Journal article
Katelyn J. Kotlarek, Erin J. Bush, Evy Loomis-Goltl, Lian Arzbecker
Clinical Linguistics & Phonetics, vol. 9, pp. 1-16
Clinical Linguistics & Phonetics, vol. 9, pp. 1-16
DOI
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APA
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Kotlarek, K. J., Bush, E. J., Loomis-Goltl, E., & Arzbecker, L. Application of team-based learning to support knowledge acquisition and retention of craniofacial content in a graduate speech-language pathology course: A pilot study. Clinical Linguistics &Amp; Phonetics, 9, 1–16.
Chicago/Turabian
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Kotlarek, Katelyn J., Erin J. Bush, Evy Loomis-Goltl, and Lian Arzbecker. “Application of Team-Based Learning to Support Knowledge Acquisition and Retention of Craniofacial Content in a Graduate Speech-Language Pathology Course: A Pilot Study.” Clinical Linguistics & Phonetics 9 (n.d.): 1–16.
MLA
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Kotlarek, Katelyn J., et al. “Application of Team-Based Learning to Support Knowledge Acquisition and Retention of Craniofacial Content in a Graduate Speech-Language Pathology Course: A Pilot Study.” Clinical Linguistics &Amp; Phonetics, vol. 9, pp. 1–16.
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@article{katelyn-a,
title = {Application of team-based learning to support knowledge acquisition and retention of craniofacial content in a graduate speech-language pathology course: A pilot study},
journal = {Clinical Linguistics & Phonetics},
pages = {1-16},
volume = {9},
author = {Kotlarek, Katelyn J. and Bush, Erin J. and Loomis-Goltl, Evy and Arzbecker, Lian}
}
Abstract
This study examined graduate student confidence, knowledge retention, and perceptions of a craniofacial disorders course delivered using team-based learning (TBL). Seventeen graduate students from a single class participated. Confidence was measured by survey pre-course, post-course, and 6 months later. Knowledge was assessed through exam scores, and retention was evaluated 7 months later using Cranio Q oral questions. Quantitative and qualitative analyses were conducted. Confidence increased from pre-course to post-course and remained elevated at 6 months. Confidence was weakly correlated with exam scores. Exam scores did not differ by Cranio Q performance, although higher exam scores tended to be associated with better Cranio Q outcomes. Qualitative findings reflected positive student perceptions of the course and instructional approach. Participation in a TBL-based craniofacial course was associated with sustained self-reported confidence and positive perceptions. Relationships between exam performance and longer-term retention were weak, likely reflecting the limited variability and the small sample size.