third of four classes by a domain knowledge test. Whether TBL teams were permanent or temporary did not affect the score of a domain knowledge test. As expected, participation in online TBL improved the domain knowledge test results. Overall, the permanent team seems to be less important for cognitive learning outcomes than previously assumed, but this may depend on the specific educational setting. However, team familiarity may still be important for team decision-making. As clinical reasoning in the medical workplace often involves collaborating in changing teams, future research on TBL should focus on how to utilize this format to prepare medical students for decision-making and optimal learning outcomes under these conditions. [ABSTRACT FROM AUTHOR]

In the United States, sexual, reproductive, and perinatal health inequities are well documented and known to be caused by a history of systemic oppression along many axes, including but not limited to race, ethnicity, gender, socioeconomic position, sexual orientation, and disability. Medical schools are responsible for educating students on systems of oppression and their impact on health. Reproductive justice advocates, including lay persons, medical students, and teaching faculty, have urged for integrating the reproductive justice framework into medical education and clinical practice. In response to medical student advocacy, we developed introductory didactic sessions on social and reproductive justice for preclinical medical students. These were created in a team-based learning format and include pre-course primer materials on reproductive justice. During the sessions, students engaged with hypothetical clinical vignettes in small groups to identify oppressive structures that may have contributed to the health outcomes described and potential avenues for contextually relevant and level-appropriate advocacy. The sessions took place in November 2019 (in-person) and 2020 (virtually) and were well attended by students. We highlight our experience, student feedback, and next steps, including further integration of reproductive health equity into medical school curricula in concert with department-wide education for faculty, residents, nursing, and allied health professionals. This introduction to social and reproductive justice can be adapted and scaled across different medical school curricula, enhancing the training of a new generation of physicians to become critically aware of how oppressive structures create health inequities and able to mitigate their impact through their roles as clinicians, researchers, and advocates. [ABSTRACT FROM AUTHOR]

Flipped classroom in pharmacy education has been widely explored with a major focus on its effectiveness but little emphasis is given to assess the different in-class activities. Therefore, this work compares two in-class activities in an overall flipped classroom: analogical learning and team-based learning (TBL) for a pharmacy course. The students underwent flipped classrooms with recorded lectures for different topics and followed by different assigned in-class activities. The final exam performance and a survey gauging their opinions on the experience were obtained and analysed. Analysis of covariance results showed no difference in the exam grade between the activities but normalised-gain score demonstrated moderately to highly effective for both activities. Despite this, the students rated lower for TBL experience due to the poor participation. Nevertheless, the current comparisons exhibited the benefits of different interactive in-class activities and the need for a careful design based on the students' interest and engagement levels. [ABSTRACT FROM AUTHOR]

In schools and programs of public health, active learning and restructured feedback strategies may improve student learning and course performance compared to traditional lecture-based formats and grading systems. To promote student engagement and active learning, we implemented the team-based learning (TBL) model and a restructured grading approach based on principles of "ungrading" in the required behavioral research methods course of a master's level public health curriculum. We conducted a quasi-experimental, mixed-methods evaluation of the implementation of restructured grading approach (two sections, n = 46) compared to the traditional grading approach (two sections, n = 34). For the restructured grading sections, numeric grades were removed for weekly team quizzes and team assignments. We administered and analyzed pre- and post-course surveys to compare perceived mastery of course learning objectives, intrinsic motivation, and perceptions of grading and instructor feedback by grading approach. Additionally, we compared course grades and final paper grades by grading approach and conducted two focus groups (one for each approach). The results indicate that students' learning, satisfaction, and perceptions of the course were mainly equivalent across grading approaches. Students in the restructured grading sections demonstrated a few modestly improved outcomes compared to their peers in the traditional grading courses. Students in the restructured grading sections had slightly higher mean course grades, reported greater increase in confidence to critically evaluate research designs, and found team quizzes to be more helpful. Removing grades for team quizzes and assignments supported student learning and reduced student stress. [ABSTRACT FROM AUTHOR]

The article in Clinical Teacher explores the concept of transferability in qualitative research, focusing on applicability, resonance, and theoretical engagement. Authors discuss how transferability can be applied in education scholarship, using examples from innovative educational programs and qualitative studies in different contexts. The authors emphasize the importance of considering diverse cultural perspectives and the impact of transferability on health professions education scholarship. The article concludes by providing guidance for researchers to enhance the transferability of their work and communicate its relevance more clearly. [Extracted from the article]

When humans and autonomous systems operate together as what we refer to as a hybrid team, we of course wish to ensure the team operates successfully and effectively. We refer to team members as agents. In our proposed framework, we address the case of hybrid teams in which, at any time, only one team member (the control agent) is authorized to act as control for the team. To determine the best selection of a control agent, we propose the addition of an AI manager (via Reinforcement Learning) which learns as an outside observer of the team. The manager learns a model of behavior linking observations of agent performance and the environment/world the team is operating in, and from these observations makes the most desirable selection of a control agent. From our review of current state of the art, we present a novel manager model for oversight of hybrid teams by our support for diverse agents and decision-maker operations across multiple time steps and decisions. In our model, we restrict the manager's task by introducing a set of constraints. The manager constraints indicate acceptable team operation, so a violation occurs if the team enters a condition which is unacceptable and requires manager intervention. To ensure minimal added complexity or potential inefficiency for the team, the manager should attempt to minimize the number of times the team reaches a constraint violation and requires subsequent manager intervention. Therefore, our manager is optimizing its selection of authorized agents to boost overall team performance while minimizing the frequency of manager intervention. We demonstrate our manager's performance in a simulated driving scenario representing the case of a hybrid team of agents composed of a human driver and autonomous driving system. We perform experiments for our driving scenario with interfering vehicles, indicating the need for collision avoidance and proper speed control. Our results indicate a positive impact on our manager, with some cases resulting in increased team performance up to \(\approx 187\%\) that of the best solo agent performance. [ABSTRACT FROM AUTHOR]

Introduction: This study compares pharmacy students' performance using face-to-face (FTF) team-based learning (TBL) vs. virtual TBL across multiple courses and different academic levels while accounting for student demographic and academic factors. Methods: The study included pharmacy students from different academic levels (P1-P3) who were enrolled in three didactic courses taught using FTF TBL and virtual TBL. Multiple generalized linear models (GLMs) were performed to compare students' performance on individual readiness assurance tests (iRAT s), team readiness assurance tests (tRAT s), team application exercises (tAPPs), summative exams, and total course scores using FTF TBL vs. virtual TBL, adjusting for students' age, sex, race, and cumulative grade point average (cGPA). Results: The study involved a total of 356 pharmacy students distributed across different academic levels and learning modalities: P1 students [FTF TBL (n = 26), virtual TBL (n = 42)], P2 students [FTF TBL (n = 77), virtual TBL (n = 71)], and P3 students [FTF TBL (n = 65), virtual TBL (n = 75)]. In the P1 cohort, the virtual TBL group had higher iRAT and tRAT scores but lower tAPP scores than the FTF TBL group, with no significant differences in summative exams or total course scores. For P2 students, the virtual TBL group had higher iRAT and tRAT scores but lower summative exam scores and total course scores than the FTF TBL group, with no significant differences in tAPP scores. In the P3 student group, the virtual TBL group had higher iRAT, tRAT, tAPP, summative exam, and total course scores than the FTF TBL group. Conclusions: Students' performance in virtual TBL vs. FTF TBL in the pharmacy didactic curriculum varies depending on the course content, academic year, and type of assessment. [ABSTRACT FROM AUTHOR]

The article discusses Ms. Davis, a special education teacher, and her challenges in collecting data on children's IEP objectives in an inclusive preschool classroom. Ms. Davis collaborates with paraprofessionals, Ms. Taylor and Mr. Thompson, to teach children with and without IEPs. The article highlights the importance of systematic data collection, the challenges faced by educators in data collection, and proposes a team-based approach to improve data collection practices. The team-based approach involves steps such as providing professional development, choosing a data collection system, sharing children's information, selecting data collection methods, using matrices for planning and tracking, assigning data collection responsibilities, and developing plans for data analysis. The article emphasizes the significance of collaboration, effective communication, and continuous evaluation to enhance data collection strategies and support children with diverse needs effectively. [Extracted from the article]

Background: Self-Directed Learning (SDL) is a subjective concept with no universally agreed definition. The aim of this project was to obtain the perspectives of Orthopaedic trainee registrars on SDL. Methods: Seven Orthopaedic trainees in the Southwest Peninsula region were recruited in person by the primary author as an Orthopaedic trainee on the same programme as the participants. A one-hour Microsoft teams video interview was arranged at a mutually convenient time exploring several topics including learning resources, experiential learning, learning strategies, training programme requirements and assessment. The interviews were audio recorded and transcribed verbatim. Transcripts were coded using Corbin's and Strauss's published coding method and analysed to develop a model of SDL in this training context. Results: Six learning stages were identified from the coded transcripts and these stages were like Knowles's stages of SDL. Participants felt less autonomous during the identification of knowledge gaps, goal setting and evaluation of learning stages. Participants perceived to have more control over the selection of strategies, and learning stages of SDL. The factors which influenced autonomy at various stages of SDL included supervisors, experiential learning opportunities, service provision competing with learning opportunities, training programme requirements and the power dynamic between trainees and supervisors. Self-advocacy by the trainees for experiential learning opportunities and for their progression was an additional action relevant to SDL that was evident. Online learning resources such as Orthobullets.com, YouTube videos, external revision courses, collaboration and webinars encouraged more autonomy with SDL. Conclusions: Although the United kingdom's Trauma and Orthopaedic curriculum is described as trainee led and SDL is encouraged, in practice Orthopaedic trainees felt limited autonomy with the various stages of SDL due to external factors including their level of experience and the training environment. Trainees' experiences around self-advocacy highlighted the importance of a collaborative and supportive learning culture emphasising dialogue, receiving high quality feedback, and openness for successful progression. [ABSTRACT FROM AUTHOR]

This research focuses on developing a flipped classroom model that integrates with casebased learning and team projects. The importance of this research arises from the difference in the effectiveness of using the existing flipped classroom model. Through the R&D method, by adapting the Borg & Gall model, we carried out validation with focus group discussions with six experts, effectiveness tests through small and large-scale experiments, and practical evaluations based on input from lecturers and students. As a result, we successfully developed a new flipped classroom model called FCTBPjL, which includes seven foremost syntaxes and shows high validity (0.84), effectiveness (82.3), and practicality (82.16% and 90.36%). This research contributes to education by presenting a new flipped classroom learning model, which is adequate for project and casebased learning. [ABSTRACT FROM AUTHOR]

The European Society of Endocrinology (ESE) and the Union Européenne des Médecins Spécialistes (U.E.M.S.) Section and Board of Endocrinology have produced a Curriculum and Training Recommendation in Endocrinology to provide updated recommendations concerning the content and structure of postgraduate training. Cornerstones of the Curriculum are the integrity of Endocrinology not to be divided into subspecialties such as diabetology or thyroidology, recommendation of 6 years full-time training comprising 1–3 years (preferably 2–3 years) of General Internal Medicine followed by 3–5 years of specialist training in Endocrinology across 13 core areas. In addition to knowledge and experience in the many fields of Endocrinology, the Curriculum includes specific attitudes, communication skills, training to work in and lead multidisciplinary teams, resource management, quality assurance, human-error management, and critical incidents reporting as well as the commitment to life-long learning expected from a trainee and from an Endocrinologist. The Curriculum also includes requirements for training centres, for assessment of training and for competencies of trainers. The aim of the ESE Curriculum and Training Recommendation in Endocrinology is to harmonise postgraduate training and help provide the best medical care for patients with endocrine diseases across Europe. [ABSTRACT FROM AUTHOR]

Functional Neurological Disorder (FND) can significantly impact school functioning. Symptoms may affect children and adolescents academically, socially, psychologically, and impact school attendance. This article reviews the importance of being able to continue in school despite FND symptoms and recommendations to support this. It will provide a guideline for communication and collaboration with schools and describe the type of information that is helpful to share with school teams. This article will also discuss various accommodations that can be helpful in the school setting. Finally, other resources, such as IEPs and 504 Plans as well as additional sources of information and support are briefly reviewed. [ABSTRACT FROM AUTHOR]

The article discusses the current status and future of continuous professional development (CPD) for anesthesiologists in Scandinavian countries. It highlights the importance of CPD for safe patient care and the need for lifelong learning in healthcare. The article outlines the methods, goals, and challenges of CPD, emphasizing the role of mutual trust and common goals between employers and employees. The participants propose a portfolio-based system to document competency-based activities and support reflective practice and feedback for anesthesiologists. The article suggests collaborative research projects and further exploration of workplace-based learning to enhance CPD in the region. [Extracted from the article]

In basketball, successful performance relies on the optimal use of top-down strategic guidance by coaches and bottom-up adjustments by players, requiring a preparation plan consistent with match demands. The aim of this study was to analyze the strategic-tactical tendencies between a basketball team's preparation and match performance phases for a U16 men's national team during a continental tournament. The team was composed by 12 players (aged 16 ± 0.4) with at least three years of participation in basketball competitions. Data from team strategy (the playbook), team practices, and match performance were integrated through a common set of variables in a decision support framework, the Team Learning Cycle (TLC). The influence of situational variables with respect to preparation and match performance consistency and efficiency was also investigated. The preparation phase significantly emphasized small-sided games focused on group-tactics-based attacks, combining offense and defense, usually in the set offense. During the matches, the set offense was also significantly prioritized. The frequency of group-tactics-based attacks increased relative to team plays from the group phase to the elimination phase (p < 0.05). Efficiency generally improved during close matches, suggesting successful team strategy learning and tactical autonomy from preparation to matches. Using consistency and efficiency together provided for an effective evaluation of a team's preparation-performance relationship. This evidence underscores the importance of sensitive monitoring methods for establishing accurate associations between preparation and performance. Coaches can use this systematic procedure to critically examine their use of preparation time relative to match performance. Additionally, basketball managers may find that TLC-related evidence supports evaluating coaches' multi-dimensional skills from a broader perspective than simply winning rates, offering a more objective and comprehensive assessment of coaching effectiveness. [ABSTRACT FROM AUTHOR]

Team-based learning (TBL) has gained significant popularity in higher education. Despite its widespread adoption, there is a lack of comprehensive understanding of the current state of TBL research. Hence, we conducted a bibliometric analysis to address this gap, reviewing 692 papers from the Web of Science database. The study revealed a notable increase in TBL research, with a peak of 87 publications in 2021. The United States emerged as the leading contributor, with medical and nursing education being the most prominent research areas. Specialized journals played a significant role in disseminating TBL research. Key themes, including TBL outcomes, non-technical competencies, and implementation principles, were identified. Moreover, it highlighted a growing interest in applying TBL in interprofessional education and formative assessment. The findings suggest the need to establish priorities and expand TBL research beyond health professions education to other fields. This study provides valuable insights into the current landscape of TBL research and offers directions for future investigations. [ABSTRACT FROM AUTHOR]

AbstractBackgroundMethodsResultsConclusionsMedical students seek early patient contact but their curriculum starts with scientific knowledge. We integrated the Healthcare Assistant (HCA) course into semester one for early patient-facing clinical contact. This study compares students’ aspirations for this learning with the realities of employed work as HCAs.This sequential mixed-methods study used pre-post-scored questionnaire data, followed by post-course focus groups, and interviews a year later. The quantitative data were analysed using SPSS and the qualitative data using thematic analysis.The learning was highly valued with early perceptions challenged. The learning both accelerated and advanced their medical skills. Their naivety of nurses’ work within team-based practice quickly eroded; they symbiotically linked their clinical and non-clinical learning; they acclimatised to the hospital environment while future gazing in preparation for clinical learning. Early anxieties for starting employment were overcome, building resilience.HCA training offers a practical patient-facing set of competencies on which to build medical capability. Student text-book scientific knowledge was validated through their experiences with recognition of the importance of empathetic patient-centred care. They quickly learnt and absorbed ward function; experienced good and poor teamworking; highly valued the nursing role; and experienced the every-day stresses of being a front-line practitioner. [ABSTRACT FROM AUTHOR]

The global prominence of blended learning, notably accelerated by the COVID-19 pandemic, has led higher education institutions, including universities, to rapidly adopt blended learning models, combining online teaching resources with traditional face-to-face instruction. This study examines team-based learning, connectedness, and gratification levels among Bachelor of Elementary Education trainee teachers at Northern Iloilo State University, Main Campus, during the 2022-2023 academic year amidst blended learning. Through a stratified random technique, 166 participants were selected. Data analysis included frequency counts, percentages, means, standard deviations, ANOVA, and independent sample t-tests. Results indicated overall high levels of team-based learning, connectedness, and gratification across various demographic variables, except for a significant difference based on educational stage. The findings underscore the effectiveness of blended learning and the importance of enhancing teaching strategies for trainee teachers to foster collaboration, connectedness, and gratification. Recommendations include curriculum updates and implementing practices to improve pre-service teachers' expertise and gratification in blended learning, ultimately promoting inclusive education and effective teaching strategies in higher education institutions. [ABSTRACT FROM AUTHOR]

Background: Team-based learning (TBL) and problem-based learning (PBL) are two effective educational approaches used in medical education for increasing knowledge acquisition, learning motivation, and collaborative and communication skills among students. Few studies have been conducted in Saudi Arabia to evaluate medical students' perceptions of these approaches. Aim of the study: The present study aimed to evaluate the perceptions of current or previous preclinical students at the College of Medicine, Najran University (NU) about the effectiveness of PBL and TBL and to assess students' perceptions regarding the strengths and limitations of both educational approaches and their preferences. Methods: A cross-sectional survey was conducted on 106 preclinical students at NU, Saudi Arabia. The survey questionnaire was validated by a pilot study and designed based on Kirkpatrick's evaluation model. Descriptive statistics was used to analyze the collected data through IBM SPSS Statistics 2.0. Results: 73.6% of participants enjoyed PBL and found it motivating compared to TBL and classic lectures. PBL was reported as more effective for knowledge acquisition (50%), teamwork (62.3%), and high academic performance (58%). Conclusion: It is concluded that PBL was more favored by the students regarding the learning outcomes. TBL was reported to need more individual preparation and effort and require lecturer involvement, suggesting the need for structured facilitation in this learning approach and potentially indicating the challenges associated with coordinating team-based activities. [ABSTRACT FROM AUTHOR]

Team-Based Learning (TBL) has been widely applied in different fields (courses) and has been indicated to be efficient. Meanwhile, many studies have asserted that Group awareness (GA) information, which visually displays peers' learning context and activities, can increase peer participation within an online collaborative learning environment. As the level of preparation by students before class affects their subsequent learning performance in the TBL process, this study incorporates GA information into the preparation stage of TBL process and further develops the online TBL + GA system in order to raise peer preparation level. Furthermore, self-regulated learning (SRL) levels of a student and online learning environment interactively influence learning effectiveness. Accordingly, this study further investigates how the TBL + GA environment influences students with different SRL levels. Two freshman classes were randomly chosen, with one as the control class (using the traditional TBL) and the other as the experimental class using the TBL + GA. Analytical results indicate that although the two classes do not reach significance overall on preparation level, TBL + GA can significantly enhance preparation levels for high-SRL students, but not low-SRL students. [ABSTRACT FROM AUTHOR]

Nowadays, team learning and blended learning are becoming increasingly important to today's university students. Knowledge sharing (KS), as an important factor that is the bridge between learning and cooperation and communication, can affect the effectiveness of students' learning. However, current research has paid less attention to knowledge-sharing behavior (KSB) under blended team-based learning (BTBL). This paper explored the factors that influence KSB in BTBL, 322 samples were analyzed using the partial least squares structural equation model (PLS-SEM). The results showed that team atmosphere, reciprocity, sharing attitude, and knowledge self-efficacy (KSE) had significant positive effects on KSB. Meanwhile, team learning ability (TLA) significantly negatively moderated sharing attitude and significantly positively moderated KSE. [ABSTRACT FROM AUTHOR]

Based on the sharing-storage-retrieval process of team learning theory, we construct a chain mediation model to examine the impact of team voice frequency on team creativity. Specifically, we explore the mediating roles of team transactive memory system and team knowledge utilization, as well as the moderating effects of team voice disparity and team voice quality. Collecting the two-stage longitudinal paired data of 61 scientific research teams consisting of 338 students (reporting team voice frequency, team voice quality, team transactive memory system, and team knowledge utilization) and 61 tutors (reporting team creativity), we find that team transactive memory system and team knowledge utilization play a chain mediating role between team voice frequency and team creativity. Moreover, team voice disparity negatively moderates the positive effect of team voice frequency on team transactive memory system, while team voice quality positively moderates this relationship. This study reveals the chain mechanism and boundary conditions of how team voice frequency influences on team creativity, thereby complementing existing research on the role of team voice in shaping team creativity. [ABSTRACT FROM AUTHOR]

ABSTRACT: Background and Aim: Team-based learning (TBL) is an instructional strategy that has gained popularity in various educational settings, including anatomy courses. It is an active learning approach that encourages students to work collaboratively in small teams to solve problems, discuss concepts, and apply their knowledge. Therefore, the purpose of this study was to assess how well students engaged with and learned about anatomy through the medium of TBL. Materials and Methods: The current study was carried out for phase I MBBS students in the Department of Anatomy at KAHER's J N Medical College, Belagavi. TBL sessions included 65 students. One week prior, students were provided pertinent reading materials for the gross anatomy topics that were chosen. The Pre-TBL test, which was composed of five MCQs based on case scenarios, was administered before the start of the session. Students completed the Individual Readiness Assurance Test (IRAT), which had ten multiple-choice questions (MCQs) at the start of the class. The students were then put into groups where they collaborated on the same MCQs, talked about the topics, and provided identical answers. This is called the Group Readiness Assurance Test (GRAT). A post-TBL test was given after the case scenario discussion to wrap up the session. This test's questions were the same as those on the Pre-TBL. Results: The effect sizes provide insights into the magnitude of change observed between pre-TBL and post-TBL test scores. In this study, significant statistical differences were found between pre and post-TBL tests across all sessions [ Table 1 , P < 0.001], indicating larger effect sizes associated with more significant improvements in learning outcomes attributed to TBL. This aids in interpreting the statistical significance of the results. Conclusion: TBL can help students achieve academic success through teamwork. Study revealed that TBL is one of the most effective ways to teach anatomy and can complement traditional didactic lectures. [ABSTRACT FROM AUTHOR]

To provide meaningful, high-quality learning experiences for students with diverse academic backgrounds, a critical consideration for mathematics educators is student engagement. The approach of team-based learning has allowed for an increase in student-centered class time and demonstrated positive results in tertiary education across multiple disciplines. However, this approach has been primarily used at the tertiary level and has not yet been empirically examined in middle school mathematics. Our mixed methods study of team-based learning in an eighth-grade mathematics class examined the influence of students' team type (i.e., mixed sex, same-sex) and perceptions of team members' contributions on students' engagement in their mathematics class. Results of the study provide evidence for the positive effect of team-based learning on engagement as well as support for the critical role of peer interactions. Our findings provide implications for implementing team-based learning in secondary mathematics education for educators and researchers. [ABSTRACT FROM AUTHOR]

Background: Competency Based Medical Education (CBME) is a global movement in graduate medical training but implementation on a national scale is challenging. One crucial element of fostering CBME is to establish faculty development. We report the design of a national program, the process of implementation, and the results of the first two years. Methods: Following Kern's cycle of curriculum development, a group of medical education experts designed a training program covering the basic skills for teaching in clinical settings. In addition, we outlined a qualification pathway for future educators in the program. Results: The program was built upon 1-day-workshops with the topics: "clinical teaching", "feedback and assessment", "clinical leadership", "supporting trainees in difficulties". More than 30 workshops were delivered in two language regions to more than 500 clinical teachers. The median rating whether participants' expectations were met was 9 (of 10 points, IQR 8-9). The qualification pathway for future educators in the program included a nomination, a 2.5-day introductory workshop, shadowing of workshops, and stepwise acquisition of workshop parts as an educator candidate. Discussion: This faculty development program was well attended and well-received. Using Kern's established model for the design process including an extensive needs assessment helped to serve the goals of the program. Developing future educators for expanding this program proved resource intensive. Conclusion: Implementing a national faculty development program was successful based on a rigorous design process, a highly motivated expert team, and learning content tailored to the needs of the audience. Effects on the implementation of CBME still need to be evaluated. [ABSTRACT FROM AUTHOR]

Background. Community health workers' knowledge, skills and training seem to affect their contribution to 4th-year health sciences student teams who are following an interprofessional learning programme aimed at improving two South African rural communities' health outcomes related to diabetes. Objective. To develop a framework for community health workers to contribute to interprofessional learning teams. Methods. The framework development forms part of previous phases of a multi-method study. The theory of change logic model guided the development of the draft framework, informed by data from two ecogram sessions, five nominal group technique discussions and a scoping review. The final framework was validated by experts during a workshop using forward and backward mapping. Results. The framework addresses the need for community health workers to gain knowledge, skills and training related to diabetes to effectively contribute to interprofessional learning teams. The theory of change process identified community needs and assets, desired results, influential factors, evidence-based strategies and assumptions required to address the problem. Conclusion. The framework focuses on a problem within specific interprofessional learning teams. Collaboration with stakeholders contributed to a rigorous research process, and the validation, refinement and future implementation of the framework. The framework eventually led to the development of an evidence-based training programme comprising knowledge, skills and training strategies related to diabetes. It is predicted that once community health workers have completed this training programme, they will be able to contribute effectively to the interprofessional learning teams. [ABSTRACT FROM AUTHOR]

Student engagement while learning a new, unfamiliar vocabulary is challenging in health science courses. A group role-play activity was created to teach students medical terminology and learn why its correct usage is important. This activity brought engagement and relevance to a topic traditionally taught through lecture and rote memorization and led to the development of an undergraduate and a stand-alone introductory course to teach students medical terminology. The undergraduate course was designed to be a fully online medical terminology course for health science students and a face-to-face course for first-year dental students founded in active learning and group work. The course's centerpiece learning activity focused on using published case studies with role-play. In this group activity, students are challenged to interpret a published patient case study as one of the members of a healthcare team. This course models the group work inherent in modern health care to practice building community and practicing professional skills. This approach gives students the capacity to work asynchronously in a team-based approach using our learning management system's wiki tool and requires students to take responsibility for their learning and group dynamics. Students practice identification, writing, analyzing, and speaking medical terms while rotating through the roles. Students in both classes self-reported a 92% to 99% strong or somewhat agreement using a five-point Likert scale that the course pedagogy was valued and helpful in their learning of medical terminology. Overall, this method has proven to be an engaging way for students to learn medical terminology. NEW & NOTEWORTHY: Role-play can engage students and encourage learning in identification, pronouncing, writing, and understanding medical terminology in multiple course formats. [ABSTRACT FROM AUTHOR]

Internationalization in higher education is essential, and although active learning methodologies are increasing and allow students to develop transversal skills, most still have a very local scope. In this context, the Collaborative Online International Learning (COIL) methodology is an interesting approach to benefit the students' development. It consists of an online program that involves creating multicultural teams to develop a specific learning project. Although this methodology is expanding, its use in physiology is still scarce. This paper aims to show an example of applying COIL methodology in physiology topics to enhance higher-education students' innovation and business skills. Our example project developed a sports-assessment service concept focused on physiology and biomechanics assessments. The program involved teams from Brazil, Germany, and Spain, comprising undergraduate and master students. Over 7 weeks, these teams, mentored by professors and researchers, engaged in workshops covering COIL methodology, business model design, executive summary planning, economic analyses, and communication techniques. Key outcomes included learning new concepts, developing soft skills, building confidence in innovative solution proposals, and experiencing diverse cultures. Challenges faced were language barriers, scheduling, task complexity, and logistical issues. This experience confirms the effectiveness of incorporating programs using COIL methodology into educational curriculums. Doing so exposes physiology students to innovation, entrepreneurship, and business creation while strengthening their professional connections and opening up postgraduation opportunities. NEW & NOTEWORTHY: Although the Collaborative Online International Learning (COIL) methodology is expanding, its use in physiology is still scarce. Our example COIL project of 7 weeks developed a sports-assessment service concept focused on physiology and biomechanics assessments. The program involved teams from Brazil, Germany, and Spain, comprising undergraduate and master's students. Students perceived extracurricular activities in this format as beneficial. Coaches also expressed positive views about such initiatives, noting benefits for students and their development. [ABSTRACT FROM AUTHOR]

Early warning systems purport to help decision makers act more effectively. But what does it take to develop, deliver and use warnings or predictions for rare and uncertain events in data-poor and rapidly changing environments? What key lessons can be learned from teams who have confronted these challenges over the last 10 years? The paper answers these questions using in-depth analysis of the experiences of teams developing and applying early warning systems (EWS) for coups, organised violence, mass atrocities, and child soldier recruitment. The purpose of this paper is to improve understanding of the development and use of conflict-related EWS. [ABSTRACT FROM AUTHOR]

This document provides recommendations for faculty development in addressing implicit bias in clinical encounters and clinical learning environments. Implicit bias, which refers to unconscious associations about social identity groups, can impact clinical practice behaviors and contribute to health disparities. The document proposes a skills-based, longitudinal approach to faculty development that combines the Implicit Bias Recognition and Management framework with Transformational Learning Theory. It suggests content areas for faculty development programs, such as introducing implicit bias recognition and management, exploring personal narratives, restoring encounters when bias is perceived, and addressing bias within a clinical care team. The document emphasizes the importance of perspective-taking and developing skills to restore rapport when bias is perceived, and suggests using role-plays and simulations for practice. The authors argue that formal training on implicit bias for faculty can improve patient and learning outcomes, and these recommendations align with the mandates of medical education organizations to promote excellence and equity in healthcare. [Extracted from the article]

This paper develops the conversation focused on what professional competencies and skills learning design professionals (LDs) have or need to develop to meet contemporary learning design professional demands in organisations and learning institutions. In this paper, we used the lens of lifelong learning theory and skill analytics approach to develop a professional framework for learning design professionals. As people transition into thirdspace professional spaces like educational or learning design, a professional development framework can act as a reflective tool to support workplace learning and identity framing to look backward and forward to achieve personal and professional goals. A framework like this can potentially guide and support learning design teams and individuals to reflect on what skills they possess and identify gaps to plan how to address skill gaps through professional development, workplace learning and networking opportunities. [ABSTRACT FROM AUTHOR]

Background: Poor nutrition is a leading cause of preventable death, but is inconsistently taught in medical education and inadequately discussed in medical care. To overcome this problem, we developed a hybrid nutrition team-based learning/culinary medicine approach to integrate practical nutrition knowledge and basic cooking skills into the training of future health professionals. Methods: Nutrition was integrated into the systems-based courses at a college of osteopathic medicine, complemented by culinary medicine sessions based on the Health meets Food curriculum (HmF; culinarymedicine.org). Students participated in the program for one year and two cohorts of students were included in this analysis. Outcomes were measured via online food frequency questionnaire (FFQ, Vioscreen, Viocare, Inc) and surveys administered via Qualtrics online survey software. Diet quality was measured using the Healthy Eating Index (HEI)-2015. Data were analyzed using SAS 9.4. Results: One hundred and ninety-five first year students completed a baseline FFQ (97.5% response rate). Mean age of students was 26 years, 47% were female (n = 92/195). The average BMI of participants was 24.8 kg/m2 (range 17-45.4) and the majority of participants reported being active. Seventy-five students (38%) completed an end of year FFQ. Diet quality was poor among students at baseline (n = 195; 67.59 (SD 10.54)) and improved slightly but significantly at the end of year 1 (n = 75, 69.63 (SD: 12.42), p = 0.04). The survey was administered to the second cohort only; 63 students responded (53% response rate). Talking to patients about nutrition was seen as more relevant to future practice among respondents than talking to patients about safe sex, weight, tobacco, alcohol, other substance abuse and domestic violence. Conclusions: This study evaluated the nutrition and culinary medicine curriculum at a new college of osteopathic medicine. Students rated the program highly and attendance was excellent, even though not required. Student diet quality did not decline over the first year of medical school. Students rated talking to patients about nutrition as highly relevant, providing encouragement that they will do so in future practice. We believe our work shows that nutrition can be integrated into the training of future physicians and that it may pay dividends, particularly with the increasing awareness of the importance of preventive care. [ABSTRACT FROM AUTHOR]

Value co-creation has emerged as a way for organizations to gain a competitive advantage and differentiate themselves from the competition. In the literature, a positive link has been found between value co-creation and firm performance. However, the impact of sales team value co-creation on performance has been largely unexplored. This study explores drivers of value co-creation by sales teams and its performance outcomes, with market turbulence as a contingency factor. Using a sample of 201 salespeople in 24 sales teams, the results indicate that when sales teams co-create value with customers, they can increase their sales performance. This effect is magnified when sales teams are working with customers operating in turbulent environments. [ABSTRACT FROM AUTHOR]

Self-leadership has traditionally been positioned as an individual-level phenomenon, putting strong emphasis on individuals' responsibility to influence themselves in order to achieve positive outcomes. However, this perspective may oversee that individuals are embedded in a social system, and that self-leadership may be best achieved as a collective endeavour that involves the individual and their interaction with the social environment. The present research thus aims to understand how individuals and their social environment at work (i.e. managers, co-workers) play together in order to enable self-leadership. The question was addressed using an inductive coding approach to qualitative data that stem from 73 semi-structured interviews with job newcomers from one organization in Germany. The findings showed that newcomers' self-led behaviour could be enabled by two key aspects of their social environment (i.e. individualized support for learning; team members acting as partners), which shaped and were shaped by newcomers' internal process of becoming aware of their task and relations-oriented contributions at work. Overall, our findings point to the role that the social environment plays for self-leadership. We discuss the implications for self-leadership theory. MAD statement Self-leadership is of increasing importance in today's complex and rapidly changing work environment. As individuals do not operate in a social vacuum, but are constantly impacted by and are impacting their social environment themselves, it is important to explore how an individual's social environment at work (i.e. their leaders and co-workers) can encourage individual self-leadership. Based on qualitative interviews, we describe the interplay between job newcomer's perceptions of leader and co-worker behaviour, their internal awareness processes, and self-led behaviour. Thereby, we provide specific aspects of how leaders and co-workers can encourage individual self-leadership at work. [ABSTRACT FROM AUTHOR]

Peer-led Team Learning (PLTL) is a model of instruction and learning that has been used to address low success rates in various science, technology, engineering, and mathematics (STEM) courses and other fields in higher education. (1) While research conveying the efficacy of this model of instruction remains mixed, this project sought to add to the body of knowledge communicating the benefits of PLTL for STEM achievement. This study examined the experiences of STEM community college transfer students' engagement in PLTL within their major course of study when a suite of supports was provided. (2) Specifically, study participants were enrolled in degree programs at a four-year rural, regional university in the engineering, computer science, and mathematics (ECSM) fields and were provided social, financial, and academic assistance. Qualitative analysis of the data revealed that with a PLTL component, community college transfer students were more likely to participate, engage, and perform better in coursework given the additional supports. (3) Study participants indicated the community of learners created through PLTL was a primary motivator for continued engagement and progress towards ECSM degree attainment. (4) Implications for practice extend to engagement and retention efforts of STEM students from the community college population [ABSTRACT FROM AUTHOR]

Team cohesion is critical in driving successful outcomes for teams in collaborative learning settings. It shapes team behaviour, fostering shared perceptions, group synchrony and a common goal-oriented approach. This affinity becomes evident in dynamic interactions, offering insights into team behaviour through interaction data analysis. Interpreting interaction data proves complex, hampering our understanding and insights into shared team perceptions and task cohesion development. This paper used temporal motif analysis to examine the changes in team members' cohesive perceptions and behaviours, including task cohesion, performance outcomes, engagement and group synchrony. Trace data from an online work-integrated learning environment captured learning behaviours, while responses to a questionnaire at different stages of a study program captured task cohesion and cohesive perceptions. The findings reveal teams with strong task cohesion and high performance tend to share similar cohesive perceptions driven by interdependent interactions. Conversely, teams with different cohesion perceptions have lower interaction interdependence and poorer performance. Through analysing team interaction data, this study uncovered key insights to promote positive adjustments aligning team perceptions, enhancing collaborative learning and offering support for improved performance, engagement and synchrony among teams, ultimately benefiting learning outcomes and the cultivation of skills and competencies. [ABSTRACT FROM AUTHOR]

Drawing from social learning theory, this study aims to explore the mediating effects of team learning orientation and team agility on the relationship between servant leadership and project success in the context of construction projects. Based on data collected from 306 construction project members in China, the findings reveal that servant leadership exerts a positive influence on project success. Additionally, servant leadership significantly enhances both team learning orientation and team agility, which in turn contribute to project success. Furthermore, the results demonstrate the serial and parallel mediating roles of team learning orientation and team agility between servant leadership and project success. Theoretical and practical implications were also provided based on the findings. [ABSTRACT FROM AUTHOR]

Background: Clinical practitioners think of frequent causes of diseases first rather than expending resources searching for rare conditions. However, it is important to continue investigating when all common illnesses have been discarded. Undergraduate medical students must acquire skills to listen and ask relevant questions when seeking a potential diagnosis. Methodology: Our objective was to determine whether team-based learning (TBL) focused on clinical reasoning in the context of rare diseases combined with video vignettes (intervention) improved the clinical and generic skills of students compared with TBL alone (comparator). We followed a single-center quasi-experimental posttest-only design involving fifth-year medical students. Results: The intervention group (n = 178) had a significantly higher mean overall score on the objective structured clinical examination (OSCE) (12.04 ± 2.54 vs. 11.27 ± 3.16; P = 0.021) and a higher mean percentage score in clinical skills (47.63% vs. 44.63%; P = 0.025) and generic skills (42.99% vs. 40.33%; P = 0.027) than the comparator group (n = 118). Success on the OSCE examination was significantly associated with the intervention (P = 0.002). Conclusions: The TBL with video vignettes curriculum was associated with better performance of medical students on the OSCE. The concept presented here may be beneficial to other teaching institutions. [ABSTRACT FROM AUTHOR]

Background: Patients perceive effective patient-doctor communication as an important metric when evaluating their satisfaction with health systems. Hence, optimal patient-physician communication is fundamental for quality healthcare. High-income countries (HICs) have extensively studied patient-resident communication. However, there is a dearth of similar studies in low- and middle-income countries (LMICs). Therefore, we aimed to explore the current state of and barriers to practicing good patient-resident communication and explore possible solutions to mitigate these challenges at one of the largest Academic Medical Centers in an LMIC. Methods: This study employed an exploratory qualitative study design and was conducted at the Aga Khan University Hospital in Pakistan. Through purposive maximum variation sampling, 60 healthcare workers from diverse cohorts, including attendings, fellows, residents, and medical students, participated in eight focus group discussions. Results: We identified three key themes from the data: Status-quo of residents' communication skills and learning (Poor verbal and non-verbal communication, inadequate training programs, and variable sources of learning), Barriers to effective communication (Institutional barriers such as lack of designated counselling spaces, lack of resident insight regarding effective communication and deficits in intra-team communication), and the need for developing a communication skills curriculum (Design, implementation and scaling to other cohorts of healthcare workers). Conclusions: Findings from this study show that multifaceted factors are responsible for inadequate patient resident-physician communication, highlighting the need for and importance of developing a formal communication skills training curriculum for residents. These insights can be used to create standardized training for equipping residents with adequate skills for effectively communicating with patients which can improve healthcare service delivery and patient outcomes. [ABSTRACT FROM AUTHOR]

This article discusses the implementation of a clinical reasoning blueprint in health professions education. The blueprint was developed to guide educators in aligning teaching tools with individual learner's needs. The article describes the process of engaging educators in a professional development series to address barriers and develop knowledge translation resources. The blueprint divides the learner continuum into four performance levels and provides detailed descriptions of each level. The article also provides guidance on how to use the blueprint, including assessing the learner's clinical reasoning abilities and connecting assessments with teaching strategies. The research team developed resources to help educators understand and apply the blueprint, emphasizing the importance of ongoing support for educators. The resources are intended to empower clinicians to enhance their role as educators and improve clinical reasoning abilities in future healthcare providers. [Extracted from the article]