Purpose This study aimed to evaluate students’ perception of team-based learning (TBL) amongst a cohort exposed to this methodology for the first time at a university in the United Kingdom. Methods Between November and December 2018, 26 first-year Master of Pharmacy and 90 second-year Biomedical Science students of the School of Life Sciences, University of Sussex, United Kingdom were invited to participate and requested to complete a questionnaire that contained quantitative and qualitative questions. The quantitative component was based on the Team-Based Learning Student Assessment Instrument (TBL-SAI). It additionally contained questions about key student characteristics. Results The response rate was 60% (70 of 116); of the participants, 74% (n=52) were females and 26% (n=18) males. The percentage of agreement in the TBL-SAI suggested a favourable response to TBL. The overall mean score for the TBL-SAI was 115.6 (standard deviation, 5.6; maximum score, 140), which was above the threshold of 102, thus suggesting a preference for TBL. Statistically significant differences were not found according to demographic characteristics. Students who predicted a final grade of ≥70% strongly agreed that TBL helped improve their grades. Some students highlighted issues with working in teams, and only 56% of students agreed that they could learn better in a team setting. Conclusion This study shows that students exposed to TBL for the first time favoured several aspects of TBL. However, more focused strategies including team-building activities and expert facilitation skills could potentially tackle resistance to working in teams.

中文翻译：

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使用基于团队学习的学生评估工具来了解基于团队的学习：英国药学和生物医学专业学生的探索性分析

目的这项研究旨在评估在英国一所大学中首次接触这种方法的队列中的学生对基于团队学习（TBL）的看法。方法在2018年11月至2018年12月期间，邀请英国苏塞克斯大学生命科学学院的26名一年制药学硕士和90名第二年生物医学科学专业的学生参加，并要求他们完成一份包含定量和定性的问卷问题。定量成分基于基于团队的学习型学生评估工具（TBL-SAI）。它还包含有关关键学生特征的问题。结果回应率为60％（116人中有70人）；在参与者中，女性占74％（n = 52），男性占26％（n = 18）。TBL-SAI中达成协议的百分比表明对TBL的反应良好。TBL-SAI的总体平均得分为115.6（标准偏差为5.6；最大得分为140），高于阈值102，因此建议选择TBL。根据人口统计学特征，未发现统计学上的显着差异。最终分数≥70％的学生强烈同意TBL有助于提高他们的分数。一些学生强调了团队合作中的问题，只有56％的学生同意他们可以在团队合作中学习得更好。结论本研究表明，首次接触TBL的学生偏爱TBL的多个方面。但是，包括团队建设活动和专家协助技能在内的更具针对性的策略可能会解决对团队合作的抵制。