A Comparison of Team-Based Learning Formats: Can We Minimize Stress While Maximizing Results?

Abstract

Team-Based Learning (TBL) is a collaborative teaching method in which students utilize course content to solve challenging problems. A modified version of TBL is used at the University of Louisville School of Medicine. Students complete questions on the Individual Readiness Assurance Test (iRAT) then gather in pre-assigned groups to retake the quiz, given time to utilize their learning resources and discuss each of the questions (Team Readiness Assurance Test-tRAT). Following this discussion, students take an Individual Summative Assessment Test (iSAT) with new questions at a similar cognitive level and content focus. While educational gains of TBL have been shown, student evaluations negatively assessed the teaching method with complaints regarding question difficulty and stress levels. Thus, during implementation of TBL in the School of Dentistry, three main changes were made: (1) The contribution of TBL to the overall grade was reduced (2) TBL questions were cognitively aligned with unit exam questions, and (3) Scratch-off, lottery response cards were used to create a fun, game-like environment. This revised TBL format, compared to the original format, resulted in similar student performance during iRAT and tRAT sessions. However, the revised, low-stress format had significantly higher scores on the iSAT (n=119-161, p <.05). Furthermore, students participating in the revised TBL format reported higher effectiveness of the learning format, higher levels of perceived fairness, and lower stress levels. These results suggest that the qualitative experience of students may be an important consideration that should be carefully evaluated during implementation of a new teaching technique.

Modified Use of Team-Based Learning to Teach Nursing Documentation

“…In 1970, Michaelsen designed TBL with the aim of increasing the quality of learning through employing problem-solving skills in an active and participatory learning environment ( 15 ). In other words, learners could achieve a higher level of cognitive learning by utilizing their personal knowledge in consulting with small groups ( 16 , 17 ). Some studies have emphasized the positive effect of TBL compared to the lecture method in medical education ( 18 – 20 ).…”

Team Based Learning Vs Problem Based Learning in Medical Education: A Systematic Review.

“…Of the 15 included articles, none of the articles described a classic TBL program, while 12 (80%) described a modified TBL program (refer to Appendix 2) [1][2][3][6][7][8][9][10][11][12][13][14]. Three (20%) articles described a classic PBL program [1,4,12], with student or instructor led sessions, while one (0.1%) described a modified PBL program using student or facilitator led sessions followed by questionnaires [1,3,6,12].…”

“…Nine (60%) articles were in favor of the TBL program [3,[6][7][8][10][11][12][13]15], one preferred PBL [4], two (13%) had mixed results [9,12], and three (20%) were inconclusive [1,14,16]. Specifically, one article was in favor of PBL when comparing it to didactic lectures [4] and two (13%) articles were in favor of TBL when comparing this format to traditional teaching through lectures [2,10].…”

A Team-Based Strategy in Bachelor’s Studies of Lithuanian university: Exploring the Possibilities of Adaptation

“…Paskaitų ir komandinio mokymosi skirtumai (parengta pagal Miller, Falcone, & Metz, 2015;Chen, et al, 2018; Toliau aptarsime komandinio mokymo(si) elementus.…”