Hybrid Team-Based Learning-Personalized Education (HTBL-PE)—A New Teaching Strategy to Maximise Success
DOI:
https://doi.org/10.20343/teachlearninqu.14.38Keywords:
Hybrid-Team Based Learning, personalized-education, public health education, epidemiology education, student-centred learningAbstract
Epidemiology, a core discipline of public health, requires knowledge and skills for explaining different health outcomes across populations. Students of epidemiology must learn how to apply their knowledge and skills to solve complex and emerging public health problems through assimilating content, independent critical thinking skills, and lifelong learning. In Australian universities student populations are becoming increasingly diverse, including in terms of age range, life experience, previous qualifications, and level of English competency. Therefore, to maximise academic success in epidemiology while catering to students with diverse learning needs, epidemiology academics developed the Hybrid Team-Based Learning and Personalised Education (HTBL-PE) teaching strategy. HTBL-PE systematically builds upon students’ capabilities and strengthens self-confidence whilst harnessing team capabilities to strengthen individual capabilities. Student experience of HTBL-PE was formally evaluated at the beginning and end of the epidemiology course. Seventy-three out of 84 enrolled students provided data at both time-points (87%). By the end of the subject, the majority of students indicated their interest in epidemiology had increased (93%), their critical thinking skills had improved (92%), and their confidence as independent learners had increased (86%). Students’ final mark, 87%, was significantly higher than their weighted average mark (WAM) of 70% prior to the semester with no failures. HTBL-PE resulted in positive learning outcomes, more self-confidence in learning, increased interest in epidemiology, and higher overall scores. These results indicate HTBL-PE is a simple and effective teaching strategy which systematically supports students to succeed academically whilst building critical, independent lifelong skills and confidence in order to prepare them for solving future public health problems.
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