Incentive structure in team-based learning: graded versus ungraded Group Application exercises.

Adam S Deardorff,Nicole J Borges,Colleen Mccormick,Paul G Koles,Jeremy A Moore

doi:10.3352/jeehp.2014.11.6

Adam S Deardorff, Nicole J Borges + Show 3 more

Open Access

https://doi.org/10.3352/jeehp.2014.11.6

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Abstract

Purpose:Previous studies on team-based learning (TBL) in medical education demonstrated improved learner engagement, learner satisfaction, and academic performance; however, a paucity of information exists on modifications of the incentive structure of “traditional” TBL practices. The current study investigates the impact of modification to conventional Group Application exercises by examining student preference and student perceptions of TBL outcomes when Group Application exercises are excluded from TBL grades.Methods:During the 2009–2010 and 2010–2011 academic years, 175 students (95.6% response rate) completed a 22-item multiple choice survey followed by 3 open response questions at the end of their second year of medical school. These students had participated in a TBL supplemented preclinical curriculum with graded Group Application exercises during year one and ungraded Group Application exercises during year two of medical school.Results:Chi-square analyses showed significant differences between grading categories for general assessment of TBL, participation and communication, intra-team discussion, inter-team discussion, student perceptions of their own effort and development of teamwork skills. Furthermore, 83.8% of students polled prefer ungraded Group Application exercises with only 7.2% preferring graded and 9.0% indicating no preference.Conclusion:The use of ungraded Group Application exercises appears to be a successful modification of TBL, making it more “student-friendly” while maintaining the goals of active learning and development of teamwork skills.

Highlights

Developed for large business school classes, teambased learning (TBL) is a well-defined instructional strategy employed in numerous medical schools in the United States [1] and across the globe [2,3]
team-based learning (TBL) uses a structured process that relies on individual and group accountability to promote mastery of factual knowledge, development of cognitive skills, and integration of information from multiple sources in addition to active problem solving and cohesive teamwork
Meaningful and well-constructed GApp exercises are the cornerstone of a TBL module and are largely responsible for TBL efficacy, which is noted for improved academic performance [11], professional development, emotional intelligence [8], and student satisfaction [2,7]

Summary

INTRODUCTION

Developed for large business school classes, teambased learning (TBL) is a well-defined instructional strategy employed in numerous medical schools in the United States [1] and across the globe [2,3]. TBL uses a structured process that relies on individual and group accountability to promote mastery of factual knowledge, development of cognitive skills, and integration of information from multiple sources in addition to active problem solving and cohesive teamwork. Haidet et al [5] proposed the core design elements of TBL These include team formation, readiness assurance, immediate feedback, sequencing of in-class problem solving, four Ss (significant problem, same problem, specific choice, and simultaneous reporting), incentive structure, and peer review. In the 2009-2010 academic year, the study institution moved from a graded GApp exercise to an ungraded GApp exercise in the year two curriculum, eliminating team grades as a motivator for students to actively participate in group problem solving This change provided the unique opportunity to assess students’ perceptions of graded versus ungraded GApps on the overall TBL experience as well as identify specific factors that contribute to student grading preference

METHODS

Findings

DISCUSSION