Effect of an individual readiness assurance test on a team readiness assurance test in the team-based learning of physiology

Gopalan, C.; Fox, Dainielle J.; Gaebelein, Claude J.

doi:10.1152/advan.00095.2012

Cited by 29 publications

(27 citation statements)

References 13 publications

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“…Carbrey et al found that performance on a knowledge test after traditional in-class RATs was equal to having learners complete the iRAT at home without a tRAT (25). Another study by Gopalan et al found that although the iRAT helps teams earn higher tRAT scores, it does not affect students' examination scores (26). The eTBL method skips full administration of the RAT, allowing for a more time-efficient administration of TBL.…”

Section: Discussionmentioning

confidence: 99%

Express Team-Based Learning (eTBL): A Time-Efficient TBL Approach in Neuroradiology

et al. 2020

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IF-AT immediate feedback assessment technique iRAT individual readiness assurance test MCQ multiple choice question MEQ modified essay question PBL problem-based learning RAT readiness assurance tests TBL team-based learning tRAT team readiness assurance test 4 S's principle Significant, Same, Specific, Simultaneous Rationale and Objectives: Team-based learning (TBL) is a student-centred, teacher-directed instructional method that promotes active learning. The application phase of TBL stimulates group discussion and critical thinking, which could be useful for learning radiology. We designed and evaluated two modified TBL-sessions on computed tomography and magnetic resonance imaging diagnostics in neuroradiology. Our aim was to examine what effects engaging students in in-class team application tasks had on student learning. Materials and Methods: A cross-over study was conducted, including 105 third-year medical students using two modified TBL sessions as the active learning intervention compared with two traditional lectures as a control. Student learning was assessed by results on the neuroradiology part of the endof-year written examination. Student engagement and perceptions were assessed using the Student Self-Report of Engagement Measure and an additional four Likert-type items. Results: There were no statistically significant differences in student scores on the examination. Students reported high levels of engagement, and reported being more satisfied overall with the TBL sessions than traditional lectures. Students rated the TBL sessions higher than lectures on ability to make difficult material comprehensible, ability to engage students and to give them feedback. Conclusion: The modified TBL sessions halved in-class teaching time and by omitting the readiness assurance tests, there was more in-class time to focus on problem-solving of real clinical cases. Moreover, shorter sessions may ease implementation of TBL in the curriculum and allow for more frequent sessions. Students were more satisfied with eTBL than lectures, and reported high levels of engagement.

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Section: Discussionmentioning

confidence: 99%

Express Team-Based Learning (eTBL): A Time-Efficient TBL Approach in Neuroradiology

et al. 2020

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“…Students who completed the iRAT scored better on the gRAT and completed it more quickly compared to students who only took the gRAT. However, there was no difference in performance on course exams [ 7 ]. In another study, the group application exercise was not graded.…”

Section: Discussionmentioning

confidence: 99%

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

Carbrey

Grochowski

Cawley

et al. 2015

J Educ Eval Health Prof

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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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“…Gopalan et al suggested that the tRAT combined with the iRAT is a more effective approach of TBL than the tRAT alone. 11 So in this study, we adopted both iRAT and tRAT as defined previously by Gopalan et al…”

Section: Discussionmentioning

confidence: 99%

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

Karandish

2020

Journal of Dental Education

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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.

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Effect of an individual readiness assurance test on a team readiness assurance test in the team-based learning of physiology

Cited by 29 publications

References 13 publications

Express Team-Based Learning (eTBL): A Time-Efficient TBL Approach in Neuroradiology

Express Team-Based Learning (eTBL): A Time-Efficient TBL Approach in Neuroradiology

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

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

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