Problem and Project Based Learning
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Participation in a TBL-based craniofacial course was associated with sustained self-reported confidence and positive perceptions, and relationships between exam performance and longer-term retention were weak.
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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.
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@article{Kotlarek2026Application,
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},
author = {Katelyn Kotlarek and Erin J. Bush and Evy Loomis-Goltl and Lian Arzbecker},
journal = {Clinical Linguistics & Phonetics},
year = {2026},
doi = {10.1080/02699206.2026.2680133},
url = {https://doi.org/10.1080/02699206.2026.2680133}
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