Objective: The purpose of this study was to measure chiropractic student attitudes toward team-based learning (TBL) to determine if they are similar to those of medical students and to help clarify existing evidence regarding student perceptions of TBL.
Method: Two consecutive cohorts of chiropractic students enrolled in a course that used weekly TBL activities completed an adaptation of the value of teams survey at the end of the term. Chi square analysis was used to assess for differences in scores between the beginning and end of the term.
Results: The students did value the TBL process (χ2 = 75.21, p < .001). Students had a neutral opinion regarding TBL at the start of the term (χ2 = 30.41, p < .001), but their opinion of TBL improved by the end of the term (χ2 = 51.66, p < .001).
Conclusion: These results were similar to those found in medical education studies. Students tended to value TBL, but they were more receptive to it over time.
Author keywords: Problem-Based Learning, Chiropractic, Education, Team-Based Learning
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