Improving Student Learning in Science and Medicine Using Team-Based Learning Approaches

    Research output: Contribution to conferencePosterpeer-review


    This study presents findings from different disciplines and across different models of teaching. We trialled flipped classroom and team-based learning approaches. Results from the medical student cohort suggested significant improvement when students worked within teams rather than alone. Similarly, results from Physics suggest a significant improvement from previous years teaching models using the Flipped classroom approach. The survey results from both physics and engineering cohort indicated that students felt TBL increased their understanding of the key concepts and they had a positive view of TBL. Informal feedback from medical students was very positive with students demonstrating obvious engagement and a very high overall success rate in the relevant exam questions. We are also seeking to describe in this paper the results of our approach in Engineering and the measurable outcomes we achieved so far.
    Original languageEnglish
    Number of pages1
    Publication statusPublished - 30 Jun 2016
    EventStudents Transitions Retentions and Success (STARS) Conference - Pan Pacific, Perth, Australia
    Duration: 29 Jun 20162 Jul 2016


    ConferenceStudents Transitions Retentions and Success (STARS) Conference


    • student learning
    • Team-based learning
    • science education
    • medicine


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