A comparison of the effectiveness of the team-based learning readiness assessments completed at home to those completed in class.
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 articlePermalink
https://hdl.handle.net/10161/10913Published Version (Please cite this version)
10.3352/jeehp.2015.12.34Publication 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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Show full item recordScholars@Duke
Deborah Lynn Engle
Associate Professor of the Practice of Medical Education
Colleen O'Connor Grochowski
Associate Professor of the Practice of Medical Education
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