The Efficacy of Team-Based Learning in Social Work Education

This article details the findings of a multi-year (2019-2022), cross-sectional study that examined the utility of using Team-Based Learning as an instructional pedagogy in social work courses. The study was conducted from August 2019 to December 2022 and was composed of surveys of 166 students from 15 individual bachelor and masters-level social work courses at a medium-sized university in East-Central Indiana. Demographic data including race, gender, age, course number, and program level were collected for each student participant, with the purpose of the study centering on 1. Identifying whether student participants preferred Team-Based Learning or a different teaching pedagogy, and 2. Assessing how well the students comprehended the course content delivered via Team-Based Learning. The results of the study showed that 81% of the surveyed students preferred Team-Based Learning to other teaching pedagogies, and that there were no significant differences in responses based on any of the demographic data collected. Students also performed exceptionally well in the courses where Team-Based Learning was implemented, as demonstrated by the 95% cumulative course average for all participating students. Students additionally rated the courses highly (4.5/5 average) in anonymous course evaluations performed at the end of each semester

Engineering ethics · Medical education · Political science · Sociology · Engineering · Interprofessional Education and Collaboration · Medicine · Psychology · Social Work Education and Practice · Social Work