Evaluation of the role of incentive structure on student participation and performance in active learning strategies: A comparison of case-based and team-based learning

Carrasco, Gonzalo; Behling, Kathryn C.; Lopez, Osvaldo J.

doi:10.1080/0142159x.2017.1408899

Cited by 28 publications

(31 citation statements)

References 20 publications

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“…Each student on a TBL team shares the gRAT score independent of their individual contributions to the team discussion. As expected, average gRAT scores are generally higher than average iRAT scores .…”

Section: Introductionsupporting

confidence: 76%

“…In this same study, we also found that iRAT scores, a surrogate for individual student preparation, are lower and do not correlate with final examination scores when TBLs do not contribute to the course grade . In a different study, where we compared two different active learning activities at our institution with different incentive structures, modified case‐based learning (CBL) and TBL, we found that only performance on graded TBL exercises correlated with final examination scores .…”

Section: Discussionmentioning

confidence: 72%

“…Medical students at our institution engage in several TBL exercises during the first 2 years of our undergraduate medical curriculum. Previously, we have reported success of this method in improving outcomes for poorly performing students . More recently, we have shown that TBL is an excellent predictor of student success in a first year Infectious Diseases course at our institution .…”

Section: Introductionmentioning

confidence: 81%

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A Novel Grading Strategy for Team‐Based Learning Exercises in a Hands‐on Course in Molecular Biology for Senior Undergraduate Underrepresented Students in Medicine Resulted in Stronger Student Performance

Carrasco

Behling

Lopez

2018

Biochem Molecular Bio Educ

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We developed a hands-on course in molecular biology for undergraduate underrepresented in medicine (URM) students. To incentivize student preparation for team-based learning (TBL) activities, we implemented a novel grading schema that requires a minimum individual readiness assurance test (iRAT) score to share the team group readiness assurance test (gRAT) score. Fifty-one students participated in this 2-year study and were divided in teams of five or six students that worked throughout the course on a unique, hands-on project and also participated in TBL exercises. In the laboratory sessions, students isolated RNA from cultured neuronal cells, synthesized complementary DNA (cDNA), and used gene sequencing to identify a gene relevant in human health and disease. Student participation in TBL was quantified and correlated with performance on individual iRATs and the course final examination.We found that implementation of the novel incentive structure lowered the variance of TBL scores (iRAT and gRAT) and strengthened the correlation between final examination scores and either iRAT scores or percentage participation in TBL. Subgroup analysis showed that with the new grading schema, stronger students benefited more from the gRAT exercises, while more poorly performing students were better helped by individual preparation prior to the iRAT exercise. A combination of two active learning strategies, TBL and hands-on sessions, may strengthen student acquisition of course content and promote teamwork skills. The new incentive structure seems to reduce the disparity in knowledge amongst our students as demonstrated by the reduced iRAT and gRAT score variances.

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Section: Introductionsupporting

confidence: 76%

Section: Discussionmentioning

confidence: 72%

Section: Introductionmentioning

confidence: 81%

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A Novel Grading Strategy for Team‐Based Learning Exercises in a Hands‐on Course in Molecular Biology for Senior Undergraduate Underrepresented Students in Medicine Resulted in Stronger Student Performance

Carrasco

Behling

Lopez

2018

Biochem Molecular Bio Educ

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“…Case-based teaching model is an effective teaching method (Reed, & Brunson, 2018). Literature calls for a wider adoption of case-based teaching model (Carrasco, Behling & Lopez, 2018;Singh, Shree & Parahoo, 2018). All the studies pertaining to case-based teaching model in professional and educational domains contend that this method encourages active learning, independent thinking and judgement.…”

Section: Case-based Teaching Modelmentioning

confidence: 99%

Evaluation a Career Planning Course with Case-based Teaching Modelon College Students’ Career Decisions and Learning Satisfaction

Peng¹,

Wei²

2019

IJPS

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This study aims to investigate the impact of the case-based teaching model on college students' career decision making and learning satisfaction. The study conducted both a pre-test and a post-test on a single group of subjects. Thirty-two freshmen (8 males and 24 females) taking the class "Career Planning in Finance" in the department of finance of a business university. The researcher developed case-based teaching model materials for an 18-week career planning courses in one semester. There are two-hour classes per week for a whole semester. The results are as follows: (1) There are significant differences in the pre-test and the post-test on career decisions measured with career decided scores (t=-4.05, p=0.0028). The differences in career indecision scores are also statistically significant (t=-3.85, p=0.0001); (2) The questionnaire on learning satisfaction reports high scores in general (M=4.73, SD=0.40). Meanwhile, the university's teaching assessment also indicates high satisfaction in this elective course(M=4.89, SD=0.48). Results suggest that college students' career decision making and learning satisfaction can be increased through their participation in the cased-based career planning courses.How to effectively assist college students by meeting various needs in career education or career counseling has been one of the key issues in higher education. The life-career development theory developed by Super (1980) posits that 15-24 years old are in a career exploration stage. College students are in the transformation phase of the exploration stage. They need to know what they are looking for and embark on career actions. They also need to establish self-identities and absorb information about career planning in order to make suitable career decisions (Herr, 2001;Savickas, 2011).Career counselors and teachers in colleges should formulate the teaching ijps.ccsenet.org

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“…4 Active participation in learning is more beneficial to students than passive transfer of information; it encourages collaboration, promotes the connection of ideas and concepts, and facilitates retention and recall of information. 5 In addition, during each case there are plenary lectures, workshops and life science sessions which are always in a context relating to the case and are intended to both broaden and focus student knowledge and attitudes. This blend of PBL, situated learning and enquiry-driven "every day" learning stands at the heart of the Peninsula Dental School's enquiry-based learning ethos.…”

Section: Introductionmentioning

confidence: 99%

Effect of constant versus variable small‐group facilitators on students’ basic science knowledge in an enquiry‐based dental curriculum

Zahra

Bennett

Belfield

et al. 2019

Eur J Dental Education

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Introduction:The role of small-group facilitators is of pivotal importance for the success of curricula based on active learning. Disorganised tutorial processes and superficial study of the problem have been identified as main hindering factors for students' learning. The aim of this study was to evaluate the influence of consistency of facilitation on students' performance in knowledge-based basic science assessments in a hybrid, enquiry-based (EBL) undergraduate dental curriculum. Materials and methods:This was a retrospective study of 519 first-and second-year undergraduate dental students, enrolled at Peninsula Dental School between 2013 and 2018. Twice in each academic year, students sat a 60-item single-best-answer, multiple-choice examination. Percentage and Z-scores were compared between students whose EBL groups had the same facilitator throughout the academic year, and those whose EBL group was facilitated by different members of staff. All EBL facilitators were dentally qualified but with different levels of expertise in basic dental sciences, prior EBL facilitation, involvement in the curriculum design and university affiliation.Results: No statistically significant difference was observed in the percentage or Z-scores of students whose EBL sessions were supported by consistent or variable facilitators in any of the 18 MCQ tests. Z-scores of first-year students were more variable than for second-year students. In addition, pairwise comparisons revealed no statistically significant differences in students' Z-scores between any of the permanent facilitators' groups. Conclusions:The results of our study may influence the design and delivery of enquiry-based curricula as well as human resources management by shifting the focus from maintaining facilitator consistency to ensuring comparable training and approaches across facilitators. K E Y W O R D Sbasic dental science, enquiry-based learning, facilitators

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Evaluation of the role of incentive structure on student participation and performance in active learning strategies: A comparison of case-based and team-based learning

Abstract: Our results suggest that assessments of medical knowledge during active learning exercises could supplement non-cognitive assessments and could be good predictors of performance on summative examinations.

Cited by 28 publications

References 20 publications

A Novel Grading Strategy for Team‐Based Learning Exercises in a Hands‐on Course in Molecular Biology for Senior Undergraduate Underrepresented Students in Medicine Resulted in Stronger Student Performance

A Novel Grading Strategy for Team‐Based Learning Exercises in a Hands‐on Course in Molecular Biology for Senior Undergraduate Underrepresented Students in Medicine Resulted in Stronger Student Performance

Evaluation a Career Planning Course with Case-based Teaching Modelon College Students’ Career Decisions and Learning Satisfaction

Effect of constant versus variable small‐group facilitators on students’ basic science knowledge in an enquiry‐based dental curriculum

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