Abstract:

Research question:
Can a team-based learning (TBL) bingo session be used in place of a standard lecture to deliver content on abdominal pathology?

Methods:
University ethical approval was obtained prior to starting the study. The year 1 undergraduate Diagnostic Radiography cohort (n=56) was split into 2 groups; each was exposed to 2 teaching activities, having previously completed an abdominal pathology workbook. Informed consent was obtained ahead of data collection. Both groups experienced two teaching activities. The bingo session involved identifying pathologies and medical terminology, related to the abdomen, on a bingo card with the definitions of the pathologies/terminology read out by the 'bingo caller'. The teams would discuss whether the definitions read out related to any terms on their bingo cards; small prizes (chocolate) were given for teams completing a row or house on their bingo card. The other teaching activity was a standard lecture covering the same material. Group 1 attended a morning teaching session with bingo-TBL followed by the standard lecture. Group 2 attended an afternoon teaching session, with a standard lecture followed by the bingo-TBL. A pre- and post-test (20 question quiz) was administered prior to, and after, the first teaching activity in both the morning and afternoon sessions. Positive and negative comments were also obtained from the students via post-it notes.

Results:
Utilising the paired t-test, no statistically significant differences were seen between groups’ quiz results pre- (p=0.281) or post- (p=0.428) the first teaching activity. However, both teaching activities demonstrated statistically significant increases in test results (both p<0.001) when pre- and post-test results were compared. In total there were 129 positive comments and 34 negative comments received. The positive qualitative comments revealed students enjoyed the interactive nature of the bingo session, enjoyed working in small groups, and appreciated the feedback on their progress. They also commented the bingo was more fun and engaging than the standard lecture. The negative comments mainly related to the organisation of the session, with Group 1 students indicating the lecture was not needed. Both groups wanted better prizes in the bingo session, and Group 2 indicated they wanted more sessions of the same nature in the future.

Conclusions:
A bingo-TBL session is equivalent to a standard lecture in short-term knowledge improvement, a finding supported by research which has identified exam scores for TBL are comparable to traditional teaching methodologies [1]. The students reported a more positive experience associated with the bingo-TBL. As such, this pedagogic technique is recommended in place of standard lectures in order to not only diversify the curriculum to cater for all learners, but to also engage students utilising a fun, team-based, learning activity.

Implications for practice: Bingo-TBL can be used to improve student engagement and enjoyment, with increased team-working within the cohort, without compromising knowledge attainment.

References:
[1] Branney, J., and J. Priego-Hernandez. 2018. 'A mixed methods evaluation of team-based learning for applied pathophysiology in undergraduate nursing education', Nurse Education Today, 61: 127-33.

Keywords:

Team-based learning, bingo, flipped classroom, pedagogy, interactive.