Weekly team-based learning scores and participation are better predictors of successful course performance than case-based learning performance: role of assessment incentive structure

Gonzalo A Carrasco,Osvaldo Lopez,Kathryn C Behling

doi:10.1186/s12909-021-02948-6

Gonzalo A Carrasco, Osvaldo Lopez + Show 1 more

Open Access

https://doi.org/10.1186/s12909-021-02948-6

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Abstract

BackgroundIncentives for preparation and participation in case-based (CBL) and team-based learning (TBL) differ by virtue of differences in assessment, allowing us to evaluate the role these incentives play in preparation and participation in these activities as well as overall course performance.MethodsWeekly TBL and CBL participation and performance as well as performance on the course final examination were recorded. Student participation was quantified and correlated with: (1) CBL preparation, participation, teamwork and completion of learning objectives scores, and (2) TBL individual readiness assurance test (iRAT) scores.ResultsStudent final examination scores (n = 95) were more strongly correlated with TBL than CBL performance. No significant correlation was found between iRAT and CBL scores. Student participation was measured in 3 CBL groups (8 students/group) and 4 TBL teams (6 students/team). TBL participation was more strongly correlated with final examination scores than CBL participation. TBL participation was also correlated with iRAT scores. CBL scores for preparation, participation, teamwork and completion of learning objectives did not significantly correlate with iRAT scores or TBL participation.ConclusionThese results suggest that the assessment incentives and methods used in TBL result in student performance that better predicts performance on summative examinations.

Highlights

Incentives for preparation and participation in case-based (CBL) and team-based learning (TBL) differ by virtue of differences in assessment, allowing us to evaluate the role these incentives play in preparation and participation in these activities as well as overall course performance
The content discussed in Active Learning Groups (ALG) groups during 1 week of the course is tested in the TBL exercise on the first day of the subsequent week of the course
The ALG group discussion and course lectures during the third week of the Infectious Diseases (ID) course focused on Human Immunodeficiency Virus (HIV), antiretrovirals and immunocompromised patients, and the TBL that incorporated those subjects occurred on Monday of the fourth week of the course

Summary

Introduction

Incentives for preparation and participation in case-based (CBL) and team-based learning (TBL) differ by virtue of differences in assessment, allowing us to evaluate the role these incentives play in preparation and participation in these activities as well as overall course performance. In ALG, students use clinical vignettes and self-identified resources for preparation and are assessed for preparation, participation, completion of learning objectives and teamwork by two ALG facilitators (a basic science and a clinical faculty member) who may not be content experts for all the subjects that are discussed during the academic year [12] (Fig. 1). The students applied knowledge mastered during the tRAT to a series of more challenging multiple-choice questions, discussion of which was led by the TBL facilitator, during the application portion of the TBL exercise (Fig. 2).

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