-
A comparison of the effectiveness of the team-based learning readiness assessments completed at home to those completed in class
-
Jennifer M. Carbrey
 , Colleen O’Connor Grochowski, Joseph Cawley, Deborah L. Engle
-
J Educ Eval Health Prof. 2015;12:34. Published online June 23, 2015
-
DOI: https://doi.org/10.3352/jeehp.2015.12.34
-
-
28,609
View
-
171
Download
-
10
Web of Science
-
11
Crossref
-
 Abstract
 PDF
- 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.
-
Citations
Citations to this article as recorded by  - Ready or Not: A Crossover Study of (Un)graded Individual Readiness Assurance Tests in Team-Based Learning
Zachary R. Noel, Violet Kulo, Christina Cestone, Hyun-Jin Jun, Michael Sweet, Karla A. Kubitz, Karen L. Gordes
American Journal of Pharmaceutical Education.2024; 88(3): 100670. CrossRef - Team-Based Learning in Prosthodontics Courses: Students’ Satisfaction
Selma A Saadaldin, Elzahraa Eldwakhly, Sundus Naji Alaziz, Alhanoof Aldegheishem, Amal M El sawy, Maha M. Fahmy, Sahar M. Alsamady, Nozha M. Sawan, Mai Soliman, Boonlert Kukiattrakoon
International Journal of Dentistry.2022; 2022: 1. CrossRef - Meeting the challenge of teaching bioethics: a successful residency curricula utilizing Team-Based Learning
Sandra P. Spencer, Stephanie Lauden, Sheria Wilson, Andrew Philip, Rena Kasick, John D. Mahan, Ashley K. Fernandes
Annals of Medicine.2022; 54(1): 359. CrossRef - The readiness assurance process in online team‐based learning classrooms
Cassandra Dorius, Kajal Madeka, Holly S. Bender, Janet Johnson, Meghan T. Gillette, John Chapman
New Directions for Teaching and Learning.2021; 2021(165): 25. CrossRef - Rethinking Teaching Team-Based Learning: The Challenges and Strategies for Medical Education in a Pandemic
Yun Li, Nicholas A. Sears, Ian V. J. Murray, Kamlesh K. Yadav
AERA Open.2021; 7: 233285842110672. CrossRef - Express Team-Based Learning (eTBL): A Time-Efficient TBL Approach in Neuroradiology
Susanne Skjervold Smeby, Børge Lillebo, Tobias S. Slørdahl, Erik Magnus Berntsen
Academic Radiology.2020; 27(2): 284. CrossRef - Team-based learning replaces problem-based learning at a large medical school
Annette Burgess, Jane Bleasel, John Hickson, Ceren Guler, Eszter Kalman, Inam Haq
BMC Medical Education.2020;[Epub] CrossRef - First-year students’ perceptions of team-based learning in a new medical genetics course
Vinicius Canato Santana, Carlos Rocha Oliveira, Ramon Bossardi Ramos
Revista Brasileira de Educação Médica.2019; 43(3): 170. CrossRef - A Psychological Foundation for Team-Based Learning: Knowledge Reconsolidation
Henk G. Schmidt, Jerome I. Rotgans, Preman Rajalingam, Naomi Low-Beer
Academic Medicine.2019; 94(12): 1878. CrossRef - The Effect of Graded Assessment on Medical Student Performance in TBL Exercises
Kathryn C. Behling, Matthew M. Gentile, Osvaldo J. Lopez
Medical Science Educator.2017; 27(3): 451. CrossRef - A systematic review of the published literature on team-based learning in health professions education
Tyler Reimschisel, Anna L. Herring, Jennifer Huang, Tara J. Minor
Medical Teacher.2017; 39(12): 1227. CrossRef
|
KHPLEI
