A Team-Based Approach to Problem-Based Learning: An Evaluation of Structured Team Problem Solving
Abstract
Although problem-based learning (PBL) is an effective pedagogical method, questions concerning its classroom implementation and value for enhancing group interaction remain. Structured Team Problem Solving (STEPS) incorporates teaming skills with PBL. This study explored the impact of STEPS on 15 select cognitive and social skills and examined the learning outcomes among 26 undergraduates in a health science course. Based on self-reported quantitative and qualitative responses, STEPS contributed significantly to the students' skills and learning. STEPS also enhanced group interaction and communication and helped improve classroom management. Results suggest that STEPS can enhance PBL by improving task completion and group processes. It may also enable instructors to implement PBL in larger classrooms by providing tools for students to manage their learning more productively and independently.
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