Team-Based Learning as a Teaching Tool in Healthcare Teaching: Scope Review Protocol
DOI:
https://doi.org/10.14571/brajets.v17.n2.675-682Keywords:
Team-based learning, Teacher, Health educationAbstract
Introduction: The new methodologies, considered active in teaching, have fostered learner engagement in the teaching process, making them capable of critically reflecting and problematizing what they are doing or where they are immersed. Objective: to map the available evidence on the effectiveness of Team-based learning as a teaching tool used by teachers in health education. Method: scoping review protocol (Open Science Framework registry: https://osf. io/n95wy), using the Joanna Briggs Institute methodology and PRISMA-ScR checklist, following the research question elaborated according to the acronym PCC: Which the effectiveness of Team-based learning (concept) developed by teachers (population) in health teaching (context)? The search for texts will be carried out in four databases (LILACS; Embase, Scopus e Scielo) . The selection of studies will be carried out by two reviewers, with the help of Rayyan software. If any divergences occur in the process, a third reviewer will help to minimize these divergences. The data will be extracted according to a categorized and organized table in the Excel software and the conclusions of the studies will be analyzed with the help of the IraMuTeQ software. The results will be presented, aiming to achieve the objective and review question.References
Alberti, S., Motta, P., Ferri, P., & Bonetti, L. (2021). The effectiveness of team-based learning in nursing education: A systematic review. Nurse education today, 97, 104721.
Aromataris E, & Munn Z (Editors). JBI Manual for Evidence Synthesis. JBI, 2020 [citado 13 Out 2023]. Recuperado de: https://synthesismanual.jbi.global.
Berbel, N. A. N. (2011). As metodologias ativas e a promoção da autonomia de estudantes. Semina: Ciências sociais e humanas, 32(1), 25-40.
Bollela, V. R., Senger, M. H., Tourinho, F. S. V., & Amaral, E. (2014). Aprendizagem baseada em equipes: da teoria à prática. Medicina (Ribeirão Preto), 47(3), 293-300.
Burgess, A., van Diggele, C., & Matar, E. (2020). Interprofessional team-based learning: building social capital. Journal of Medical Education and Curricular Development, 7, 2382120520941820.
Burgess, A., van Diggele, C., Roberts, C., & Mellis, C. (2020). Team-based learning: design, facilitation and participation. BMC Medical education, 20(2), 1-7.
Camargo, B. V., & Justo, A. M. (2013). IRAMUTEQ: um software gratuito para análise de dados textuais. Temas em psicologia, 21(2), 513-518. https://dx.doi.org/10.9788/TP2013.2-16
Dias, M. M. (2016). Metodologias Ativas – Parte 1 Disponível em: http://ned.unifenas.br/ blogtecnologiaeducacao/educacao/metodologias-ativas-parte-1.
Diesel, A., Baldez, A., & Martins, S. (2017). Os princípios das metodologias ativas de ensino: uma abordagem teórica. Revista Thema, 14(1), 268–288. https://doi.org/10.15536/thema.14.2017.268-288.404.
Ferreira, A. S. S. B. S. (2017). Aprendizagem Baseada em Equipes. 1a ed. Botucatu:
NEAD.TIS, 2017
Firmino, N. C. S., Salustiano, A. M. P., Firmino, D. F., & Leite, L. R. (2020). O Uso da Aprendizagem Baseada em Equipes como Ferramenta Diagnóstica no Ensino-Aprendizagem de Química. Revista Brasileira de Pesquisa em Educação em Ciências, 1227-1249. https://doi.org/10.28976/1984-2686rbpec2020u12271249
Gullo, C., Ha, T. C., & Cook, S. (2015). Twelve tips for facilitating team-based learning. Medical Teacher, 37(9), 819-824. https://doi.org/10.3109/0142159X.2014.1001729
Haidet, P., Levine, R. E., Parmelee, D. X., Crow, S., Kennedy, F., Kelly, P. A., ... & Richards, B. F. (2012). Perspective: guidelines for reporting team-based learning activities in the medical and health sciences education literature. Academic medicine, 87(3), 292-299. https://doi.org/10.1097/ACM.0b013e318244759e
Haubert, M.S., Gessi, N. L., de Almeida Machado, D., Colpo, J., Ternes, A. R. L., & Chaves, D. F. (2022). Desafios educacionais do Século XXI com foco no Ensino Superior. Conjecturas, 22(1), 358-369 [citado 13 Out 2023]. Recuperado de https://conjecturas.org/index.php/edicoes/article/view/492.
Hills, M. (2023). The value of team‐based learning in a pandemic and five simple tips to get started. Biochemistry and Molecular Biology Education, 51(3), 325-326.
Langer, A. L., Binder, A. F., & Scigliano, E. (2021). Long‐term Outcomes of team‐based learning. The Clinical Teacher, 18(3), 290-294.
Le, S. (2023). Team-based learning in online education: the development of students’ creative thinking skills in digital art. Education and Information Technologies, 1-20.
Leite, K. N. S., Nascimento, A. K. D. F., Souza, T. A. D., & Sousa, M. N. A. D. (2021). Utilização da metodologia ativa no ensino superior da saúde: revisão integrativa. Arq. ciências saúde UNIPAR, 133-144.
Lima, V. V. (2016). Espiral construtivista: uma metodologia ativa de ensino-aprendizagem. Interface-Comunicação, Saúde, Educação, 21, 421-434. https://doi.org/10.1590/1807-57622016.0316
Michaeslsen, l. e Sweet, m. (2011) Team-Based Learning. New Directions for Teaching
and Learning, (128) © Wiley Periodicals, Inc. Publicado online na Wiley Online Library (wileyonlinelibrary.com) – DOI: 10.1002/tl.467
Moran, J. (2015). Mudando a educação com metodologias ativas. In: Souza, C.A& Morales, O.E.T. (orgs.). Convergências Midiáticas, Educação e Cidadania: aproximações jovens. Coleção Mídias Contemporâneas. vol. II. Ponta Grossa: Foca Foto-PROEX/UEPG.
Moreira, S. F. da C., Pinto Neto, H. P., & Moreira, F. R. (2023). A metodologia ativa e os recursos tecnologicos no ensino médico no contexto pandêmico. Brazilian Journal of Development, 9(1), 1919-1929.
https://doi.org/10.34117/bjdv9n1-131
Munn, Z., Tufanaru, C., & Aromataris, E. (2014). JBI's systematic reviews: data extraction and synthesis. AJN The American Journal of Nursing, 114(7), 49-54.
Neves, N. M., Neves, F. B., & Bitencourt, A. G. (2008). O ensino médico no Brasil: origens e transformações. Gazeta Médica da Bahia, 75(2).
Oliveira, B. L. C. A. D., Lima, S. F., Rodrigues, L. D. S., & Pereira Júnior, G. A. (2018). Team-based learning como forma de aprendizagem colaborativa e sala de aula invertida com centralidade nos estudantes no processo ensino-aprendizagem. Revista brasileira de educação médica, 42, 86-95. https://doi.org/10.1590/1981-52712015v42n4RB20180050
Pinto, A. S. da S. et al. (2012). Inovação didática - projeto de reflexão e aplicação de metodologias ativas de aprendizagem no ensino superior: uma experiência com “peerinstruction”. Janus, Lorena, 9(15), 75-87.
Rodrigues, A. S. D., Hernandes, R. A., Marquez, L. V., Raimondi, G. A., & Paulino, D. B. (2023). Aprendizagem Baseada em Equipes no ensino remoto da promoção e educação em saúde na medicina. Revista Brasileira De Educação Médica, 47(1), e014. https://doi.org/10.1590/1981-5271v47.1-20210293
Tricco, A. C., Lillie, E., Zarin, W., O'Brien, K. K., Colquhoun, H., Levac, D., ... & Straus, S. E. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): checklist and explanation. Annals of internal medicine, 169(7), 467-473.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Elzenir Pereira de Oliveira Almeida, Alana Candeia de Mélo, Milena Nunes Alves de Souza, Tiago Bezerra de Sá de Sousa Nogueira, Pedro Pugliesi Abdalla
This work is licensed under a Creative Commons Attribution 4.0 International License.
The BRAJETS follows the policy for Open Access Journals, provides immediate and free access to its content, following the principle that making scientific knowledge freely available to the public supports a greater global exchange of knowledge and provides more international democratization of knowledge. Therefore, no fees apply, whether for submission, evaluation, publication, viewing or downloading of articles. In this sense, the authors who publish in this journal agree with the following terms: A) The authors retain the copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution License (CC BY), allowing the sharing of the work with recognition of the authorship of the work and initial publication in this journal. B) Authors are authorized to distribute non-exclusively the version of the work published in this journal (eg, publish in the institutional and non-institutional repository, as well as a book chapter), with acknowledgment of authorship and initial publication in this journal. C) Authors are encouraged to publish and distribute their work online (eg, online repositories or on their personal page), as well as to increase the impact and citation of the published work.