Comparison of individual and team readiness assurance tests in a modified team based learning method

Abstract

Objective Team based learning (TBL) is shown to have a positive impact on learning abilities. In this study, we compared the individual and group readiness assurance grades of dental students toward a modified TBL protocol for an orthodontic topic. Methods All of the dentistry students in 2 different annual intakes from Shiraz University of Medical Sciences took part in the study. The references and methods for holding the class was presented to the vice dean of educational affairs and to the students. At the beginning of the session, individual readiness assurance test (iRAT) was held. Then, the students were asked to arrange in 15‐member groups for a modified TBL exercise. Each group took part in the team readiness assessment test (tRAT) and draw concept maps of 5 major topics. Then, they presented their team work, discussed them, and concluded. At the end of the session, the students reported their attitude on the pre‐constructed assay form. The data were analyzed with SPSS software 17, using paired T test and Wilcoxon signed rank test. Results We observed statistically significant improvement in the tRAT score compared with iRAT in the male and female participants (P‐value <0.001). More than 60% of the participants felt that TBL enhanced the overall satisfaction and pleasure from participation in class. Conclusions Based on our study, team work depicted significant improvement in the students' scores of an orthodontic topic. According to students, satisfaction with TBL was favorable and improved with additional experience.

Evaluation of different teaching methodologies by assessing the performance of dentistry students

“…The results of this research corroborate previous studies that have demonstrated that TBL method is a promising way to teaching in dentistry course [43][44][45]. The complexity of subjects also showed to influence on the effectiveness of teaching-learning method and consequent students' performance.…”

Dental students in an orthodontic course flipped classroom: A semi‐experimental study on knowledge, practice, attitude, and satisfaction

“…The behaviorist approaches with an emphasis on content transfer are not compatible with nowadays learning context and students prefer methods based on problem‐solving, critical thinking, and interpersonal interactions and communications (Blouin et al, 2009 ; Eachempati et al, 2016 ; Karandish, 2020 ). It should also be noted that students have different individual capabilities and learning styles, and traditional education cannot fulfill this variety of learning styles (Alcota et al, 2011 ; Smolen et al, 2016 ).…”

The Effect of Flipped Classroom Model on Knowledge, Practice, Attitude and Satisfaction of Dentistry Students; A Quasi-Experimental Study

“…The behaviorist approaches with an emphasis on content transfer are not compatible with nowadays learning context and students prefer methods based on problem solving, critical thinking and interpersonal interactions and communications (11,4,12). It should also be noted that students have different individual capabilities and learning styles, and traditional education cannot ful ll these variety of learning styles (13,14).…”