Teamwork and academic performance on kinesiology students using team based learning

Trabajo en equipo y rendimiento académico en un curso de kinesiología empleando aprendizaje basado en equipos
Macarena Delgado Riveraa, Eduardo Fasce Henrya, Cristhian Pérez Villalobosa, Nancy Rivera Fuentesa, Pablo Salazar Saézb, Cacia Riquelme Vallejosc, Ivone Campos Cerdaa

a Departamento de Educación Médica, Facultad de Medicina, Universidad de Concepción, Concepción, Chile
b Unidad de Cuidados Críticos Coronarios, Hospital Las Higueras, Talcahuano, Chile
c Facultad de Medicina, Universidad Católica de la Santísima Concepción, Concepción, Chile

Recibido 16 marzo 2016, Aceptado 18 mayo 2016

Palabras Clave

Aprendizaje basado en equipos, Trabajo en equipo, Kinesiología, Estrategias activas, Aprendizaje colaborativo


Team based learning, Teamwork, Kinesiology, Strategy activities, Collaborative learning


Introduction: The team based learning (TBL) is an active learning strategy that encourages the use of transversal skills (e.g. teamwork). Considering that defining learning goals, and planning strategies, fulfilling specific tasks and assuming concrete roles to achieve said goals is essential to TBL, promoting teamwork is to be expected.

Objective: To assess the relation between teamwork skills and academic performance of Physiotherapy students of a private Chilean university who previously participated in a TBL course.

Method: Pre-experimental design. The TBL method was utilized over 5 sessions. Students (n= 51; 43.14% female; median age=23.61 years) were divided in eight groups. A Likert-type scale was used at the end of the course to evaluate teamwork. Performance was assessed using individual and group test, and different application activities. Participation was voluntary and subject to prior agreement.

Results: In terms of teamwork skills, students showed high team planning (80.9%) and communication (68.8%) abilities, and low collaborative problem solving abilities (25.5%). Although teamwork skills were not significantly correlated with the individual test, a direct correlation with some of the group test and applications was assessed.

Conclusions: After the TBL sessions, Kinesiology students obtained high scores in the teamwork scale. These results were likely to be expected, as the methodology allows the students to develop teamwork skills, with the motivation of achieving common goals at the end of each session and at the end of the course itself. The relation between teamwork and academic performance, in some cases, showed that family background and challenging situations improved teamwork.

Teamwork is a generic skill relevant in the process of training professionals. The TBL has the potential to contribute to achieving this goal, although other experimental designs are required to confirm it.