Aug 2026· Education sciences· Vol 16, pp. 1265· 0 citations· 37 references
TL;DR
Overall, TBL supported progressive improvements in academic performance and cognitive development, and student adaptation enhanced the effectiveness of this pedagogical approach in veterinary education.
Abstract
Team-based learning (TBL) is increasingly being implemented in health sciences education to promote active learning and higher-order cognitive skills. However, the long-term effects of TBL on student performance and perceptions remain unclear. This study evaluated the impact of TBL on veterinary anatomy practical sessions over four academic years (2022/2023–2025/2026) using a longitudinal, mixed-methods design. Quantitative measures included performance across TBL components such as individual and team readiness tests, application exercises, formative assessments, and final scores. Cognitive level analysis was based on Bloom’s taxonomy. Student perceptions were collected through Likert-scale surveys, and qualitative responses were analyzed thematically. The results showed consistently low individual readiness scores, indicating persistent challenges in pre-class preparation. However, team performance improved over time, highlighting the benefits of collaborative learning. Application exercise scores and overall performance increased over time, with notable improvements in higher-order cognitive skills compared to a traditional cohort. Students’ perceptions evolved from initial resistance and perceived difficulty to more positive evaluations, with significant reductions in negative comparisons and metacognitive miscalibration, as well as increased positive perceptions. Overall, TBL supported progressive improvements in academic performance and cognitive development. Collaboration mitigated limitations in individual preparation, and student adaptation enhanced the effectiveness of this pedagogical approach in veterinary education.
Assessing practical competencies in large undergraduate cohorts is rarely straightforward. At Level 4, students are often entering laboratory environments for the first time, and being assessed live can heighten anxiety and reduce confidence. Competency-based approaches that emphasise preparation and formative learning can improve students' confidence and readiness for assessment (Alt, 2023). At scale, the need to manage time, space, and resources can lead to highly standardised assessment processes, where the focus shifts towards efficiency and consistency, sometimes at the expense of deeper student engagement and understanding.
This presentation shares the design and delivery of a competency-based assessment model within a core Level 4 sport science module spanning multiple disciplines. The approach was shaped around three priorities: preparing students effectively for assessment, maintaining fairness across a large cohort, and preserving the applied nature of sport science practice through authentic laboratory-based tasks (Bradley et al., 2022; Wiggins, 1990).
Preparation is supported through structured materials that guide students step-by-step towards their practical demonstration. During the assessment, students rotate through the roles of demonstrator and participant, encouraging active involvement and peer interaction while developing a deeper understanding of the practical procedures. Assessment protocol allocations are released 24 hours in advance to promote the development of competence rather than memorisation, reflecting principles of authentic assessment (Gulikers et al., 2004)
The organisation of the assessment relies on close collaboration with technical staff, whose role is central in managing equipment, space, and timing, ensuring the process runs smoothly and consistently across all groups. Inclusive adaptations, including the use of simulated procedures where required, are embedded to support equitable participation.
In practice, this approach has supported students to feel more prepared and engaged, with greater confidence in performing under assessment conditions. The session reflects on how thoughtful assessment design, collaboration, and inclusive practices can support meaningful learning within large-scale practical assessment.
Gabriella Penitente· Journal of Scholarship of Te...· 0 citations
Higher education is undergoing rapid social changes that demand renewed justification of its roles. Coaching has emerged as a potentially effective tool to enhance students’ academic performance and well-being, yet the evidence base remains fragmented across outcomes, designs, and delivery formats. This systematic literature review synthesised empirical educational coaching interventions targeting higher education students. Following PRISMA procedures, 25 studies were included after full-text screening at Web of Science and Scopus. Across 85 assessed outcome variables, 71 showed statistically significant improvements, with the most consistent gains in life skills, educational attainment, and career/employability related indicators. Most interventions used coaches embedded in the same institution, potentially facilitating contextual fit and communication. Overall, coaching in higher education appears promising for supporting students’ intra- and interpersonal competencies, academic performance, and career readiness; however, heterogeneity in study designs and outcome reporting limits causal inference and calls for more rigorous, theory-driven trials and longitudinal evaluations.
José Alejandro Cueto, I. Celaya, Álvaro Balaguer et al.· International Journal of Evi...· 0 citations
Introduction: In Competency-Based Medical Education, formative assessments are integrated throughout the curriculum to offer continuous feedback, promoting self-regulatory learning and helping learners to identify the areas for improvement. Peer and self-assessment play a crucial role in CBME by fostering collaboration, self-reflection, critical thinking, and professionalism. Assess the reliability of peer and self-assessment across different learning domains in a CBME framework for formative assessment. Methods: This observational study, conducted from January 2024 to December 2024 at a Government Tertiary Care Hospital, involved a universal sampling method with 100 second-year medical students. Assessments addressed knowledge through assignments, psychomotor skills through vitals and systemic exams, and affective skills through communication and interpersonal abilities. Evaluations by peers, self, and faculty were conducted using an internally validated tool, with anonymity maintained throughout. Results: Participants were aged 18–21 with a male-to-female ratio of 1:1.2. ANOVA tests showed no significant difference in knowledge scores between self, peer, and faculty assessments (ICC=0.708; P=0.106). Significant differences were found in psychomotor (P=0.001; ICC=0.483) and attitude (P=0.001; ICC=0.234) domains, with students and peers overestimating or underestimating performance. Bland–Altman plots confirmed good agreement for knowledge, moderate for psychomotor, and poor for attitude between self, peer, and faculty ratings. Conclusion: The study found moderate reliability in the knowledge domain but poor to no reliability in the attitude and psychomotor domains, with self and peer assessments tending to overestimate performance. These findings underscore the need for more training and structured assessment strategies to enhance the accuracy and consistency of self- and peer-assessment in medical education.
S. Kandasamy, Thilakavathi Kothandan, Shivkumar Gopalakrishnan et al.· Research and Development in...· 0 citations
Background: Self-directed learning (SDL) has become an important and integral component of Competency Based Medical Education (CBME) directed teaching learning methods (TLMs). However, the effectiveness in improving measurable academic outcomes remains uncertain. The present study adopted quasi-experimental design which evaluated the effectiveness of Jigsaw-based collaborative design with the conventional lecture-based teaching among 150 Phase I MBBS students from the Department of Physiology. We exposed all students to both methods in a crossover manner across 2 topics. The knowledge domain was assessed through MCQs based pre-test and post-test, followed by the 15-days retention assessment. The student perception regarding the new teaching learning methods (TLMs) was assessed using the 5-point Likert scale. The data was assessed using descriptive, paired t-tests, effect size estimation and exploratory subgroup analysis involving variance, score distribution and correlation patterns. There is a statistical improvement in post-test when compared to pre-test scores in both TLMs (p <0.001), indicating effective knowledge acquisition. The retention was comparable between two methods, with no statistically significant difference observed on within subject comparison (p = 0.49). The perception analysis showed variable student responses towards Jigsaw-based collaborative design, with 50% strongly favouring the approach and 37% agreeing that it was better method of TLM. The exploratory analysis demonstrated differing pattens of score variability across student sub-groups, with Jigsaw-based collaborative design showing relatively more uniform score distribution patterns among lower-performing students. Overall both teaching approaches were comparable in improving knowledge acquisition and short-term retention, while Jigsaw-based collaborative design appeared to influence patterns of learning distribution across students, suggesting its potential role as a complementary instructional strategy within the CBME frameworks
Unknown authors· International Journal of Med...· 0 citations
This study examined the instructional competence, support systems, learning pathway effectiveness, and impactful practices of Alternative Learning System (ALS) implementers in rural areas, specifically within ALS Cluster 2 of Surigao del Sur, covering the municipalities of Tago, San Miguel, Cagwait, Marihatag, and San Agustin. Employing a descriptive-correlational research design, the study gathered quantitative data from ALS implementers and supervisors through a structured survey questionnaire. Data were analyzed using frequency count, percentage, weighted mean, standard deviation, t-test, Analysis of Variance (ANOVA), and Pearson Product-Moment Correlation. The findings revealed that ALS implementers possessed a high level of instructional competence, particularly in learner diversity, learning environment, and professional development, although content knowledge and pedagogy emerged as the lowest-rated domain. Support systems were perceived as very adequate, with strong administrative support, peer collaboration, and community engagement, but disparities in digital infrastructure and resource accessibility remained evident. Learning pathways were rated as highly effective, while impactful practices were highly practiced, particularly in psychosocial support, contextualization of learning materials, and personalized planning. Inferential analysis showed that educational attainment and participation in trainings and seminars significantly influenced instructional competence. Furthermore, impactful practices were found to have a significant positive relationship with the effectiveness of learning pathways. The study concludes that effective ALS implementation is influenced by the interplay of instructional competence, institutional support, and learner-centered practices. To address identified gaps, the study developed the BRIDGE-ALS Framework (Building Resilient Instruction through Development, Guidance, and Engagement), a localized intervention model designed to strengthen competence, support systems, and learning outcomes among ALS implementers in rural contexts.
Marvin John U. Uriarte, Dr Irene Grumez· International journal of soc...· 0 citations
Professionalism skills (PS) including communication, teamwork, and lifelong learning are recognized as core veterinary graduate competencies. However, consensus remains limited regarding which PS are essential and how they should be taught and assessed. More recently, professionalism has also been conceptualized as a longitudinal, identity-forming process extending beyond the acquisition of discrete skills. This study aimed to provide a multinational overview of how veterinary teaching institutions teach and assess PS, and to identify factors influencing the sustainability of professionalism curricula. A mixed-methods study was undertaken to address these aims. Quantitative data were collected through a survey examining current PS teaching, assessment practices, and implementation challenges. Qualitative data were gathered through focus groups and individual interviews, with participants recruited across six Council on International Veterinary Medical Education regions. In total, 95 survey responses were analyzed. Most respondents (93%) reported that PS are currently embedded in their curricula, 3% planned to introduce them within 5 years, and 4% reported no inclusion. Among institutions delivering PS, 44% used a hybrid delivery model combining standalone modules with integration across existing courses. Communication skills were the most frequently taught and were commonly delivered using interactive and teaching-led approaches. Ethics and welfare, along with evidence-based veterinary medicine, were most often assessed through written assessments. Barriers to sustaining PS programs included inadequate educator training (46%), limited curriculum space (44%), and insufficient faculty engagement (39%). Five focus groups and five interviews were conducted. Thematic analysis identified the importance of educational champions, institutional support for curriculum change, stakeholder perspectives, and the influence of the hidden curriculum. Participants emphasized the need for educator support and networks to sustain professionalism within the curriculum. This study provides the first multinational overview of PS education in veterinary curricula, underscoring the importance of educator support and institutional approaches to sustain professionalism as a core, identity-forming component of veterinary education.
Susan Rackard, Talia Guttin, D. Cashman et al.· Journal of Veterinary Medica...· 0 citations