Professionalism in small group learning between face-to-face and virtual settings: a mixed-methods study.

Objectives: To explore whether and how preclinical medical students changed perceptions and behaviors related to professionalism in small group learning activities from face-to-face to virtual during the pandemic. Methods: The study used a mixed-methods sequential research design. We first retrospectively examined quantitative data from 101 medical students who completed mandatory peer evaluation surveys assessing professional behaviors of small group members in two courses (one face-to-face, the other online). Differences between student perceptions in two settings were compared using the Wilcoxon signed-rank test. Findings from the quantitative stage were probed further using focus groups at the qualitative stage. Six focus groups (n = 27) were conducted using purposeful sampling. Interviews were transcribed and inductive thematic coding was used to identify emerging themes. Results: We found a significant decrease in perceptions of punctuality and attendance in the virtual setting compared to face-to-face learning (Z=-6.211, p<.001), despite lower expectations of their peers in online learning. Five major themes emerged from the qualitative data: punctuality/participation, camera usage, dress code/conversational style, multitasking, and engagement/accountability. Participants showed sensitivity when conceptualizing professional conduct, indicating the dynamic process of professional identity formation at the early stage of their career. Conclusions: Results show that students' perceptions of professionalism become contextualized, significantly influenced by the background of the virtual learning environment. Intentional communication about professionalism within specific sociocultural and educational contexts is vital for individual professional identity formation. These findings support of the importance of considering context when educational programs develop curricula and establish expectations related to professionalism.

Interactive Patient Safety and Quality Improvement capstone during transition-to-residency program: virtual and in-person focused workshop for EPA 13.

Identifying systems failures and contributing to a safety culture is the Association of American Colleges (AAMC's) thirteenth Entrustable Professional Activity (EPA). While most curricula teach Patient Safety (PS) and Quality Improvement (QI) principles, student participation in live QI/PS activities remains limited. This workshop enabled late Clerkship phase students to apply these Health Systems Science (HSS) principles to real adverse patient event cases through team-based simulation.This 3-h capstone included both a didactic review of QI, PS, and TeamSTEPPS® tools and an experiential component where student-led interactive small group discussions were augmented by resident and faculty preceptors. Collaboratively, students composed an adverse patient event report, conducted a Root Cause Analysis (RCA) during role-play, and proposed error prevention ideas after identifying systems problems. In April 2020, the in-person workshop became fully virtual due to the COVID-19 pandemic.A statistically significant increase in ability to identify Serious Safety Events, Escalation Chain of Command, and define a Plan-Do-Study-Act (PDSA) cycle was observed. Comfort with RCA increased from 48 to 87% and comfort with TeamSTEPPS® principles increased from 68% to 85.5%This novel capstone provided students with the tools to synthesize HSS concepts through problem-solving processes and recognize EPA 13's importance. Their increased capability to identify appropriate chain of command, escalate concerns, and recognize serious adverse patient events also has training and practice readiness implications.

Impact of modified teaching strategies used in a gross anatomy course on the academic performance of dental students during the COVID-19 pandemic.

INTRODUCTION: Modified teaching strategies (MTS), asynchronous online teaching and smaller dissection groups, were applied to a gross anatomy course for dental students in the National Taiwan University in April 2020 in response to the COVID-19 pandemic. This study aimed to investigate the effects and perceptions of MTS on dental students. MATERIALS AND METHODS: Scores for anatomy examinations for 2018-2019 (without MTS) and 2019-2020 (with MTS) cohorts were compared to explore the effect on academic performance. Moreover, questionnaire from the 2019-2020 cohort was analysed to determine dental students' perceptions about MTS. RESULTS: The lecture performance in the final examination of the second semester for the 2019-2020 cohort was significantly higher than that of the first semester (pre-COVID-19) and that for the 2018-2019 cohort. However, the laboratory performance in the midterm examination of the second semester for the 2019-2020 cohort was significantly lower than that for the 2018-2019 cohort and showed no difference in the final examination of the first semester. The questionnaires revealed that the majority of students displayed positive attitudes towards MTS and agreed with the importance of peer discussion during laboratory dissection. CONCLUSIONS: Asynchronous online learning for anatomy lecture may be beneficial for dental students; however, a smaller dissection group accompanied by reduced peer discussion may temporarily exert negative effects on their laboratory performance at the beginning of the application. Furthermore, more dental students exhibited positive perceptions towards smaller dissection groups. These findings could illuminate the learning condition of dental students in anatomy education.

Effect of COVID 19 lockdown on medical education: A systematic review.

OBJECTIVE: To evaluate the complications of e-learning during pandemic-led lockdown, its effect on medical students' learning, and to recommend practical solutions. METHODS: The systematic review comprised literature search on Google Scholar, Medline and Pubmed databases for studies published from 2019 to April, 2022. dealing with the effect of coronavirus disease-2019 on medical education. Key phrases used were 'COVID19 effects', 'medical students' or 'e-learning' or 'e-examination'. Methodological information was evaluated using EPPI (Evidence for Policy and Practice Information) tool. RESULTS: Of the 60 studies initially found, 5(8.33%) were included. Students in their final year required practical application to benefit their professional lives. As a result, this circumstance has a variety of psychological consequences, such as an inability to focus during self-study for final-year test preparation, which leads to a loss of self-confidence and identity, and an inability to develop into tomorrow's competent and professional doctor. CONCLUSIONS: Despite emergencies like the pandemic, the students' future should not be ignored. They need practical education for future work. There is a need for better strategies for improved learning so that future doctors may work efficiently in their fields.

Team-based learning-adopted strategy in pharmacy education: pharmacology and medicinal chemistry students' perceptions.

Background: Team-based learning (TBL) provides an advanced teaching method for healthcare education; it is characterised by being an interactive teaching session that allows groups of learners to work together in teams to discuss and apply what they have learnt to certain clinical scenarios. The following study aims to evaluate the impact of TBL strategy on the students' comprehension and acquired knowledge, to allow better application and integration of knowledge. The aim of the study was to improve pharmacy students' skills in achieving learning outcomes by adapting TBL pedagogy in the lectures. Students' feedbacks were collected via post-lecture survey. Results: The study was applied to pharmacy students covering two courses: Pharmacology III (Level 4) and Medicinal Chemistry I (Level 3) in a period of two-week lectures through the first semester of the academic year 2021/2022 in Future University in Egypt. The selected topics-related preparation materials were previously available on each course moodle page prior to the actual lecture, for the students to get prepared including growth hormone, sex hormones and their associated diseases for the pharmacology course and COVID-19 management for the Medicinal Chemistry course. The TBL lecture was started by dividing the students into teams and then readiness assurance tests were given, as individual readiness assurance test and then team readiness assurance test conceptual test were applied. The assessment of the students' decision-making skills and problem solving was evaluated through solving-related clinical cases. All the learning outcomes were achieved with maximum participation and interaction via an open discussion between the lecturer and the students during the lecture. A total of 116 students answered the survey and confirmed their satisfaction, better understanding and more participation in TBL lectures compared to other topics taught with the ordinary methods. More than half of the students recommended the TBL method for better perception and participation. Conclusion: The students felt great appreciation for the team-based lecturing. Also, recommendations and suggestions were directed towards increasing the percentage of TBL lectures in the curriculum, as it helped them to concentrate more with high participation levels.

Benefits of individual preparation for team success: planning for virtual team communication, conflict resolution and belonging

PurposeTeam-based projects are being used at work in various industries and in education. This paper aims to share a training strategy that integrates training with casual games to effectively prepare individuals to perform better in team-based settings due to their acquisition of team skills combined with their knowledge of tools including a team charter, communication plan and conflict resolution plan.Design/methodology/approachA training module was developed, deployed and tested in a virtual classroom of an upper-level undergraduate business class to emulate real-world team experiences. In the study, 342 of the 631 participants enrolled chose to complete the optional training module, which included pre- and posttests followed by a perception survey. A quasi-experimental design was used to evaluate the impact of the training upon team skills including communication, conflict resolution and feelings of belonging.FindingsThe pre- and posttest results for trainees indicated a significant increase in team process and development knowledge, which included concepts such as communication, conflict resolution methods, roles, goal-setting and expectation-setting. Survey results indicated a correlation between completing the team training module and improved communication within teams, particularly for teams developing a communication plan in addition to a team charter and conflict resolution strategies.Originality/valueThis research contributes to the literature on preparing individuals for success in teams through training and education using interactive games, while equipping them with tools to contribute to favorable team dynamics and outcomes. The results are applicable to business, organizations and training settings that incorporate team-based projects in online, hybrid and face-to-face settings.

The value of team-based learning in a pandemic and five simple tips to get started.

Team-Based Learning (TBL) can be easily applied to different learning outcomes in various courses. This approach builds community and provides peer support for students in both in-person and online learning environments. When used for formative assessment, it can promote student learning while reducing the quantity of grading for instructors. Five simple tips to provide structure and flexibility for the successful implementation of Team-Based Learning are described using an example of a recent second-year principles of genetics course.

CASE STUDY: Innovation in teaching delivery or learning technology Distant learning challenges and solutions: Incorporation of 3D protein visualisation in an undergraduate pharmacy medicinal chemistry course

The COVID-19 pandemic made distance learning an essential medium for teaching worldwide. The use of three-dimensional protein visualisation in teaching undergraduate medicinal chemistry courses was shown to be highly effective in increasing the students' understanding and interest in the topic. The course was designed to use the visualisation tools in lectures, and students would then use them to study drug-target interactions and present their work as a part of the course assessment. With the pandemic induced-lockdown imposed early in the term, the faculty were faced with many challenges to keep the use of tools as part of the course. The lack of direct contact, differences in students' computer literacy and availability of internet connections, in addition to the need for appropriate mediums for assignment presentations and assessment, were major concerns. In this case study the author presents the Faculty of Pharmacy and Medical Sciences at the University of Petra's approaches to overcome the challenges faced in the course delivery and assessment. Copyright © 2020 FIP.

Design of learning and team-building processes in remote onboarding

This full paper track proposal deals with the challenges of designing the onboarding of new employees in digital work settings. The increasing prevalence of home office workplaces due to the corona pandemic poses new challenges for managers in designing this phase given the physical separation of team members. In the context of this research project, the aim was to examine how managers experience digital onboarding in practice and which methods they use to trigger learning and teambuilding processes.In particular, the initial period in a new company is accompanied by many learning and team-building processes at various levels: The newcomer must acquire new technical information, create social connections with other team members, and learn on a superordinate level which values are embodied in the organization. This introductory phase lays the foundation for the initiation of further learning processes as well as the learning climate and should therefore be designed with caution.For this purpose, data was collected using guideline-based expert interviews with managers via digital video call platforms. Most managers reported a preference for hybrid onboarding. Overall, it appears that managers largely use adequate strategies for triggering learning and teambuilding processes in remote work. Nevertheless, not all potentials have yet been exhausted, so this paper describes implementation proposals for the conception of leadership development workshops regarding the design of a professional onboarding. © 2022 IEEE.

Team Based Learning (TBL) in Clinical Emergency Medicine Virtual Module

Introduction: Team-based learning (TBL) is a learning strategy that activates students and can encourage critical thinking in solving patient problems. Students will be in a high-risk condition when working in a hospital during the pandemic COVID-19. Therefore, modifications were made to the emergency module by applying the TBL strategy. This was the first modification at the Faculty of Medicine, UIN Jakarta. Methods: This was a descriptive study of students enrolled in clinical emergency medicine virtual module. The total number of students who joined this module were 30. The number of males and females were 8 and 22, respectively. Students underwent 20 TBL sessions and MCQ summative exam in a virtual clinical emergency module. Data was analysed using JASP Version 0.15. Results: The mean tRAT score was greater than the mean iRAT score, and there was a statistically significant difference between both of them (p<0.001). In 14 TBL sessions, all students achieved the maximum tRAT score (100). There was no significant positive correlation between iRAT and the summative score (r=0.4;p=0,005). Only one TBL session showed no significant difference between the mean of the iRAT score and the mean of the tRAT score. Conclusion: This implementation of TBL suggests the effectiveness of TBL in achieving improved student academic performance. Further research needs to be done to look at other things like communication, collaboration skills, teamwork, and other professional behaviors. © 2022 UPM Press. All rights reserved.

Students' Perception of Virtual Team-based Learning (vTBL) in Clinical Emergency Medicine Virtual Module

Introduction: The COVID-19 pandemic has been inflicting an extraordinary disruption in medical education, in particular withinside the clinical setting. Therefore, the emergency clinical module was created by modifying virtual team-based learning (vTBL) and this method had been implemented for the first time at the Faculty of Medicine, UIN Syarif Hidayatullah Jakarta. This study explores medical students' perception of the effectiveness of vTBL after completing their clinical emergency medicine virtual module. Methods: This research was mixed with sequential, quantitative data elicitation and qualitative data collection. In the quantitative study, students anonymously completed a pre-module survey about TBL and a 24-items Likert Questionnaire after they had finished the module. Data were analysed by statistical software known as JASP Version 0.15. A phenomenological approach was used to collect qualitative data by filling out a questionnaire with open-ended questions. Qualitative data were explored by the subject content analysis method. Results: There were 30 students enrolled on the module. The pre-module survey indicated that 70% of students had never heard the term TBL and did not understand the meaning. After the module was ended, quantitative data showed that most students gave positive feedback and recommend this vTBL method to the next module (83.3%). Qualitative data were in line with quantitative data. Several themes emerged related to the implementation, the learning process, and the obstacles faced during the implementation of vTBL. Conclusion: Most students had good satisfaction. The constraints faced by students need to be considered for the next better vTBL implementation. © 2022 UPM Press. All rights reserved.

Online flipped classroom with team-based learning promoted learning activity in a clinical laboratory immunology class: response to the COVID-19 pandemic.

BACKGROUND: Given the rapid development of clinical immunology technologies, students majoring in laboratory medicine should master the technological principles and application of clinical laboratory immunology. However, many are required to take online courses due to COVID-19 restrictions, which highlights the need to revisit teaching strategies. Recently, various medical education courses (such as Biochemistry, Physiology, etc.) have implemented the flipped classroom (FC) and team-based learning (TBL) methods, resulting in more positive teaching evaluations. To promote the students' mastery of the difficult knowledge effectively during the online teaching work, we evaluated the performance of online FC-TBL in a clinical laboratory immunology course. METHODS: Sixty-two third-year students from two classes majoring in Laboratory Medicine were recruited and divided into two groups, including one group with traditional lecture-based learning teaching strategy (LBL group) and the other group with LBL or online FC combined with TBL teaching strategy (FC-TBL group). We selected three chapters to conduct FC-TBL teaching in class. All participants took in-class quizzes and final examinations that targeted the same knowledge points. Finally, all participants completed anonymous questionnaires asking for their perceptions of the respective teaching models. In addition, we conducted a survey of teaching suggestions by a FC-TBL class of students majoring in Laboratory Medicine. RESULTS: The FC-TBL group (vs LBL group) had significantly higher scores on the in-class quizzes and final examinations, and also reported high satisfaction with the FC-TBL model. These findings indicate that FC-TBL is suitable for clinical laboratory immunology, as the participants quickly gained essential knowledge. Specifically, FC-TBL helped to "increase learning motivation," "promote self-directed learning skills," "extend more related knowledge," "enhance problem-solving abilities," "enhance clinical reasoning abilities," and "enhance communication skills." For participants' suggestions, 48.38% (15/31) students held positive attitude to FC-TBL teaching strategy compared to 25.81% (8/31) students who considered FC-TBL teaching strategy still needs continuous improvement, and 25.81% (8/31) students reported that they believed FC-TBL teaching strategy was perfect and no further suggestions. CONCLUSIONS: Online FC-TBL effectively enhanced learning activity among students of a clinical laboratory immunology course. This is particularly useful in the COVID-19 context.

Effectiveness of an Advanced Naloxone Training, Simulation, and Assessment of Second-Year Pharmacy Students.

Background: Opioid overdoses continue to be one of the most urgent public health priorities. In 2020, reported overdose deaths in the United States reached a high of over 93,000 cases. As the COVID-19 pandemic and opioid crisis continues to be addressed, life-saving agents must be more widely accessible to those with a high overdose risk. An essential step to increasing access is to train student pharmacists to dispense naloxone. Once licensed, the number of personnel authorized to dispense naloxone can increase. Objectives: To design a training program to educate second-year pharmacy (P2) students on furnishing naloxone under a state protocol. Methods: A multi-phased curriculum-based naloxone training program was delivered to P2 students and included lecture-based education, team-based learning (TBL) applications, case-based scenarios, and summative assessments to improve student knowledge and confidence in furnishing naloxone. Students were surveyed on their knowledge and confidence with naloxone prior to training, after the in-class training and TBL applications and after three assessments. Assessments included simulated patient counseling, case-based scenarios, and proper dispensing of naloxone in a community pharmacy simulation lab. Results: A total of 185 student pharmacists completed the naloxone training program and 68 completed all three surveys. Average scores for naloxone assessments were 83% for the APPS lab patient case, 90.5% for the prescription label typed for the naloxone product, and 88.5% for patient counseling. Statistically significant increases in knowledge-based quiz-like scores (42.1% after training vs. 7.2% after assessment) and in the proportion of students affirmatively answering survey questions after training and assessment was observed. Conclusion: Multi-phase curriculum-based naloxone training program improved pharmacy student knowledge and confidence in furnishing naloxone under a state BOP protocol.

Engineering Students' Social Networks and Alters During the COVID-19 Pandemic

Social capital is essential to students' success and persistence in academic goals. However, during the period of emergency remote teaching brought on by the COVID-19 pandemic, students were isolated from their social networks. The purpose of this study was to examine how engineering students' social capital changed during the period of emergency remote teaching, looking closely at both the instrumental and expressive social capital from the people (alters) in students' social networks. We used an explanatory sequential mixed method approach that included collecting data from first-year students and capstone design students using the Undergraduate Support Survey and student interviews. We found differences between the types of alters that the two groups of students identified as influential to their success and persistence, including the groups of alters they identified (e.g., professors vs peers) and the length of relationship with their alters. We also present results from the interviews, highlighting examples of expressive and instrumental supports in both group before and during the pandemic. Overall, we found that the advanced students had more well-developed social networks than the first-year students to rely on during the transition. The first-year students, however, relied mostly on lifelong relationships. They did not have, and did not continue to develop, university-based social networks. We include examples of innovative ways that students maintained and strengthened their social networks and point to future implications of this work.

Is Team-Based Online Learning Activities Enhances Critical Thinking Skills of Engineering Students or Not? An Exploratory Study During the COVID-19 Pandemic

This study was conducted during the COVID-19 pandemic to explore whether team-based, online learning activities play a role in enhancing undergraduate engineering students' critical thinking skills. To conduct the study, we distributed a Google Form-based online survey among undergraduate engineering students through Tecnolo & PRIME;gico de Monterrey learning management system platform during the fall semester of 2020. In total, we received 50 complete responses through a convenient sampling approach. To analyze the quantitative data, we applied a hierarchical regression technique using the IBM SPSS 26.0 statistical software program. The findings of this study affirm that participation in team-based online learning activities meant to improve (1) the quality of learning and (2) reasoning ability have a significant positive correlation with critical thinking skills of undergraduate students in engineering programs. We also conclude that quality of learning has higher significant association with critical thinking skills as compared to reasoning ability

Classroom Versus Online Team-based Learning: Effects on Students’ Learning and Performance

Purpose: To date, we know little about the impact of responsive shifts from conventional to remote learning during the Covid-19 pandemic on student outcomes. If learning suffered, this may potentially have significant negative effects on students’ knowledge and skills acquisition hence eventually impacting the overall quality of our doctors and the care they provide. To address this gap in knowledge, we investigated the impact of switching from classroom team-based learning (cTBL) to online TBL (oTBL) on medical student performance in class tests and end-of-year examinations. Methods: Our participants were 137 second-year medical students who had cTBL experience prior to the shift to oTBL. We held the structure, activities and organisation of TBL constant. The only difference was that oTBL students engaged virtually while cTBL students met in person. We examined if there were differences between cTBL and oTBL in terms of individual (iRA) and team performance (tRA) in class and end-of-year exam scores. Our educational focus was the female reproductive system. We also examined the mean iRA and tRA scores for all modules. Analysis was via repeatedmeasures ANOVA. Results: There was a statistically significant difference between cTBL and oTBL groups’ iRA, tRA and specific exam items for female reproductive knowledge. Similarly, when we looked at year 2 teaching more generally, students scored significantly higher on the iRAs and exam items that were taught by means of oTBL compared to cTBL. Discussion: During a time of educational disruption, shifting a highly structured instructional design from the classroom to online, while keeping all other factors constant, maintained learning outcomes. This reassurance of the effectiveness in respect of student learning opens the door for further research to explore the educational, social and interactional processes of both face-to-face and online TBL © 2022 Association of Medical Education in the Eastern Mediterranean Region (AMEEMR). This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). Sponsored by King Saud bin Abdulaziz University for Health Sciences

“Slacking” for Success : A Post-COVID-19 Approach for Increasing Student Engagement beyond the Physical Classroom, Using Collaboration Tools with Team-Based and Project-Based Learning

This article explores the problem of how to maintain student engagement outside of the physical classroom. Both in-person and online delivery are studied. The treatment/solution method applied is the use of a collaboration tool. The results reported here are the student interactions, participation, and recorded experiences using a collaboration tool as a platform to support project-based group exercises. The results of using two different collaboration tools are reported (Google Hangouts and Slack). The study was completed prior to the outbreak of COVID-19, and it revealed newly discovered advantages and also some emerging performance limitations for the use of collaboration tools that can be applied to the post-COVID academic environment. The described approach proposes a prescription for how collaboration tools can facilitate student engagement through the primary effect of teamwork resulting from an increase in frequency and ease of communication between students within groups and between students and the instructor. The findings describe the significance of how collaboration tools can improve the online classroom experience that traditionally has relied almost exclusively on asynchronous feedback and contact methods and, also, how collaboration tools enhance in-person delivery by increasing communication and by providing opportunities to distribute materials and updates between class meetings. The conclusion section of the article provides a summary and a narrative checklist of suggestions for instructors looking to implement methods similar to what is discussed here and a prescription for a robust framework to deliver course materials and for supporting student engagement in the post-COVID-19 academic environment.

In-Person or Online? The Effect of Delivery Mode on Team-Based Learning of Clinical Reasoning in a Family Medicine Clerkship.

In health professions education, team-based learning (TBL) has been used to help learners develop clinical reasoning and decision-making skills. The COVID-19 pandemic has challenged institutions to move curriculum delivery from largely in-person to online. With the anticipated return to in-person instruction and arguments made in favor of online instruction in certain circumstances, evidence is needed to support decision making in curriculum planning. The purpose of this study was to examine the effect of delivery mode (in-person vs. online) on student learning of clinical reasoning and clinical decision-making (CR/CDM) in the family medicine clerkship. Data from three cohorts of third-year medical students were included in the study: 2018/2019 cohort, in-person; 2019/2020 cohort, half of the cohort in-person, half of the cohort online; 2020/2021 cohort, online. Students' performance data-individual readiness assurance test (IRAT) and group readiness assurance test (GRAT) scores-were used. The Generalized Estimating Equations (GEE) analysis was performed. As expected, students scored higher in GRAT than IRAT across the three cohorts. No significant IRAT-GRAT differences were observed between in-person and online delivery of TBL sessions. Student learning of CR/CDM in TBL is comparable between the two modes of delivery in the family medicine clerkship. Future research in other clerkships, years of medical education, and professional programs is needed to inform decision making regarding the TBL delivery mode.

Enhanced Student Engagement through Teamwork, Gamification, and Diversity & Inclusion Best Practices in an Electromagnetics Course

In this Innovative Practice Full Paper we present an approach where we coupled several proven pedagogical practices to enhance student engagement during the time of remote/hybrid instruction due to the COVID-19 pandemic. One of these approaches was team-based learning throughout the entire semester which aided in student motivation. A second practice implemented was game-based learning to drive student engagement and excitement. This game-based learning approach used a semester-long scoring system which allowed students to compete for bonus points both on an individual and team basis. This enabled students to practice their teaming skills. Lastly, there was a major focus on diversity & inclusion in addition to teamwork in the course. Students were arranged into teams in an optimized manner by the CATME software. The optimization constraints were chosen using best practices for diversity in race & ethnicity, gender, skill levels, and leadership philosophy, while also considering students with similar schedules for availability purposes. The course also contained instructional modules on effective teamwork as well as contributions in the field of electrical engineering by underrepresented minorities. This paper details the innovative coupling of these practices and how they fit into the course's overall plan. Classroom activity and student perceptions associated with these practices were assessed via structured classroom observation using the COPUS protocol and collection of survey/focus group data, respectively. Assessment results are discussed, along with challenges encountered in this electromagnetics course in the hybrid/remote learning environment.

Team-Based Learning to Improve Diversity and Inclusion of Environmental Engineering Students: A Mixed Methods Case Study

In engineering education, numerous ranges of diversity are needed. With the growing number of international students, it is essential to enhance the inclusion in higher education. Team-based learning (TBL) has been applied in engineering education to boost diversity and inclusion. This study applied a mixed methods approach, a combination of quantitative (questionnaire) and qualitative (interview) methods, to research the effect of TBL on the diversity and inclusion of Chinese students and British students in the Environmental Engineering programme at one UK university. Nearly 70% of Chinese students considered their learning experiences with British students to be positive or very positive. Approximately 64% of students believed that they learned most when they were "discussing and preparing group seminar work/presentation together in library/classroom/other places". "Enjoying a different culture" and "Learning from others with different educational backgrounds" are two primary reasons for Chinese students liking learning with British teammates. The interviews indicated substantial beneficial effects of TBL on enhancing diversity and inclusion in engineering education. Many students welcome the difference and consider it an opportunity to comprehend the foreign culture. The research results shed light on that embracing diversity and producing an inclusive setting have favourable effects on the academic and social development of engineering students. The COVID-19 pandemic exacerbated racism in some areas. Due to international travel restrictions, most international students have to study online. Further studies are required to understand the new challenges brought about by the pandemic.