Readiness Assurance Process Research Articles

Collaborative student-to-student communication during Team-Based Learning test-taking

ABSTRACT This study explores teams engaged in student-to-student collaborative test-taking. Participants were undergraduate students enrolled in 16-week Team-Based Learning (TBL) course who completed the Readiness Assurance Process four times throughout the semester. A mixed-methods approach incorporated the transcription of intragroup dialogue coded to measure the amount of verbal communication, nonevidence, evidence, and process dialogue to then quantitatively analyze how student ability influenced students’ collaborative test-taking interactions. Results demonstrate high-ability members’ contributions in talk time, evidence, and nonevidence to team conversation. Low-ability members’ offered similar contributions to test functionality process dialogue. Findings suggest intragroup communication plays a vital role in TBL, particularly in terms of how member ability enhances and detracts from discourse and accountability. The implications indicate that team members must feel empowered to communicate with peers to enhance team decision-making, and educators play a critical role in framing team discussions for collaborative test-taking when using TBL.

Student perceptions of weekly synchronous team quizzes in an online statistics course

In a fully online college introductory statistics class, we incorporated a flexible synchronous course component to provide instructor immediacy and support students who are lacking sufficient prior knowledge when a new topic is introduced. We describe a learning cycle with weekly team quizzes inspired by the readiness assurance process of team-based learning; we interviewed eight students for their perceptions of the course structure. Team quizzes are designed to provide regular formative assessment and feedback in real-time with the goal of improving student satisfaction and success in the course. Overall, students reported that the weekly synchronous sessions contributed to a strong sense of belonging to peers and the instructor, were helpful for their learning and helped them successfully complete the course. Implications for practice or policy: Instructors can use regular synchronous team quizzes in a fully online course to improve student engagement, connectedness, persistence and learning. Instructors can use team quizzes for regular formative assessment and feedback and to facilitate just-in-time intervention.

Experiences with team-based learning in an introductory bachelor course on sustainability

ABSTRACT Team-based learning (TBL) is a structured form of collaborative learning that is particularly beneficial in courses where students are expected to understand a significant amount of information to answer complex questions. Here we evaluate the implementation of TBL in a second-year undergraduate sustainability course. The course introduces structured and quantitative approaches for analysing human impacts on the natural environment. It consists of four learning units each focusing on a specific environmental issue, such as climate change and habitat loss. Teams of 5–6 students are formed at the beginning of the course. Each learning unit starts with individual pre-class preparation followed by a readiness assurance process. The remainder of the learning unit consists of assignments that require students to apply what they learned to environmental problems. In the peer evaluation, the students assess team members on their contribution to the team activities. The exam pass rates have been consistently high (> 82%) since we implemented TBL in 2016. The students’ appreciation of TBL increased over time, with 90% of respondents rating the added educational value of TBL as satisfactory or better in 2019. Teachers value the active participation of the students. Students repeatedly mentioned that they highly appreciate the collaboration in a team, increased both engagement and motivation. TBL’s biggest challenge is the facilitation of the discussions during the application sessions and making sure that the discussions remain concise while maintaining sufficient depth. TBL is now also implemented in other courses with structural attention to the development of collaborative skills.

Effective situation-based delirium simulation training using flipped classroom approach to improve interprofessional collaborative practice competency: a mixed-methods study

BackgroundInterprofessional collaborative practice competency (ICPC) is key to providing safe, high-quality, accessible, patient-centred care. Effective delirium management, particularly, requires a multi-component intervention, including the use of interprofessional teams at care point. This research aims to investigate the effectiveness of the flipped classroom approach for improving ICPC in simulation-based delirium case management.MethodAn embedded mixed-methods study was designed to investigate the effects of the flipped classroom approach on health professionals’ performance in delirium management. The study population comprised nine health professionals (three physicians, nurses, and pharmacists each). They used pre-class study materials about delirium management via a digital learning platform before a simulation case training session. A readiness assurance process test was conducted on key concepts, covered in the pre-class study material. Participants were randomly assigned to three teams, each of which included health professionals. Each team participated in a simulation case scenario. For the quantitative outcome measures, the Chiba Interprofessional Competency Scale (CICS29), a validated scale for measuring competencies of interprofessional practice, was used before, after, and three months after the educational intervention. The qualitative component consisted of a post-training questionnaire and semi-structured focused group interviews about the impact of the flipped classroom approach.ResultThe CICS29 measured after the intervention and three months after was noted to be significantly higher than before the intervention. Three semi-structured focused group interviews were conducted (n=9), which, upon analysis revealed that the flipped classroom approach effected on four stages of Bloom's taxonomy level. A total of nine categories and 17 subcategories were identified corresponding to four levels of the revised Bloom’s taxonomy: remember (1), understand (12), apply (23), and analyse (3).ConclusionThe simulation-based skill training using flipped classroom approach can be an effective method for improving ICPC for health professionals. In this approach, an elevated level of cognitive activity is practiced in the Bloom’s taxonomy, and the participants worked on an application-based case simulation that promoted higher level learning and engagement in interprofessional collaborative practice. This approach also established a basic common language of delirium assessment and management, thus facilitating communication among health professionals and improving ICPC.

Applying Creative Tools that Facilitate Online Team‐Based Learning

BackgroundOnline education jeopardizes many aspects of medical education. Online lecturing has the disadvantage of disengaging students, which leads to poor learning. Instructors can increase student engagement by incorporating active learning techniques into classroom discussions and interactions.Team Based Learning (TBL) has been shown to benefit students in a variety of settings. Ahead of COVID 19, TBL was used in classrooms and occasionally in blended learning environments combining online and classroom instruction.This study aims to introduce an innovative strategy for increasing student engagement through use of online TBL. We designed a TBL strategy using the Blackboard lockdown browser, breakout rooms, and Microsoft forms. The TBL framework of orientation, readiness assurance, and implementation exercises was maintained.MethodologyStudents were introduced to course material and held accountable for pre‐class instruction through the TBL Readiness Assurance tests. For the deployment of the iRAT, we used the lockdown browser in conjunction with the blackboard Respondus camera. The question type used was multiple‐choice without reporting the correct answers to the students. After submitting the iRAT, students were permitted to enter the blackboard session, where they were divided into groups for the tRAT, which took place in the breakout rooms that had been assigned in advance. The students' groups in their rooms were given a link to a Microsoft Form that was structured to look like the IF‐AT cards used by TBL, and they were instructed to use it. In order to construct the tRAT, point allocation and branching were used, and each question was entered three times into Forms and assigned a score of 4, 2, or 1 point. An automatic comment was triggered by selecting the correct response, praising the group for their effort, and awarding the required number of points. If the correct answer was not provided in the first three trials, the correct answer is provided before moving on to the next question in the series. When it was determined that all of the groups had submitted their tRAT answers, the breakout rooms were closed, and all of the students were moved to the main room with the blackboard where the session came to a close with a discussion of the answers with the instructor, who immediately provided feedback. Students' perceptions (N=203) were also evaluated using quantitative and qualitative tools, including a self‐administered questionnaire and a focus group discussion.ResultsBased on the data gathered during the readiness assurance process and the attendance of the students, it appears that the students were highly engaged in the online TBL process. The most significant themes identified by participants included increased commitment and preparedness, appropriately challenging questions, a deeper level of learning in the breakout rooms, and the ease with which technology could be used. Furthermore, students stated that participating in the online TBL enhanced their self‐confidence in order to face the examinations, offered an opportunity for a weaker student to cover learning objectives, and stimulated further motivation in them to attend these sessions.ConclusionOnline TBL is a valuable learning strategy that can be implemented to increase student engagement in online learning, provided the applications are used effectively.

Specific Elements of Team-Based Learning Used in Nursing Education: A Scoping Review.

Team-based learning (TBL) is an evidence-based, highly structured teaching strategy. The purpose of this review was to explore the specific TBL structure and process design elements reported in nursing education studies. A scoping review was undertaken according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for scoping reviews. Databases were searched on February 15, 2021, using search terms related to nursing, education, and TBL. Of 226 potentially relevant citations, 45 studies were included. The specific TBL design elements reported were team size (n = 41), team formation (n = 24), readiness assurance process (n = 45), immediate feedback (n = 42), activity sequencing (n = 42), 4S application design (n = 13), incentive structure(s) (n = 22), and peer evaluation (n = 13). There was variability in the reporting of TBL design elements. Preclass preparation and individual and team Readiness Assurance Tests were well reported. Application exercise design and approach to peer evaluation were gaps in the included studies.

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.

The readiness assurance process in online team‐based learning classrooms

AbstractThis chapter describes best practices to address the challenges posed for implementing the second stage of team‐based learning (TBL), the Readiness Assurance Process (RAP), in online settings, and uses the experience of expert TBL users to suggest strategies for maintaining the essential aspects of the pedagogy.

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.

Impact of readiness assurance process and faculty feedback on individual application exercises: a model for continuous assessment in physiology.

This study is aimed at the implementation of a continuous assessment model in physiology for a large-enrollment classroom with 250 students. The readiness assurance process (RAP) and immediate feedback elements from team-based learning (TBL) methodology were adopted to test their ability to guide students to solve applications exercises individually. Three continuous assessments in physiology (CAPs) were conducted with the RAP to include individual (iRAT) and group readiness assurance tests (gRAT). Immediate feedback was provided with faculty-student discussion (FSD), and the individual application exercises (iAE) were designed to be answered individually. Each CAP was subjected to three types of experimental manipulation in subgroups created out of 250 students. The intervention began with iRAT for all three subgroups. The sequence of iRAT, gRAT, FSD, and iAE varied between subgroups within a CAP. In a cross-over study design, each subgroup of students was subjected to all three intervention types over three CAPs. The subgroup completing iAE after RAP and FSD showed higher scores than the subgroup with RAP alone. One hundred eight-two students (82.35% response rate; 101 women and 81 men) responded to the questionnaire. The majority of students (87.4%) felt that doing iRAT and gRAT at the beginning helped them to solve iAE better. Most of the students (86.8%) responded that they received useful feedback and clarification during the discussion with the teacher after the gRAT. In conclusion, the administration of iRAT first followed by gRAT and immediate feedback from faculty seem to be beneficial to prepare students to tackle application-based exercises.

Application of Case-Based Readiness Assurance Process as a Model for Case-Based Pedagogy and Collaborative Learning in Physiology.

The preclinical phase of the undergraduate medical curriculum has to embed clinically relevant learning experience to bridge basic sciences with clinical disciplines. Student-centric educational methods like the readiness assurance process of team-based learning promote active learning. In this study, we report our implementation of the case-based readiness assurance process (CBRAP) as a case-based strategy for introducing early clinical exposure in the preclinical phase of the undergraduate medical curriculum in India. Four CBRAPs with individual and group readiness assurance tests (IRAT and GRAT) were conducted in four different systems taught in physiology (hematology, muscle physiology, cardiovascular physiology, and renal physiology). The multiple-choice questions for CBRAP were specifically designed to test application and problem-solving by incorporating clinical vignettes with pathophysiology and lab findings. This study was designed to involve all 250 students from the first professional year. The GRAT scores were significantly more than mean IRAT scores in all four CBRAPs (p value < 0.001). The GRAT scores in the second, third, and fourth CBRAPs were significantly better than the GRAT score of the first CBRAP (p value < 0.001). The GRAT scores correlated significantly with mean IRAT in three out of four CBRAPs and with the highest IRAT in two out of four CBRAPs. Based on the student feedback of CBRAP and other case-based strategies, it was found that students preferred CBRAP and the majority of students reported that discussion of CBRAP questions with team members was useful. In conclusion, innovative case-based teaching methods with active student involvement can be incorporated in the preclinical curriculum for improving learning outcomes.

Team‐Based Learning (TBL) in upper‐division biochemistry: Identifying critical components for student learning

Team‐based Learning (TBL) is an evidence‐based instructional practice (EBIP) commonly used in medical biochemistry contexts that requires students to acquire basic content knowledge outside of class and then work in collaborative groups to apply, extend, and/or synthesize knowledge in class (Michaelsen et al. 2004). An instructional approach that can be traced back to the 1970s, the “key ingredients” of TBL are well established. TBL is comprised of a three‐step cycle beginning with an individual preparedness test, a collaborative group preparedness test, and application‐based team exercises. The instructional design is informed by several core principles that are used to prescribe how teams are formed, the readiness assurance process (i.e. individual and team readiness), provision of immediate feedback to teams, how to incentivize engagement, and the need for peer review. The efficacy of canonical TBL as compared to didactic instruction has been demonstrated in a variety of contexts (e.g. undergraduate STEM, medical school education). The fidelity with which instructors implement TBL as prescribed is variable (Haidet et al. 2014). Indeed, it is common, if not inevitable, for instructors to adapt instructional approaches in response to local contexts and conditions. Yet it is unclear from the literature how adaptations of canonical TBL affect learning outcomes. In this research, we adopt a fidelity of implementation (FOI) approach (Stains et al. 2017) to empirically determine the effects of adapting TBL on student learning in an upper‐division, two‐semester biochemistry course. Specifically, we report on the effects of adaptations of the team formation and readiness assurance processes on student performance as observed in a multi‐year study.

What is team-based learning, and how is it used in nursing?

Team-based learning (TBL™) is an active learning and teaching strategy where students have an active role in their learning. It is a method where the instructor facilitates learning, not lecture from the front of the room. TBL™ is also a very structured teaching strategy based on cognitive learning theory. Team formation, readiness assurance process, application activities and peer evaluation are the four pillars of TBL™. TBL™ has become popular and is a preferred teaching method in nursing education in many institutions. The aim of this article is to introduce the process of TBL™ and discuss its use in nursing.

Applying interprofessional Team-Based Learning in patient safety: a pilot evaluation study

BackgroundInterprofessional education (IPE) interventions are not always successful in achieving learning outcomes. Team-Based Learning (TBL) would appear to be a suitable pedagogical method for IPE, as it focuses on team performance; however, little is known about interprofessional TBL as an instructional framework for patient safety. In this pilot-study, we aimed to (1) describe participants’ reactions to TBL, (2) observe their achievement with respect to interprofessional education learning objectives, and (3) document their attitudinal shifts with regard to patient safety behaviours.MethodsWe developed and implemented a three-day course for pre-qualifying, non-medical healthcare students to give instruction on non-technical skills related to ‘learning from errors’. The course consisted of three sequential modules: ‘Recognizing Errors’, ‘Analysing Errors’, and ‘Reporting Errors’. The evaluation took place within a quasi-experimental pre-test-post-test study design. Participants completed self-assessments through valid and reliable instruments such as the Mennenga’s TBL Student Assessment Instrument and the University of the West of England’s Interprofessional Questionnaire. The mean scores of the individual readiness assurance tests were compared with the scores of the group readiness assurance test in order to explore if students learned from each other during group discussions. Data was analysed using descriptive (i.e. mean, standard deviation), parametric (i.e. paired t-test), and non-parametric (i.e. Wilcoxon signed-rank test) methods.ResultsThirty-nine students from five different bachelor’s programs attended the course. The participants positively rated TBL as an instructional approach. All teams outperformed the mean score of their individual members during the readiness assurance process. We observed significant improvements in ‘communication and teamwork’ and ‘interprofessional learning’ but not in ‘interprofessional interaction’ and ‘interprofessional relationships.’ Findings on safety attitudes and behaviours were mixed.ConclusionTBL was well received by the students. Our first findings indicate that interprofessional TBL seems to be a promising pedagogical method to achieve patient safety learning objectives. It is crucial to develop relevant clinical cases that involve all professions. Further research with larger sample sizes (e.g. including medical students) and more rigorous study designs (e.g. pre-test post-test with a control group) is needed to confirm our preliminary findings.

Influence of Reading Material Characteristics on Study Time for Pre-Class Quizzes in a Flipped Classroom

Objective. To examine how instructor-developed reading material relates to pre-class time spent preparing for the readiness assurance process (RAP) in a team-based learning (TBL) course. Methods. Students within pharmacokinetics and physiology were asked to self-report the amount of time spent studying for the RAP. Correlation analysis and multilevel linear regression techniques were used to identify factors within the pre-class reading material that contribute to self-reported study time. Results. On average students spent 3.2 hours preparing for a section of material in the TBL format. The ratio of predicted reading time, based on reading speed and word count, and self-reported study time was greater than 1:3. Self-reported study time was positively correlated with word count, number of tables and figures, and overall page length. For predictors of self-reported study time, topic difficulty and number of figures were negative predictors whereas word count and number of self-assessments were positive predictors. Conclusion. Factors related to reading material are moderate predictors of self-reported student study time for an accountability assessment. A more significant finding is student self-reported study time is much greater than the time predicted by simple word count.

Type 1 Diabetes Mellitus: Pediatric Team-Based Learning Module.

Type 1 diabetes mellitus (T1DM) is an autoimmune disease that impacts roughly 200,000 youths in the United States. Many patients have limited access to specialist care. Therefore, general pediatricians are expected to be skilled in the management of diabetes. Recent studies suggest that an educational gap exists for general practitioners regarding diabetes care. Team-based learning (TBL), an active, learner-centered method of teaching, has been shown to be an effective tool in adult learning and teaching. Here, we outline a TBL activity focused on the education of pediatric residents in the comprehensive management of T1DM. Learners prepare in advance by reading through a review article on T1DM. They are formed into groups and work through the readiness assurance process first, followed by application exercises. The application exercises focus on choosing and applying an insulin regimen to a patient with a new diagnosis of T1DM, including modification of this regimen based on blood sugar trends, management of diabetes ketoacidosis, and recognition and management of hypoglycemia. Learners showed improvement in their readiness assurance testing, from 81.4% individually to 91% as a group. Eighty percent of learners agreed or strongly agreed this was an effective method for improving diabetes skills and knowledge, and the learning process engaged them. TBL may be a valuable educational strategy to enhance knowledge of T1DM care for general pediatricians. Future studies focusing on longitudinal educational outcomes would be beneficial.

Incorporating Health Information Technology and Pharmacy Informatics in a Pharmacy Professional Didactic Curriculum -with a Team-based Learning Approach

Objective. To incorporate a pharmacy informatics program in the didactic curriculum of a team-based learning institution and to assess students' knowledge of and confidence with health informatics during the course. Design. A previously developed online pharmacy informatics course was adapted and implemented into a team-based learning (TBL) 3-credit-hour drug information course for doctor of pharmacy (PharmD) students in their second didactic year. During a period of five weeks (15 contact hours), students used the online pharmacy informatics modules as part of their readiness assurance process. Additional material was developed to comply with the TBL principles. Online pre/postsurveys were administered to evaluate knowledge gained and students' perceptions of the informatics program. Assessment. Eighty-three second-year students (84% response rate) completed the surveys. Participants' knowledge of electronic health records, computerized physician order entry, pharmacy information systems, and clinical decision support was significantly improved. Additionally, their confidence significantly improved in terms of describing health informatics terminology, describing the benefits and barriers of using health information technology, and understanding reasons for systematically processing health information. Conclusion. Students responded favorably to the incorporation of pharmacy informatics content into a drug information course using a TBL approach. Students met the learning objectives of seven thematic areas and had positive attitudes toward the course after its completion.

Removable Partial Denture Components and Applications: A Team-Based Learning Module.

The process of learning the removable partial denture (RPD) requires that students first acquire fundamental concepts and then use critical thinking skills to apply that knowledge to different clinical scenarios. We believed this course posed a perfect opportunity to transition to an active learning method, namely team-based learning (TBL). In each TBL session the instructor creates adequate teams and assigns reading materials to the students in preparation for the readiness assurance process. While in class, individual students complete a case-based, multiple-choice examination to ensure their readiness to apply their foundational knowledge. Once all individual members of each team complete their individual tests, they retake the same examination as a team. During this process, they must reach consensus on their answers, which promotes discussion, debate, and learning. This module also presents an application assignment. Every team is presented with the same significant problem, is asked to come up with a specific answer, and reports simultaneously with the other teams, which results in a productive and vigorous debate. The shift to the TBL format resulted in a lower quantitative overall course evaluation compared to prior years, yet paradoxically, students' comments reflected a change in their attitudes and knowledge gain. From an administrative perspective, the shift added substantial value since there were 2 fewer hours of student class contact time and 98 fewer hours of faculty time assigned to the course. The RPD course transition to active learning was supported by our College Curriculum Committee goals. Placing the responsibility for learning on the student enhances his/her learning ability and allows time for instructors to teach at another level.

Ready to learn physics: a team-based learning model for first year university

Team-based learning (TBL) is an established model of group work which aims to improve studentsʼ ability to apply discipline-related content. TBL consists of a readiness assurance process (RAP), student groups and application activities. While TBL has not been implemented widely in science, technology, engineering and mathematics disciplines, it has been effective in improving student learning in other disciplines. This paper describes the incorporation of TBL activities into a non-calculus based introductory level physics topic—Physics for the Modern World. Students were given pre-class preparation materials and an individual RAP online test before the workshops. The pre-workshop individual RAP test ensured that all students were exposed to concept‐based questions before their workshops and motivated them to use the preparatory materials in readiness for the workshop. The students were placed into random teams and during the first part of the workshop, the teams went through a subset of the quiz questions (team RAP test) and in the remaining time, teams completed an in-class assignment. After the workshop students were allowed another attempt at the individual RAP test to see if their knowledge had improved. The ability of TBL to promote student learning of key concepts was evaluated by experiment using pre- and post- testing. The students’ perception of TBL was monitored by discussion posts and survey responses. Finally, the ability of TBL to support peer–peer interaction was evaluated by video analysis of the class. We found that the TBL process improved student learning; students did interact with each other in class; and the students had a positive view of TBL. To assess the transferability of this model to other topics, we conducted a comparison study with an environmental science topic which produced similar results. Our study supports the use of this TBL model in science topics.

A comparison of the effectiveness of the team-based learning readiness assessments completed at home to those completed in class.

Purpose:The readiness assurance process (RAP) of team-based learning (TBL) is an important element that ensures that students come prepared to learn. However, the RAP can use a significant amount of class time which could otherwise be used for application exercises. The authors administered the TBL-associated RAP in class or individual readiness assurance tests (iRATs) at home to compare medical student performance and learning preference for physiology content.Methods:Using cross-over study design, the first year medical student TBL teams were divided into two groups. One group was administered iRATs and group readiness assurance tests (gRATs) consisting of physiology questions during scheduled class time. The other group was administered the same iRAT questions at home, and did not complete a gRAT. To compare effectiveness of the two administration methods, both groups completed the same 12-question physiology assessment during dedicated class time. Four weeks later, the entire process was repeated, with each group administered the RAP using the opposite method.Results:The performance on the physiology assessment after at-home administration of the iRAT was equivalent to performance after traditional in-class administration of the RAP. In addition, a majority of students preferred the at-home method of administration and reported that the at-home method was more effective in helping them learn course content.Conclusion:The at-home administration of the iRAT proved effective. The at-home administration method is a promising alternative to conventional iRATs and gRATs with the goal of preserving valuable in-class time for TBL application exercises.