Individual Readiness Assurance Test Research Articles

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

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.

Longitudinal Comparison between Flipped Classroom and Team-based Learning in a Prosthodontic Class

Active learning is a concept that allows students to study and learn actively by themselves to get knowledge. There are several methods of active learning, including flipped classroom (FC) and team-based learning (TBL). In FC, students are required to study before classes. In TBL, students also study before class, take individual readiness assurance test (iRAT) and team readiness assurance test (tRAT), then discuss group assignment projects (GAPs) during class. The purpose of this study was to compare the effectiveness between FC and TBL. The effectiveness of FC and TBL was assessed from the results of the term-end examinations, questionnaires and practice examinations. To check the difficulty of the term-end examinations, control dentists took the same examinations and we calculated the equating score with item response theory. Statistical analysis showed that the correct answer rate in term-end examinations was significantly different in comparison with the time of the trial, and for the participants (students and dentists). The term-end examination score of FC and TBL did not show a statistical difference. The student questionnaire showed that TBL had higher scores than FC on various factors such as student positive attitude, preparation, ingenuity of teacher and achieving the class goals. The crown & bridge score from the practice examination of 6th-year students who had FC + TBL were constantly higher than the Japanese national average score. The identification index of FC and TBL did not show the statistical difference and there was no statistical difference on item response theory between FC and TBL.

Development and Validation of a Peer Evaluation Tool for Team‐Based Learning

Background and Aims Team-based learning (TBL) is an increasingly common pedagogical approach in health science education to promote active, small group learning. Peer evaluation is an essential component of classic TBL that has been used to assess interpersonal skills, evaluate personal effort, and promote professional behavior. While a variety of approaches exist for TBL peer evaluation, no standardized instrument exists and there is variability in the use of peer evaluation for summative and formative assessments. Further, some studies have questioned the reliability and validity of current instruments and health science educators have encountered difficulty using peer evaluation for summative assessment purposes. Therefore, the purpose of this research was to develop and validate a peer evaluation tool for formative assessment in the context of a graduate-level TBL course in histology. Methods A formative peer evaluation tool (PET) was developed based on recommendations for TBL peer evaluations in the literature. The PET contained 10 items that relate to preparedness, interpersonal skills, and team engagement rated on a four-point scale from never to always. Students enrolled in a graduate histology course between 2018-2020 at Indiana University completed the PET at the middle and end of the semester, PET1 and PET2, respectively. Students completed a PET for each member of their TBL team (4-6 members) and points were awarded for completion of the PET but not for received scores. An exploratory factor analysis (EFA) with a promax rotation and Cronbach's alpha were used to assess the validity and reliability of the PET, respectively. A confirmatory factor analysis (CFA) tested the dimensionality of the tool. Pearson's correlations were used to evaluate the relationships between scores on PET1 and PET2 and average scores on TBL quizzes (i.e., iRAT [individual readiness assurance test]) at the middle and end of the semester. Results The EFA of peer evaluation scores for PET1 (n=467) revealed a three-dimensional model: (1) Accountability and preparedness for TBL activity (3 items), (2) Providing constructive feedback (3 items), and (3) Receptiveness to feedback and teamwork (4 items). Internal consistency reliability was acceptable for individual factors and overall (Factor 1 α = 0.76, Factor 2 α = 0.786, Factor 3 α = 0.624, Overall α = 0.813). A CFA performed on scores on PET2 scores (n=451) demonstrated an acceptable model fit for the three-factor model (c2 = 0.000, RMSEA = 0.08). Pearson's correlations (n=90) indicated low to moderate positive correlations between PET1 and mean iRAT scores at mid-semester (r=0.266, p=0.011) and PET2 and iRAT mean scores at the end of the semester (r=.379, p<0.001). Conclusion These results indicate that the PET is a reliable and valid tool for peer evaluation within a graduate TBL course. Further, this research demonstrates that student peers are able to provide reliable and valid feedback about students’ preparedness, engagement, and teamwork skills. Future research will focus on determining the optimum number of evaluations needed to improve the reliability of the PET using generalizability analysis.

Exploring the feasibility of using very short answer questions (VSAQs) in team-based learning (TBL).

Team-based learning (TBL) currently relies on single best answer questions (SBAQs) to provide immediate feedback. Very short answer questions (VSAQs) are a reliable and discriminatory alternative that encourage learners to use more authentic clinical reasoning strategies compared to SBAQs. However, the challenge of marking VSAQs has limited their integration into TBL; we therefore explored the feasibility of VSAQs within a TBL session. An online platform was developed to allow immediate marking of VSAQs during the TBL sessions. As part of the readiness assurance process, students completed VSAQs and SBAQs, which were marked in real time. Instructors were able to mark all VSAQs during the individual readiness assurance test (iRAT), which facilitated the provision of immediate feedback during the team readiness assurance test (tRAT). The mean time to mark five VSAQs was 422 seconds (SD 73 seconds). For VSAQs, the number of attempts to reach the correct answer ranged from 1 to 38, compared to 1 to 4 for SBAQs. In total, 71.6% of students agreed that using VSAQs in TBL helped to emphasise group discussions. The wide range of attempts at, and students' perspectives of VSAQs are suggestive of their positive impact on student discussion during TBL. We demonstrate how new technology allows VSAQs to be feasibly integrated into TBL with the potential to enrich group discussions.

ANÁLISE DA ETAPA DE GARANTIA DE PREPARO DO TEAM BASED LEARNING NO ENSINO DE ENFERMAGEM

Objetivo: analisar a etapa de garantia de preparo do Team-Based Learning por meio do desempenho de estudantes de Enfermagem no Individual Readiness Assurance Test – iRAT e Team Readiness Assurance Test – tRAT.Método: estudo descritivo de abordagem quantitativa. Participaram 26 estudantes do quinto semestre de uma faculdade do Norte do Brasil. A coleta de dados ocorreu nos meses de outubro e novembro de 2018 com questionários aplicados em cinco unidades. A análise foi descritiva, por questionário, questão, equipe e aluno.Resultados: o desempenho em equipe foi superior, porém não em todas as unidades. Há questões em que os estudantes individualmente e em equipe apresentaram dificuldades, sugerindo variáveis intervenientes de origem pedagógica.Conclusão: a análise por desempenho dos estudantes sugere falhas na garantia de preparo. O estudo contribui ao indicar possíveis variáveis pedagógicas que podem influenciar no sucesso desta etapa do Team-Based Learning.

Increasing Knowledge and Self-Efficacy on Differences in Sex Development (DSD): A Team-Based Learning Activity for Pediatric Residents.

IntroductionDifferences in sex development (DSD) are a heterogenous group of conditions estimated to affect 1 in 4500 infants. A paradigm shift has occurred in societal and cultural acceptance of variant gender outcomes along with increased awareness around diagnostic uncertainty inherent to DSD. Lack of provider knowledge in evaluation of DSD and/or awareness of evolving paradigms relevant to care for patients with DSD can accentuate barriers to access optimal care for this already vulnerable population.MethodsTo address this unmet need, we used Kern's six-step framework and piloted a team-based learning (TBL) activity for pediatric residents and medical students (36 learners). This included preactivity reading, an 11-item self-efficacy survey around treatment of patients with DSD at the beginning of the TBL, and a seven-question individual readiness assurance test (RAT). Mixed teams of five to seven learners completed the RAT in small groups followed by large-group discussion. An application exercise followed with two cases focused on initial evaluation of a newborn/child with suspected DSD and an older child with suspected DSD. At the conclusion, learners repeated the self-efficacy measure and answered several evaluation questions.ResultsIndividual RAT scores had a mean of 59%, while groups scored with a mean of 82%. Mean self-efficacy scores also increased significantly from 2.4 to 3.4 on a 5-point scale. Of learners, 80% agreed or strongly agreed that the activity was effective for improving DSD skills and knowledge.DiscussionTBL is a valuable educational strategy to enhance knowledge and self-efficacy of DSD care for general pediatricians.

A Novel Team-Based Learning Approach for an Internal Medicine Residency: Medication-Assisted Treatments for Substance Use Disorders.

IntroductionIt is estimated that approximately one-tenth of the US population suffers from substance use disorders (SUD), a problem that is compounded when one considers the impact that drug addiction could have on treatment outcomes for many other chronic diseases. Thus, addiction medicine has become an important component of many successful urban primary care practices and residencies across the country. Our program sought to improve the confidence of our residents in managing SUD by instituting a team-based learning (TBL) activity that focused on the diagnosis and medication-assisted treatment of these illnesses.MethodsThe class of 80 internal medicine residents were divided into groups of approximately 16 residents, and during the TBL sessions further divided into teams of three to four. Each TBL session consisted of an individual readiness assurance test, a group discussion of the correct answers, and a PowerPoint-based team application activity. Surveys were conducted for each group to assess the residents' attitudes after completing the activity.ResultsOf residents, 69 of 80 completed the survey. The response to the TBL exercise was overwhelmingly positive, with most residents in agreement that the activity increased their knowledge and confidence in diagnosing and treating patients with SUD.DiscussionOverall, this TBL activity was well received by the residents and subjectively increased their competence in managing patients with SUD. In addition, our modification to the traditional TBL format suggested that the theories and spirit behind TBL can be successfully adapted to meet the challenges and intricacies of internal medicine residency education.

Team-based learning replaces problem-based learning at a large medical school

AbsractBackgroundWith increased student numbers in the Sydney Medical Program, and concerns regarding standardisation across cohorts, student satisfaction of the problem-based learning (PBL) model had decreased in recent years. In 2017, Team-based learning (TBL) replaced PBL in Years 1 and 2 of the medical program. This study sought to explore students’ perceptions of their experience of TBL, and to consider resource implications.MethodsIn 2017, Years 1 and 2 medical students (n = 625) participated in weekly TBL sessions,with approximately 60 students per class, consisting of 11 teams of five or six students. Each class was facilitated by a consultant, a basic scientist and a medical registrar. Prior to each class, students were given pre-work, and completed an online Individual Readiness Assurance Test (IRAT). During face-to-face class, students completed the Team Readiness Assurance Test (TRAT), and received feedback with clarification from facilitators, followed by clinical problem-solving activities. Student feedback was collected by questionnaire, using closed and open-ended items. Data were analysed using descriptive statistics and thematic analysis.ResultsIn total, 232/275 (84%) Year 1 and 258/350 (74%) Year 2 students responded to the questionnaire. Students found positive aspects of TBL included the small group dynamics, intra- and inter-team discussions, interactions with facilitators, provision of clinical contexts by clinicians, and the readiness assurance process. Suggested improvements included: better alignment of pre-reading tasks, shorter class time, increased opportunity for clinical reasoning, and additional feedback on the mechanistic flowchart. Resource efficiencies were identified, such as a reduction in the number of teaching sessions and required facilitators, and the ability to provide each classroom with clinical expertise.ConclusionsOur findings demonstrate that TBL, as a replacement for PBL in Years 1 and 2 of the medical curriculum, provided a standardised approach to small group learning on a large scale, and also provided resource efficiencies. Students perceived benefits related to the active learning strategy of TBL that encourage individual learning, consolidation of knowledge, retrieval practice, peer discussion and feedback. However, improvements are needed in terms of better alignment of pre-reading tasks with the TBL patient case, and greater facilitator interaction during the problem-solving activities. Additionally, consideration should be given to reducing class time, and providing TRAT scores.

406TF A RASHonal Approach to the Diagnosis of Dermatologic Emergencies

Dermatologic complaints are common presentations to the emergency department. Though most causes of rash are benign, it is critical that emergency physicians be able to recognize the dermatologic manifestations of critical illness. In 1984 Lynch et al proposed an algorithmic approach to the identification of dermatologic processes, and since then several modified Lynch algorithms have been developed and expanded. This learning module will introduce learners to an established series of algorithms designed to organize and narrow the differential diagnosis of serious rash. Learners will be challenged to sort the classic rashes of many dermatologic diseases using this approach and will practice recognizing the classic rashes of many dermatologic emergencies. This module is intended for medical students and both junior and senior learners in emergency medicine and is designed to be presented at didactic conference. By the end of this learning module, the learner will be able to: 1.) apply a systematic approach to the evaluation of acute dermatologic disease; 2.) categorize the classic rashes of many dermatologic emergencies, utilizing a visual diagnosis approach; 3.) develop pattern recognition in the identification of dermatologic emergencies; 4.) discuss the etiology, presentation, examination, complications, diagnosis and treatment of patients with various dermatologic diseases. This module is a modified team-based learning session. Learners will complete a preparatory self-directed module prior to attending didactic conference that will review the approach to an undifferentiated rash, key elements of the history and physical exam, history/physical red flags, and rash morphology. This will be followed by a short Individual Readiness Assurance Test (IRAT). At the beginning of the didactic session, teams of 5-7 learners with participate in a Team Readiness Assurance Test (TRAT). For the application exercise, pictorial examples of many serious dermatologic conditions will be presented, and teams will compete to correctly identify them. Rashes will be classified into one of four categories (petechial/purpuric, erythematous, maculopapular, and vesiculobullous) and sorted into diagnostic algorithms. The exercise will focus on visual examples in order to develop pattern recognition. Learners will be evaluated by an IRAT, a TRAT, and by a short post-module survey to assess the learner’s subjective ability to identify and manage dermatologic emergencies. Recognizing potentially life-threatening dermatologic disease is a critical skill for the emergency physician. This educational module will provide learners with the tools to promptly recognize the most critical rashes, and to ensure that life-threatening conditions are not overlooked.

Suicide Assessment and Management Team-Based Learning Module.

IntroductionSuicide is a global health problem that health care providers must feel comfortable addressing. Unfortunately, many health care providers are not equipped to assess and treat patients at risk for suicide due to lack of training and education. Interactive resources are needed to educate health professions students about the management of suicidal patients.MethodsThe suicide assessment and management team-based learning (TBL) module was developed to address the gap in suicide education. After completing the module, students were able to identify key elements for a comprehensive assessment of a patient's risk for suicide and to discuss clinical management for a suicidal patient. The activity was designed for second-year medical students during a psychopathology course, the last organ-system course prior to clerkships. This module could also be used or modified to meet the educational requirements for other health professions, including medical residents, nurse practitioner students, and physician assistant students.ResultsA total of 342 students among 62 teams participated in the TBL over a period of 3 consecutive years. The class averages for the individual Readiness Assurance Test ranged from 80% to 88%. The class averages for the team Readiness Assurance Test and application questions were comparable across all 3 years. Course evaluations showed the TBL helped students think critically and integrate information to prepare them for their future careers.DiscussionOverall, this TBL was an effective educational tool that stimulated high-quality discussion, in which students remained engaged and asked thought-provoking questions.

A meta-analysis of students\u2019 readiness assurance test performance with team-based learning

BackgroundTeam-based learning (TBL) is increasingly being utilized across medical fields by engaging students in small group discussions. The readiness assurance test (RAT) is an essential feature that differentiates TBL from problem-based learning (PBL) activity sequences. No publication has discussed differences in the RAT in TBL in medical schools. The purpose of this meta-analysis study was to examine the performance of learners in terms of group RAT (GRAT) and individual RAT (IRAT) scores in TBL for students of healthcare professions.MethodsDatabases, including PubMed and Cochrane were searched using several terms. We assessed the quality of included studies and conducted a meta-analysis.ResultsIn total, 11 studies with 1575 participants were identified. Quality assessment scores of these studies ranged 4 ~ 7. Mean GRAT scores were significantly higher than mean IRAT scores (standardized mean difference (SMD) = 2.027, 95% confidence interval (CI) = 1.657 ~ 2.486, p heterogeneity < 0.001). Although the test of subgroup differences was insignificant (p = 0.113), the nursing-only subgroup showed much better performance in the GRAT than the IRAT (SMD = 2.3CI: 95% CI = 2.0 ~ 2.6, I2 = 48.77%) compared to the others subgroup which included students from different majors. The subgroup analysis explained the heterogeneity in the overall analysis. Because of inadequate information from these 11 studies, a meta-regression could not explore the source of heterogeneity in terms of the mean age, duration of the intervention, preparation time before the RAT, and previous TBL experienced by students.ConclusionsStudents achieved significantly higher scores for the GRAT than for the IRAT, especially the group which only included nursing students, which implies excellent collaboration in the group of nursing students.

Comparison of individual and team readiness assurance tests in a modified team based learning method

Team based learning (TBL) is shown to have a positive impact on learning abilities. In this study, we compared the individual and group readiness assurance grades of dental students toward a modified TBL protocol for an orthodontic topic. All of the dentistry students in 2 different annual intakes from Shiraz University of Medical Sciences took part in the study. The references and methods for holding the class was presented to the vice dean of educational affairs and to the students. At the beginning of the session, individual readiness assurance test (iRAT) was held. Then, the students were asked to arrange in 15-member groups for a modified TBL exercise. Each group took part in the team readiness assessment test (tRAT) and draw concept maps of 5 major topics. Then, they presented their team work, discussed them, and concluded. At the end of the session, the students reported their attitude on the pre-constructed assay form. The data were analyzed with SPSS software 17, using paired T test and Wilcoxon signed rank test. We observed statistically significant improvement in the tRAT score compared with iRAT in the male and female participants (P-value <0.001). More than 60% of the participants felt that TBL enhanced the overall satisfaction and pleasure from participation in class. Based on our study, team work depicted significant improvement in the students' scores of an orthodontic topic. According to students, satisfaction with TBL was favorable and improved with additional experience.

Effects of a Simulation With Team-Based Learning on Knowledge, Team Performance, and Teamwork for Nursing Students

Simulation and team-based learning are reported as useful strategies in nursing education. However, empirical evidence on the effects of participating in an integrated course of team-based learning and simulation is limited. The aim of this study was to identify the effects of a nursing simulation program with team-based learning on knowledge, team performance, and teamwork among Korean nursing students. A one-group pretest-posttest design was used. Fourth-year students (N = 229) participated in a 32-hour nursing simulation program with team-based learning. Each of the three sessions of the program involved a 3-hour task training with video-assisted learning and skills performance assessment, 1-hour team-based learning, and 4-hour simulation session with a high-fidelity simulator. In addition to the knowledge test and performance assessment, participants completed a self-administered questionnaire on teamwork. Participants achieved higher scores in the Group Readiness Assurance Test than they did in the Individual Readiness Assurance Test. The posttest scores on team performance and teamwork were significantly higher than their pretest scores. The simulation with team-based learning induced favorable effects on participants' knowledge, performance, and teamwork. A curricular integration of simulation program with team-based learning is consistent with achieving outcomes-based learning in nursing education.

Peer‐Evaluation in a Team‐Based Learning Curriculum: Investigating the Relationship between Peer‐Evaluation Scores and Team Rank

IntroductionMany medical school and health care professional curricula are incorporating teaching methods along with learning and assessment approaches, which aim to foster communication skills, professionalism, teamwork, and leadership skills. Team‐based learning (TBL) is a commonly used pedagogical approach to accomplish the flipped classroom and to foster professionalism, teamwork, and communication skills. Two components of TBL curriculum are 1) the utilization of peer evaluations for assessment purposes and 2) a team competition as an incentive structure. No standardized instrument exists for TBL peer evaluation and some studies have questioned the reliability and validity of the instruments for assessment purposes. Therefore, the objective of this study was to evaluate the relationship between averaged peer‐evaluation scores and rank in the team competition.MethodsTeams (n=5) within a TBL graduate histology course during the fall semester of 2018 were ranked weekly in a team competition following each of the 10 TBL sessions. Rank was calculated based on averaged individual readiness assurance test scores (iRAT), group readiness assurance test scores (gRAT), and group activity scores for each TBL and was updated throughout the semester. Students (n=31) conducted peer‐evaluations of their team members at two different points (mid‐ and end‐of‐semester). The instrument for the peer‐evaluation contained 10 items that assessed professionalism and team engagement (e.g., is well‐prepared for team activities) on a four‐point scale from never to always. This tool was developed based on recommendations for TBL peer evaluations in the literature. Spearman correlations were used to determine the relationship between peer‐evaluation scores and team rank at each time point. Alpha was set at p≤0.05.ResultsThere was a statistically significant (p=0.037) negative correlation between peer‐evaluation scores and TBL team rank at mid‐semester (r=−0.375) and stronger negative correlation existed at the end‐of‐semester (r=−.591, p&lt;0.001). In other words, students on teams with a lower rank tended to give their peers lower evaluation scores.Discussion and ConclusionThe relationship between the peer‐evaluation scores and the TBL team rank demonstrate a negative relationship. Thus, within this graduate level histology course utilizing the peer‐evaluation as a summative assessment may not be warranted as it may be unduly penalizing poor performing teams. Other courses utilizing team rank incentives may consider evaluating the use of peer evaluations as summative assessments. Furthermore, this study demonstrates a need for a standardized and reliable instrument for peer evaluations in a TBL curriculum.

About the association of a lecture-based learning and team-based learning in a pathology course

Team-based learning (TBL) is an active method of learning aiming to the promotion of the teamwork and improvement of critical thinking. Students of our university weren't used to TBL. We tried to implement a learning session combining TBL and lectures. The study included residents in pathology. The learning scenario consisted in lectures followed by a TBL. Four steps characterized the learning scenario: an individual preparation based on resources made available in the internet by the tutors, an individual readiness assurance test (iRAT) performed during the first 15minutes of the session, a team readiness assurance test (tRAT) and a peer evaluation step. The final students' score was calculated by summing score A (iRAT weighted to 70%) and score C (derived by multiplying the score B [tRAT weighted to 30%] with percentage of peer evaluation). Anova test and Pearson coefficient were used to perform the statistical analyses. Forty-one residents were included. We assessed an improvement of the tRAT in comparison to iRAT. The only correlations established were between the iRAT and the tRAT and the tRAT and the students' scores. Implementing TBL in medical universities may induce an improvement of the individual knowledge and a change in behaviourism.

Evaluation of the effectiveness of student learning and teacher instruction on team-based learning during quality control of diagnostic imaging

ABSTRACT Background: Team-Based Learning (TBL), which is a student-centered instructional approach, has been applied in various health-related courses, but research on the effectiveness of TBL in radiologic technology is limited. More research is needed to examine the effectiveness of TBL within the field of radiologic technology as well as to study teachers’ reflective practices for instructional development in TBL. Objectives: This study examines the effectiveness of TBL on students’ learning and course instructors’ instructional development during quality control activities in diagnostic imaging. Design: This study employed an action research approach with mixed-methods. The study was categorized using four TBL modules as the topics: film/screen receptors and processors, radiography, mammography, and computed tomography. Quantitative data included pre-test scores on individual readiness assurance tests (IRAT-pre), group readiness assurance tests (GRAT), and post-test scores on individual readiness assurance tests (IRAT-post). Qualitative data included students’ responses to open-ended questions about their experience with TBL and transcripts of instructors’ interviews. Results: Forty junior college students participated in the study. A non-parametric test was conducted to compare the scores. The results showed that the GRAT score was significantly higher than the IRAT-pre-score, and the IRAT-post score was significantly higher than the IRAT-pre-score. The IRAT-post score was significantly higher than the GRAT score for the first and fourth modules, but IRAT-post score was significantly lower than the GRAT score on the second and third modules. Using direct content analysis, five themes were coded around instructional development, while 15 themes were coded to understand students’ experiences with TBL. Conclusions: TBL can be an effective instructional approach to improve students’ understanding of radiologic technology content. The results of this research can help instructors decide what action plan to implement to increase the effectiveness of TBL when further employing it for radiologic technology courses.

Maternal-Fetal Physiology, Intrapartum Care, Postpartum Care: A Team-Based Learning Module for Normal Obstetrics.

Team-based learning (TBL) is an active learning strategy used at the University of Arkansas for Medical Sciences in both the preclinical and clinical years of medical school. The Department of Obstetrics and Gynecology (OB/GYN) uses TBLs during a 6-week clinical clerkship. This TBL is the first in a series of six and was designed to teach the topic of normal obstetrics to third-year medical students. Prior to the TBL, students were provided with learning objectives and a list of advance preparation resources. These resources included a reading assignment from the student textbook, as well as optional online videos and optional online interactive quizzes. The students then came to class and completed an individual readiness assurance test (iRAT) and a group readiness assurance test (gRAT). The majority of in-class time was spent working through complex application exercises in the form of case vignettes. The TBLs were facilitated by a faculty member in the OB/GYN department. Since its initiation in June 2018, 93 students have participated in this TBL activity. The mean score on the iRAT was 88.9%, and the mean score on the gRAT was 98.8%. Ninety-eight percent of students reported that they were satisfied with this learning activity. This TBL was well received by students and unique in that it utilized a variety of types of advance preparation resources. With few other published OB/GYN TBLs available, we believe that this module could be a valuable resource for OB/GYN clerkships.

Online and In-class Team-Based Learning in Undergraduate Immunology: a Comparative Analysis.

The goal of this study was to compare student learning outcomes and preferences using a modified team-based learning (TBL) approach in classroom-based versus online formats in an upper level undergraduate immunology course. Fifty-five students were randomly assigned to small groups and participated in four immunology case study modules either face-to-face in a classroom or synchronously online. In both comparative groups, students completed pre-test Individual Readiness Assurance Test (IRAT) at the beginning of each module in-class or online, discussed cases in-class or online with group members, and completed in-class or online post-test Group Readiness Assurance Test (GRAT) after case study group discussions. Assessment of individual student learning was performed using multiple choice exam questions that addressed concepts from each module. At the end of the course, students completed an optional survey to evaluate course satisfaction and preferences. In all four modules, students performed equally well on the IRATs, regardless of whether they performed TBL in class or online; and students performed better on the GRATs than the IRATs after using the TBL methodology, regardless of whether they performed TBL in class or online. In the application of course concepts, except for modules 2 and 3, there was no difference between a student's performance on the IRAT and the exams, regardless of whether they performed TBL in class or online. There was a significant difference in student perception but not performance when comparing in-class versus online TBL. For almost all measured outcomes, students preferred in-class TBL to online TBL.

Application of Modified Team-Based Learning Approach for Enhancing Undergraduate Medical Educational Seminars.

Team-Based Learning (TBL) is an instructor-led, structured form of cooperative learning that promotes self-directed learning and teamwork while equipping students with the problem-solving and collaborative skills needed to meet the demands of their future professions. This study examines the impact of applying a modified TBL approach to enhance educational seminars in a PBL-adopted curriculum. A total of 300 students participated in the study. Students' Individual Readiness Assurance Test (IRAT) mean scores were compared with mean scores of the same students' Group Readiness Assurance Test (GRAT). Student satisfaction was determined on a scale with 6 options in response to 13 questions to compare different aspects of traditional and TBL educational seminars. Comparison between IRAT and GRAT scores showed consistently higher GRAT scores. The majority of students expressed their overall satisfaction in favor of the TBL seminar, especially regarding seminar organization, knowledge acquisition, and team work skills. Application of the TBL approach in educational seminars increased second- and third-year medical students' engagement and satisfaction and improved their test performance.

The impact of team‐based learning on students with different self‐regulated learning abilities

AbstractTeam‐based learning (TBL) stresses applying knowledge rather than absorbing knowledge in class; studies have investigated the use of TBL and its merits in different teaching courses (e.g., medical science and business). TBL is most effective when students learn autonomously before class. However, the ability of autonomous learning is highly associated with the ability of self‐regulated learning (SRL); most importantly, not every student possesses good (or high) SRL ability. Nevertheless, few studies have compared the effectiveness of TBL in students with different SRL abilities. To address this issue, this study analyzed approximately 90 students, whose course teaching involves office application software (Microsoft Excel). This study also developed an online TBL system (called Online TBL) to facilitate performing TBL and to collect the learning behaviours of students with different (high or low) SRL abilities on each TBL stage. The analytical results show that compared with the low‐SRL students, the high‐SRL students were more prepared for class because they spent more reviewing material and had better scores on personal uploaded Excel and Individual Readiness Assurance Test. From the feedback of the peer evaluation, the results also show that the high‐SRL students received more credits than the low‐SRL students did. The questionnaire survey revealed that both low‐SRL and high‐SRL students had a favourable impression of TBL. Further discussion is given to explain the above results.