Building and Assessing Team-Based Learning (TBL) in BPK

Grant program: Teaching and Learning Development Grant (TLDG)

Principal Investigator: Ryan Dill, senior lecturer, Department of Biomedical Physiology and Kinesiology (BPK), Faculty of Science

 Project Team: Peter Ruben, co-applicant, professor, BPK, Faculty of Science; Nadine Wicks, co-applicant, senior lecturer, BPK, Faculty of Science; Diana Bedoya, co-applicant, senior lecturer, BPK, Faculty of Science; Pauline Tiong, TILT research assistant

 Timeframe: September 2021 - August 2023

 TILT Support: Up to 184 TILT research assistant hours and up to $400 in participation incentives

 Course addressed:

• BPK 306 - Human Physiology III 
• BPK 310 - Exercise Physiology
• BPK 417 - Obesity, Adipocyte Function and Weight Management
• BPK 421 - Ion Channel Physiology

Final report: View Ryan Dill's final report (PDF)

Description: 

This project developed and evaluated a framework for teaching and assessing Team-Based Learning (TBL) across four undergraduate Biomedical Physiology and Kinesiology (BPK) courses in response to a departmental educational goal identifying the need for students to work effectively in teams and demonstrate leadership when appropriate. Curriculum mapping revealed that this outcome was neither explicitly taught nor consistently assessed across the program. The project aimed to address this gap and generate evidence-based recommendations for broader adoption of TBL within BPK curricula.

Four courses integrated TBL components, including structured team formation, Readiness Assurance Tests, and sustained teamwork on applied learning activities and projects. Student experiences were evaluated using validated survey instruments, open-ended feedback, peer and self-assessments, course performance data, and instructor reflections.

Survey results, drawn from over 70 percent of enrolled students, showed strong support for TBL. More than 80 percent of respondents reported that TBL enhanced preparation, participation, and contribution to team learning. Students indicated that TBL exercises improved retention, recall, and exam performance, and many described increased peer connection and engagement. Peer assessments in one course demonstrated clear improvement in teamwork behaviors over the semester. In one course with comparable assessments across years, students achieved significantly higher project grades under the TBL model.

Instructor reflections and a SWOT analysis identified key strengths, including improved engagement, deeper learning, and more positive group work experiences, alongside challenges such as uneven contributions and the instructional effort required for implementation. Overall, the project demonstrates that TBL is an effective and adaptable approach for developing teamwork skills and provides a practical framework for embedding and assessing collaborative learning across BPK programs.

Questions addressed:

• Does TBL provide positive learning experiences for BPK students?
• How do students perceive their roles in the TBL process?
• What is the impact of TBL on students' learning and retention of course material?
• Does TBL improve BPK student perception of effectiveness of their group work and leadership skills?
• What elements do students find enjoyable and not enjoyable about TBL?
• How does TBL affect student performance on course assessments compared to previous offerings?

Knowledge sharing: Summary of results and recommendations will be presented to BPK’s Undergraduate Program Committee and Department to encourage further adoption of TBL within BPK courses. The assessment tool and results for team-based behavior-oriented learning outcomes will be included in BPK Department's Educational Goals, Curriculum Mapping, and Assessment project.

Keywords: Team-based learning, active learning, applied learning, learning outcome assessment, group work, peer connection, interpersonal and small group skills, readiness assurance quizzes, collaborative learning, teamwork development