Team Readiness Assurance Test Research Articles

Implementation of team based learning for MBBS students – An innovative teaching learning method in medical education

Team-Based Learning (TBL) is an educational approach that enhances student engagement through individual assessments and collaborative group work. It is an effective and structured form of small group learning adaptable to large classroom settings. TBL ensures student accountability through various stages, including pre-class preparation, readiness assurance tests, problem-solving exercises, and immediate feedback. This study aims to implement and assess the efficacy of the TBL strategy among MBBS students in a large group teaching environment. The pilot study adopted a TBL approach, involving steps such as pre-class preparation with PDF materials and a WhatsApp video guide issued a week prior, individual and team readiness assurance tests (iRAT and tRAT) conducted via Google Forms and hard copy MCQs, clarification sessions on MCQs and relevant medical topics, and collaborative learning through case scenarios related to Type 2 diabetes. Discussions and conclusions were facilitated by the faculty, followed by immediate and scheduled feedback using Google Forms. Statistical analysis was performed using an unpaired t-test to compare iRAT and tRAT scores. The study gathered 133 responses from the first batch and 140 from the second batch of first year MBBS students. The analysis revealed significant improvements in scores from iRAT to tRAT, indicating the effectiveness of TBL in enhancing student learning outcomes. Feedback from the students showed high levels of engagement and interest in the learning process, with over 98% in both batches finding the TBL approach interesting and interactive. The findings suggest that TBL is a valuable and effective educational strategy that improves learning outcomes and fosters collaborative learning among students.

Academic performance among pharmacy students using virtual vs. face-to-face team-based learning

Introduction This study compares pharmacy students’ performance using face-to-face (FTF) team-based learning (TBL) vs. virtual TBL across multiple courses and different academic levels while accounting for student demographic and academic factors. Methods The study included pharmacy students from different academic levels (P1–P3) who were enrolled in three didactic courses taught using FTF TBL and virtual TBL. Multiple generalized linear models (GLMs) were performed to compare students’ performance on individual readiness assurance tests (iRATs), team readiness assurance tests (tRATs), team application exercises (tAPPs), summative exams, and total course scores using FTF TBL vs. virtual TBL, adjusting for students’ age, sex, race, and cumulative grade point average (cGPA). Results The study involved a total of 356 pharmacy students distributed across different academic levels and learning modalities: P1 students [FTF TBL (n = 26), virtual TBL (n = 42)], P2 students [FTF TBL (n = 77), virtual TBL (n = 71)], and P3 students [FTF TBL (n = 65), virtual TBL (n = 75)]. In the P1 cohort, the virtual group had higher iRAT and tRAT scores but lower tAPP scores than the FTF TBL group, with no significant differences in summative exams or total course scores. For P2 students, the virtual TBL group had higher iRAT and tRAT scores but lower summative exam scores and total course scores than the FTF TBL group, with no significant differences in tAPP scores. In the P3 student group, the virtual TBL group had higher iRAT, tRAT, tAPP, summative exam, and total course scores than the FTF TBL group. Conclusions Students’ performance in virtual TBL vs. FTF TBL in the pharmacy didactic curriculum varies depending on the course content, academic year, and type of assessment.

Foundational and Clinical Science Integration in a Team-Based Learning Module Modeling Care of a Patient With Dyslipidemia.

Foundational and clinical science integration, a long-standing goal of undergraduate medical education, benefits learners by promoting retention of critical knowledge and skills as well as their transfer to the clinical setting. We implemented a team-based learning (TBL) module in which foundational knowledge and skills from the disciplines of biochemistry, nutrition, and genetics were leveraged in a simulated patient encounter for diagnosis and management of a patient with dyslipidemia. The TBL was deployed in a first-year medical student cardiovascular system course with 125 students over three academic years. Following individual and team readiness assurance tests (iRAT and tRAT, respectively), teams participated in an initial application exercise requiring consideration of clinical and laboratory data and other risk factors to engage the patient in a shared decision-making process. Using dietary and family history narratives in subsequent application exercises, teams completed recommendations for an individualized diet plan and an assessment of potential disease inheritance patterns to formulate appropriate patient care management strategies. Student engagement with prelearning materials and session team activities was high as judged by RAT performance and application exercise outcomes: iRAT question performance ranged from 89% to 99% for individual items, and tRAT performance was routinely 100%. Learners reported that the exercises were impactful and believed the learned foundational knowledge and skills were transferable to future patient care. The dyslipidemia TBL module provides an illustration for early clinical learners of how foundational knowledge and skills can be operationalized and transferred for optimal patient care.

Application of lecture-and-team-based learning in stomatology: in-class and online

BackgroundThis study aimed to evaluate stomatological students’ learning efficacy and their attitude towards Lecture-Team-Based Learning (LTBL) on topics regarding the design of removable partial dentures via in-class, online, and both in combination.MethodsStudents from seven distinct grades participated in the course in their fourth academic year (Years 2015, 2016, 2017, 2018, 2019, 2020, and 2021). Students of Years 2015–2019 attended in-class LTBL, students of Year 2020 attended online LTBL, and students of Year 2021 attended the combination mode. The scores of three examinations were compared, namely, individual readiness assessment test, team readiness assurance test, and individual application test. Visual Analog Scales (VAS) were used for students to self-assess their mastery of prosthodontics knowledge before and after the course. Anonymous questionnaires were delivered to evaluate their satisfaction with LTBL via a Likert scale.ResultsIn each academic year, the three exam scores were significantly improved as the course progressed and VAS-post scores were significantly higher than VAS-pre scores. The three examination and VAS scores of students in Year 2020 were significantly lower than those in Years 2019 and 2021. Students were highly satisfied with the LTBL course based on the three parameters of knowledge acquisition, teamwork, and classroom atmosphere.ConclusionStudents were highly satisfied with the LTBL course and their learning performance was improved as the course progressed both in-class and online. Online LTBL could be adopted when students have to study online, while in-class LTBL could perform better when combined with video records of an online LTBL course.

The outcomes of team-based learning vs small group interactive learning in the obstetrics and gynecology course for undergraduate students.

Team-based learning (TBL) is a well-established active teaching method which has been shown to have pedagogical advantages in some areas such as business education and preclinical disciplines in undergraduate medical education. Increasingly, it has been adapted to clinical disciplines. However, its superiority over conventional learning methods used in clinical years of medical school remains unclear. The aim of this study was to compare TBL with traditional seminars delivered in small group interactive learning (SIL) format in terms of knowledge acquisition and retention, satisfaction and engagement of undergraduate medical students during the 6-week obstetrics and gynecology clerkship. The study was conducted at Karolinska Institutet, a medical university in Sweden, and had a prospective, crossover design. All fifth-year medical students attending the obstetrics and gynecology clerkship, at four different teaching hospitals in Stockholm (approximately 40 students per site), in the Autumn semester of 2022 were invited to participate. Two seminars (one in obstetrics and one in gynecology) were designed and delivered in two different formats, ie TBL and SIL. The student:teacher ratio was approximately 10:1 in the traditional SIL seminars and 20:1 in the TBL. All TBL seminars were facilitated by a single teacher who had been trained and certified in TBL. Student knowledge acquisition and retention were assessed by final examination scores, and the engagement and satisfaction were assessed by questionnaires. For the TBL seminars, individual and team readiness assurance tests were also performed and evaluated. Of 148 students participating in the classrooms, 132 answered the questionnaires. No statistically significant differences were observed between TBL and SIL methods with regard to student knowledge acquisition and retention, engagement and satisfaction. We found no differences in student learning outcomes or satisfaction using TBL or SIL methods. However, as TBL had a double the student to teacher ratio as compared with SIL, in settings where teachers are scarce and suitable rooms are available for TBL sessions, the method may be beneficial in reducing faculty workload without compromising students' learning outcomes.

Effectiveness of Team-based Learning Methodology in Improving Learning Outcomes Among 2nd-year Undergraduate Medical Students in Pathology

Abstract Introduction: Team-based learning (TBL) is a student-centric teaching–learning (TL) method and fosters active learning. TBL has an advantage over other small group TL methods for balancing teaching time and resources. Aim: The study aimed to determine the effectiveness of TBL methodology in improving learning outcomes among 2nd-year undergraduate medical students in pathology. Settings and Design: This was a quantitative interventional study involving 100 2nd-year MBBS students in pathology at AIMS, BG Nagara. Methodology: Two groups of 50 students were exposed to three TBL and case-based learning (CBL) sessions on similar topics. For the TBL session, individual readiness assurance test scores and team readiness assurance test scores were obtained. Statistical Analysis Used: For both the TBL and CBL sessions, retention test scores were obtained after 2 weeks and the effectiveness of two methods of learning was determined by comparing the retention test scores by independent Student’s t-test. Feedback on students’ perception of TBL was obtained using a five-point Likert scale. Results: The mean test score of the TBL session was significantly higher than that of CBL sessions (19.80 vs. 15.86, P < 0.0001). Similarly, it was also observed that the retention scores were higher among average performers after the TBL session (19.71 vs. 12.50, P < 0.0002). Conclusion: TBL is more effective than CBL in fostering learning and it selectively benefits average performers more than higher performers, evidenced in this study by better retention of knowledge.

Implementation of Team-Based Learning for a Clinical Module of the Ethiopian Undergraduate Anesthesia Curriculum and Students' Perspectives: A Pilot Cross-Sectional Study.

Team-based learning (TBL) is an active learning strategy that gives students the opportunity to apply conceptual information through a series of tasks that incorporate individual effort, team collaboration, and immediate feedback. This study aimed to report baseline TBL implementation in a clinical module of a fourth-year competency-based undergraduate anesthesia curriculum and explore the perspectives of students. In April 2023, 18 students participated in two TBL sessions over two weeks, and readiness assurance test results and post-TBL evaluations were analyzed. Week one TBL implementation scores were compared with week two, establishing a longitudinal analysis over two points in time. Students also participated in an online survey to assess their views on the advantages and design of TBL, their perceptions of its best and worst features, and their suggestions for its implementation. Of 18 students, 16 (89%) responded to the survey. Most students believed that TBL was an effective educational strategy but expressed concern about the amount of time required for TBL preparation and the need for student readiness. The individual readiness assurance test scores did not differ significantly between weeks 1 and 2 (mean difference [MD] = 0.39, P= 0.519, 95% CI: -0.824 to 1.60). However, the students' median [IQR] team readiness assurance test scores increased significantly from week one to week two, from 8 [2] to 10 [1] (p = 0.004). Peer evaluation scores also showed a significant increase in week 2 (MD = 2.4, P = 0.001, 95% CI: -3.760 to -0.996). TBL was successfully implemented for a clinical module at Dilla University-Ethiopia for the first time. Students perceived it positively, but some criticized its preparation time, workload, and minimal facilitator engagement. We suggest convenient and flexible scheduling personalized for each student's needs when TBL is applied for clinical modules.

Evaluation of Student Peer- and Self-Grading in an Integrated Pharmacotherapy Course

ObjectiveTo determine if student peer- and self-grades correlate with faculty grades on case vignettes. MethodsThis study involved first professional-year students enrolled in an Integrated Pharmacotherapy course. The course included three modified team-based learning (TBL) activities (each consisting of individual and team readiness assurance tests, followed by three open-note case vignettes completed in teams). Each student uploaded completed case vignettes to the learning management system and was assigned to complete a self- and a random, anonymous peer-grade using a provided key. Peer- and self-grades were compared to faculty grades using a null multilevel model to determine the intraclass correlation coefficient (ICC). Faculty time spent grading was captured, and students were surveyed to determine the perceived value of peer- and self-grading. ResultsFaculty- and peer-grades had a slightly higher correlation than faculty- and self-grades (ICC = 0.75 vs 0.73, respectively). The ICC between all three grader groups was 0.74. Faculty spent an average of 2.5 h grading the cases after each TBL session. Students reported spending a median of 36 min on the peer- and self-grades for each TBL session. Overall, students agreed that both the self- and peer-grading activities helped identify gaps in knowledge (90% and 56%, respectively). A total of 78% of students agreed that self-grading was beneficial for their learning. ConclusionThere was a moderate-to-good correlation between peer-, self-, and faculty- grades for case vignettes. Faculty time may be saved through student self- or peer-grading.

Team-based learning-adopted strategy in pharmacy education: pharmacology and medicinal chemistry students’ perceptions

BackgroundTeam-based learning (TBL) provides an advanced teaching method for healthcare education; it is characterised by being an interactive teaching session that allows groups of learners to work together in teams to discuss and apply what they have learnt to certain clinical scenarios. The following study aims to evaluate the impact of TBL strategy on the students' comprehension and acquired knowledge, to allow better application and integration of knowledge. The aim of the study was to improve pharmacy students' skills in achieving learning outcomes by adapting TBL pedagogy in the lectures. Students’ feedbacks were collected via post-lecture survey.ResultsThe study was applied to pharmacy students covering two courses: Pharmacology III (Level 4) and Medicinal Chemistry I (Level 3) in a period of two-week lectures through the first semester of the academic year 2021/2022 in Future University in Egypt. The selected topics-related preparation materials were previously available on each course moodle page prior to the actual lecture, for the students to get prepared including growth hormone, sex hormones and their associated diseases for the pharmacology course and COVID-19 management for the Medicinal Chemistry course. The TBL lecture was started by dividing the students into teams and then readiness assurance tests were given, as individual readiness assurance test and then team readiness assurance test conceptual test were applied. The assessment of the students’ decision-making skills and problem solving was evaluated through solving-related clinical cases. All the learning outcomes were achieved with maximum participation and interaction via an open discussion between the lecturer and the students during the lecture. A total of 116 students answered the survey and confirmed their satisfaction, better understanding and more participation in TBL lectures compared to other topics taught with the ordinary methods. More than half of the students recommended the TBL method for better perception and participation.ConclusionThe students felt great appreciation for the team-based lecturing. Also, recommendations and suggestions were directed towards increasing the percentage of TBL lectures in the curriculum, as it helped them to concentrate more with high participation levels.

Vancomycin Flight Simulator: A Team-Based Learning Exercise

Team-based learning (TBL) encourages learners to think critically to solve problems they will face in practice. Pharmacokinetic dosing and monitoring are complex skills requiring the application of learned knowledge. The study sought to assess the impact of a TBL, vancomycin dosing activity in a Pharmaceutical Skills IV course measured with exam question performance during the second professional year. This retrospective, descriptive study relates a TBL activity, assigned to 85 students, which included an individual student pre-preparation quiz, assigned readings, in-class individual and team-based readiness assessments, small group application of a vancomycin patient case, and group discussion/feedback on clinical decisions with supportive reasoning. The class year before and class year of the TBL implementation were compared using the total percentage of points possible earned by the class years, by topic. To minimize potential confounding, the primary outcome was the change in topic performance by the rank difficulty (e.g., the largest possible benefit being the hardest topic becoming the easiest with no other variation in topic rank difficulty). In the year of implementation, the mean individual readiness assurance test (IRAT) performance was 5.5 ± 1.88 (10 points possible, 55%). The mean team readiness assurance test (TRAT) performance was 10 of 10 points possible (100%). The class exam item performance in the year before (n = 101) and year of (n = 84) TBL implementation showed a general decline in exam scores. However, the vancomycin topic difficultly went from fifth easiest, to second easiest, with less than 1% change in raw score. Implementation of a pharmacokinetic TBL activity appeared to moderately support the students' vancomycin learning. Additional studies are warranted on APPE readiness and performance.

Impact of LMS-mediated readiness assurance testing on performance in pharmacy calculations

ObjectiveReadiness assurance testing has enjoyed increased use as a tool for the delivery and reinforcement of pharmacy concepts. This study was conducted to determine the influence of the readiness assurance test (RAT) on major examination outcomes in pharmacy calculations.MethodsThe Blackboard Learning Management System was identified as an efficient platform for RAT implementation. The outcomes of three consecutive offerings of pharmacy calculations were compared. Cohorts 1 and 2 were exposed to recitation and standard assessments in lecture and laboratory sessions. Cohort 3 was additionally administered weekly individual (IRAT) and team (TRAT) readiness assurance tests for concept areas. All cohorts were exposed to a common comprehensive final exam.ResultsSignificant differences were observed in major lecture exam scores among cohorts. Cohort 3’s mean final exam score was significantly greater than that of Cohort 1, which received the most conventional method of subject delivery. Students feedback was generally positive regarding use of RAT.ConclusionsUse of RAT assessment was positively associated with final exam score outcomes in pharmacy calculations, including a positive shift in final exam score distribution in Cohort 3. Use of RAT promotes increased student exposure to conceptual material and instruction in pharmacy calculations.

Inserting an Erroneous Element in the Answer Key of Grouped Team Readiness Assurance Test in Team-Based Learning: A Randomized Controlled Trial in Clinical Toxicology.

PurposeTeam-based learning (TBL) is an interactive instructional strategy designed to enhance student engagement. Few studies reported that TBL needs to be more interactive, concerns were raised regarding the insufficient instructor feedback, and students feel that TBL gets less attractive with time. One method of boosting students’ interaction and performance is adding an element of challenge or positive stress. Therefore, we hypothesized that inserting an erroneous answer in the answer key would generate an observable improvement in the selected outcomes in terms of better satisfaction, interaction, interest in learning, better academic performance, and better development of competencies compared to traditional TBL.MethodsThis randomized controlled trial aimed to determine if inserting an erroneous element in the answer key of a grouped team readiness assurance test (GRAT) would update TBL and whether this intervention would enhance students’ performance and satisfaction.ResultsA total of 55 medical students were recruited (88.7% response rate). Erroneous elements were inserted in the answer key of the experimental group and students enrolled in traditional TBL were considered as controls. Compared to the control group (p < 0.001), the experimental group revealed significantly higher academic performances in GRAT and team evaluation test (TET). Analysis of students’ perception of the implemented TBL revealed better perception among the experimental group (33.7 ± 6.4) than the control group (30.1 ± 7.0). Moreover, significantly higher team dynamics were reported among the experimental group than the control group (33.0 ± 6.3 and 27.8 ± 7.6 for both groups, respectively; p = 0.005). The reported advantages were in-depth understanding, easier information retrieval, and development of problem-solving skills. Students considered time and effort as their main limitations.ConclusionAdding a few erroneous answers in the GRAT is well perceived by students, enhances their learning competencies and overcomes some TBL challenges.

Online Team-Based Learning for Teaching Antenatal Care during COVID- 19 Pandemic

Background : Covid 19 era bring learning to be more distant via internet. Many students' engagement methods applied in this context. The present study aims to enhance students' engagement in the learning process through application of online Team Based Learning in teaching antenatal care in fourth year medical students during COVID 19 period . Methods : A pilot intervention study was used to test the online team based learning application for teaching antenatal care partition of Community medicine curriculum during COVID-19 period. Then, the study was implemented on two sessions through two academic years for the large group fourth-year medical students of College of Medicine, University of Mosul, Iraq. Google classroom, Google form, Telegram and Zoom platform was the online platform that used for application of the study . Results : A total of 389 students were voluntarily participated in the study from two different academic years. There was significant improvement in the students’ performance obtained from team readiness assurance test in compares to individual readiness assurance test at each session's application. Students give high satisfaction for TBL as a better way of teaching comparing to traditional teaching methods . Conclusion : Pear's study has positive impact on students' understanding and when used online make the teaching easier and enjoyable .

Immune-Mediated Renal Diseases: A Team-Based Learning Module for Preclinical Medical Students.

IntroductionThe underlying immune mechanisms of renal diseases are complex, and medical students benefit from learning these complexities in the setting of team-based learning (TBL), where they can apply foundational immunologic concepts to clinical problems.MethodsThis immune-mediated renal disease TBL module focusing on glomerular disease was delivered over a period of 2 consecutive years in an integrated cardiovascular, pulmonary, and renal block within the second semester of the first year of medical school. Each class consisted of 53 students, for a total of 106 students. The TBL module consisted of a seven-question individual and team readiness assurance test (iRAT and tRAT) and two clinically relevant team application activities. Following the TBL module, students completed an 18-item survey that collected information on student perspectives of engagement.ResultsFor the 2-year period, the iRAT average scores were 73% and 74%, and the tRAT average scores were 100% and 99%, respectively. The survey assessing student perceptions of engagement yielded positive feedback.DiscussionIn summary, this TBL module effectively integrates the foundational and clinical sciences to teach higher-order concepts in immunology and renal disease pathogenesis to medical students.

Multilevel factor analysis of flipped classroom in dental education: A 3-year randomized controlled trial.

PurposePrevious studies have rarely attempted to test the confounding factors that may affect learning outcomes of the flipped classroom. The purpose of this study was to assess how flipped classrooms affect the acquisition of knowledge in clinical dental education based on multilevel factor analysis.MethodThe authors conducted a 3-year (2017, 2018, and 2019) randomized controlled trial in a series of introductory prosthodontics courses in dental education. A total of 137 participants were randomly assigned to flipped classroom (n = 70, 51%) or lecture (n = 67, 49%) formats. The flipped group was instructed to self-learn knowledge-based content through online preparation materials, including videos and text, while the lecture group was given text only. Both groups were provided with the same study content and opportunities for different styles of learning. The session attendance rate and number of times the materials were accessed were monitored. Individual and team readiness assurance tests (IRAT/TRAT) were conducted to evaluate knowledge acquisition. A multilevel linear regression analysis was conducted on both instructional styles (flipped vs. lecture) as an intervention factor, and confounding factors that could affect the outcomes were implemented.ResultsThe average number of online accesses was 2.5 times per session in the flipped group and 1.2 in the lecture group, with a significant difference (p < .05). The average IRAT score was significantly higher in the flipped than in the lecture group (effect size [ES] 0.58, p < .001). The number of online accesses was significantly and positively correlated with IRAT scores (0.6 [0.4, 0.8]). The instructional style was significantly and positively correlated with TRAT scores (coefficient [95% confidence interval]: 4.6 [2.0, 7.3]), but it was not correlated with IRAT (4.3 [-0.45, 9.0]).ConclusionsThe flipped classroom was more effective than the lecture format regarding knowledge acquisition; however, the decisive factor was not the instructional style but the number of individual learning occasions. The employment of the flipped classroom was the decisive factor for team-based learning outcomes.

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.

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.

Blending team-based learning and game-based learning in pharmacy education

Background and purposeTeam-based learning (TBL) and game-based learning (GBL) are evidence-based active learning pedagogies. This study reports a learning experience that harnesses TBL and GBL benefits by blending both pedagogies (referred herein as TGL) in the facilitation of an immunology module for pharmacy students. The manuscript presents the rationale for using TGL, a description of the TGL process, student outcomes and satisfaction with the learning experience, and TGL applicability in different topics/disciplines. Educational activity and settingSixty-five students were divided into 12 teams. Pre-class foundational readiness material was posted one week before class. Student readiness was assessed via individual and team readiness assurance tests (iRAT/tRAT) mapped to learning objectives, with immediate instructor-mediated debrief. Then student teams worked toward solving clinical applications using evidence-based clinical information databases, e.g., UpToDate, Lexicomp. Finally, students were engaged in a competitive online game designed to review topic's key concepts and evaluate student knowledge individually post-learning experience. FindingsTGL process fulfilled learning outcomes, indicated by successful student performance in module-related assessments: iRAT = 92.5% ± 1.2; tRAT = 98.3% ± 1.1; educational game = 71.5% ± 3.6; block exam = 82.1% ± 5.3. Student survey indicated that >90% of students are satisfied with readiness material, alignment of activities with learning outcomes, engagement in active learning, gaining new relevant knowledge/skills/mindset, and merging TBL with GBL. SummaryCombining GBL with TBL allowed assessing student performance individually after the learning experience, an element that is not part of canonical TBL structure, to ensure students are prepared for high-stake/board exams. TGL can be applied in diverse topics/disciplines and is generalizable to small and large cohorts.

Team-Based Learning in professional writing courses for accounting graduates: positive impacts on student engagement, accountability and satisfaction

ABSTRACT The accounting curriculum has been criticised for failing to develop accounting students’ professional and generic skills for the future needs of employers. This paper describes a constructivist active learning approach, namely Team-Based Learning (TBL), to embed professional skills in a postgraduate professional writing course for accountants. The study explores TBL as an effective team pedagogy that enhances student engagement, accountability and satisfaction. Using a mixed-method approach to analyse student scores on individual and team Readiness Assurance Tests, responses to the TBL Student Assessment Instrument, mid-semester survey and end-of-semester team peer assessment, the study found the TBL method developed teamwork, communication, negotiation and problem-solving skills, and individual and team accountability. Since these skills are critical for successful accounting careers, the findings provide empirical grounding for adopting TBL methodology in accounting communication courses and could form the basis for implementing the methodology in other business and management disciplines.

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.