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

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2015

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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.

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10.3352/jeehp.2015.12.34

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Carbrey, Jennifer M, Colleen O'Connor Grochowski, Joseph Cawley and Deborah L Engle (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. p. 34. 10.3352/jeehp.2015.12.34 Retrieved from https://hdl.handle.net/10161/10913.

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Scholars@Duke

Carbrey

Jennifer Mehlman Carbrey

Assistant Professor of the Practice of Medical Education in Cell Biology

Course Administrator, Foundations of Patient Care 1, 1st year medical student curriculum
Course Director for Cell Biology and Physiology, Foundations of Patient Care 1
Chair, Equity, Diversity, and Inclusion Committee, Cell Biology Department

Engle

Deborah Lynn Engle

Associate Professor of the Practice of Medical Education

I currently serve as the Assistant Dean for Assessment and Evaluation for the MD program and as Associate Professor of the Practice of Medical Education. My medical education expertise includes best practices in assessment, program evaluation, curriculum design and scholarship. My research interests focus on assessment of clinical skills, predicting learner performance across the medical education continuum, faculty development in medical education, and interprofessional education.


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