The Effect of Team-Based Learning in a Neurorehabilitation Course within a Physical Therapist Assistant Academic Program

Abstract: Physical therapist assistant (PTA) education is a rigorous process that includes difficult courses and high standards for academic progression. PTA programs have a nearly 20% attrition rate, which is costly for students, programs, and institutions. The aim of this study was to determine whether learning outcomes in a neurorehabilitation course were improved when the course was presented using team-based learning (TBL). This study used a quantitative, quasi-experimental, ex post facto design to examine the effectiveness of team-based learning. Team-based learning is reported to encourage the development of self-efficacy, self-directed learning, and team skills; however, it is unclear whether it also results in increased student achievement of learning outcomes. To this end, the research questions for this study asked whether students who participated in a neurorehabilitation course would demonstrate higher learning outcomes on in-class examinations and/or on the National Physical Therapy Examination-Physical Therapist Assistant (NPTE-PTA) as compared to students who participated in the same course in a lecture-based format. These questions were answered through the assessment of learning outcomes for two groups of students enrolled in the course in nonconsecutive years. Analysis indicates that there was no significant difference in examination or NPTE-PTA Neuromuscular and Neurological Systems scores between the two groups while controlling for pre-course grade point average (GPA). Consequently, TBL appears to be at least as effective as lecture-based instruction in achieving student learning outcomes. Further research could be undertaken to identify when during a program TBL is most efficacious and whether reported benefits unrelated to learning outcomes warrant inclusion of TBL in PTA education.