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

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    Date
    2015
    Authors
    Carbrey, JM
    Cawley, J
    Engle, Deborah Lynn
    Grochowski, Colleen O'Connor
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    Abstract
    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.
    Type
    Journal article
    Subject
    Cross-sectional studies
    Medical education
    Medical students
    Physiology
    Permalink
    https://hdl.handle.net/10161/10913
    Published Version (Please cite this version)
    10.3352/jeehp.2015.12.34
    Publication Info
    Carbrey, JM; Cawley, J; Engle, Deborah Lynn; & Grochowski, Colleen O'Connor (2015). A comparison of the effectiveness of the team-based learning readiness assessments completed at home to those completed in class. J Educ Eval Health Prof, 12. pp. 34. 10.3352/jeehp.2015.12.34. Retrieved from https://hdl.handle.net/10161/10913.
    This is constructed from limited available data and may be imprecise. To cite this article, please review & use the official citation provided by the journal.
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    Scholars@Duke

    Engle

    Deborah Lynn Engle

    Associate Professor of the Practice of Medical Education
    Grochowski

    Colleen O'Connor Grochowski

    Associate Professor of the Practice of Medical Education
    Alphabetical list of authors with Scholars@Duke profiles.
    Open Access

    Articles written by Duke faculty are made available through the campus open access policy. For more information see: Duke Open Access Policy

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