Is learning outcome after team based learning influenced by gender and academic standing?

Das, Saswati; Nandi, Kajal; Baruah, Priyanki; Sarkar, Sajib Kumar; Goswami, Binita; Koner, Bidhan Chandra

doi:10.1002/bmb.21197

Cited by 9 publications

(4 citation statements)

References 31 publications

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“…Burgess, Ayton, and Mellis [ 11 ] showed that students’ GRAT scores were lower than their IRAT scores. Das et al [ 12 ] investigated if gender was a variable that can affect TBL outcomes. They concluded that female students exhibited better achievement in tests that assessing problem solving skills than male students after TBL sessions.…”

Section: Introductionmentioning

confidence: 99%

A meta-analysis of students’ readiness assurance test performance with team-based learning

et al. 2020

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Background Team-based learning (TBL) is increasingly being utilized across medical fields by engaging students in small group discussions. The readiness assurance test (RAT) is an essential feature that differentiates TBL from problem-based learning (PBL) activity sequences. No publication has discussed differences in the RAT in TBL in medical schools. The purpose of this meta-analysis study was to examine the performance of learners in terms of group RAT (GRAT) and individual RAT (IRAT) scores in TBL for students of healthcare professions. Methods Databases, including PubMed and Cochrane were searched using several terms. We assessed the quality of included studies and conducted a meta-analysis. Results In total, 11 studies with 1575 participants were identified. Quality assessment scores of these studies ranged 4 ~ 7. Mean GRAT scores were significantly higher than mean IRAT scores (standardized mean difference (SMD) = 2.027, 95% confidence interval (CI) = 1.657 ~ 2.486, p heterogeneity < 0.001). Although the test of subgroup differences was insignificant ( p = 0.113), the nursing-only subgroup showed much better performance in the GRAT than the IRAT (SMD = 2.3CI: 95% CI = 2.0 ~ 2.6, I 2 = 48.77%) compared to the others subgroup which included students from different majors. The subgroup analysis explained the heterogeneity in the overall analysis. Because of inadequate information from these 11 studies, a meta-regression could not explore the source of heterogeneity in terms of the mean age, duration of the intervention, preparation time before the RAT, and previous TBL experienced by students. Conclusions Students achieved significantly higher scores for the GRAT than for the IRAT, especially the group which only included nursing students, which implies excellent collaboration in the group of nursing students.

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Section: Introductionmentioning

confidence: 99%

A meta-analysis of students’ readiness assurance test performance with team-based learning

et al. 2020

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“…39 According to the self-determination theory, intrinsic motivation has a higher impact on students' academic performances. 40 Although traditional TBL has been reported to have a relative boosting effect on motivation because it contains elements that stimulate positive emotions and motivation in students, 41 other studies have reported that students who consider traditional TBL become less interested after the first two to three sessions and they recommend that TBL should be more interactive. 4,10 In this study, the experimental group perceived modified TBL as significantly more intereststimulating compared to the traditional TBL.…”

Section: Discussionmentioning

confidence: 99%

Inserting an Erroneous Element in the Answer Key of Grouped Team Readiness Assurance Test in Team-Based Learning: A Randomized Controlled Trial in Clinical Toxicology

Sharif¹,

Kasemy²,

Alquraishi³

et al. 2022

AMEP

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Purpose Team-based learning (TBL) is an interactive instructional strategy designed to enhance student engagement. Few studies reported that TBL needs to be more interactive, concerns were raised regarding the insufficient instructor feedback, and students feel that TBL gets less attractive with time. One method of boosting students’ interaction and performance is adding an element of challenge or positive stress. Therefore, we hypothesized that inserting an erroneous answer in the answer key would generate an observable improvement in the selected outcomes in terms of better satisfaction, interaction, interest in learning, better academic performance, and better development of competencies compared to traditional TBL. Methods This randomized controlled trial aimed to determine if inserting an erroneous element in the answer key of a grouped team readiness assurance test (GRAT) would update TBL and whether this intervention would enhance students’ performance and satisfaction. Results A total of 55 medical students were recruited (88.7% response rate). Erroneous elements were inserted in the answer key of the experimental group and students enrolled in traditional TBL were considered as controls. Compared to the control group (p < 0.001), the experimental group revealed significantly higher academic performances in GRAT and team evaluation test (TET). Analysis of students’ perception of the implemented TBL revealed better perception among the experimental group (33.7 ± 6.4) than the control group (30.1 ± 7.0). Moreover, significantly higher team dynamics were reported among the experimental group than the control group (33.0 ± 6.3 and 27.8 ± 7.6 for both groups, respectively; p = 0.005). The reported advantages were in-depth understanding, easier information retrieval, and development of problem-solving skills. Students considered time and effort as their main limitations. Conclusion Adding a few erroneous answers in the GRAT is well perceived by students, enhances their learning competencies and overcomes some TBL challenges.

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“…More than 70% of students perceived that the TBL session was interesting, encouraging, motivating, stress-free, and effective in this study. However, less than 50% of students perceived that TBL should replace all lecture sessions [16].…”

Section: Vázquezmentioning

confidence: 99%

Team-Based Learning Among Health Care Professionals: A Systematic Review

Joshi¹,

Budhathoki²,

Adhikari³

et al. 2022

Cureus

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Introduced in the 1970s to meet the academic needs of a growing number of students with relatively stagnant faculty, team-based learning (TBL) has revolutionized the modern classroom structure. Contrary to the traditional didactic model where the teacher assumes the central role and students are passive listeners, TBL participants are actively involved in the learning process. Teachers act as facilitators while the TBL participants work in groups to solve problems through engagement with their peers. The objective of the article is to conduct a systematic review on team-based learning using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guideline.The studies were searched in databases like PubMed®, Scopus®, Embase®, and PubMed Central® using appropriate keywords. Two authors screened the papers, and a third author resolved the conflicts. This was followed by a bibliographic review based on the references of the selected study and bias assessment using the Joanna Briggs Institute (JBI) critical appraisal tool.The team-based learning model is increasingly being used by different institutions globally. TBL and traditional lecture-based teaching outcomes revealed that TBL participants performed better in academic, clinical, and communication domains. In addition, TBL enhanced learners' engagement, collaborative spirit, and satisfaction. Our study results are similar to the prior meta-analysis and systematic review. Nevertheless, this systematic review remains more comprehensive, up-to-date, and inclusive thus far.Team-based learning is a pragmatic and superior approach to learning among health care professionals. It has resulted in better academic, clinical, and communication outcomes. This finding spans all the medical and allied professions studied in this systematic review.

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Is learning outcome after team based learning influenced by gender and academic standing?

Cited by 9 publications

References 31 publications

A meta-analysis of students’ readiness assurance test performance with team-based learning

A meta-analysis of students’ readiness assurance test performance with team-based learning

Inserting an Erroneous Element in the Answer Key of Grouped Team Readiness Assurance Test in Team-Based Learning: A Randomized Controlled Trial in Clinical Toxicology

Team-Based Learning Among Health Care Professionals: A Systematic Review

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