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

Ngoc, Phan Nguyen; Cheng, Chao; Lin, Yen Kuang; Wu, Ming; Chu, Jan Show; Tang, Kung-Pei

doi:10.1186/s12909-020-02139-9

Cited by 15 publications

(15 citation statements)

References 25 publications

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“…This is a necessary process however, and one with several bene ts once students work together in their teams. A meta-analysis [29], showed signi cantly improved team scores from individual scores, and noticeably so amongst nursing students. Therefore, the issue of team formation is one that needs careful consideration.…”

Section: Discussionmentioning

confidence: 99%

Evaluating Team-Based Learning in a Transnational Post Registration Bachelor of Nursing Program in Singapore

Burton

Mortel

Kain

2021

Preprint

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Background: Team-Based Learning (TBL) is growing in popularity as a method to create active learning within larger group lectures. It is facilitated through phases of individual work, teamwork and immediate feedback, to develop students’ understanding and assessment of conceptual knowledge. A single facilitator can manage many groups within larger lectures. The study aim was to evaluate the impact of TBL on the engagement, learning and satisfaction of students enrolled in a transnational post registration Bachelor of Nursing (BN) program in Singapore.Methods: A cross-sectional design was employed. The TBL approach was delivered during lecture sessions within a post registration BN program delivered in a Higher Education Institution in Singapore. A sample of BN students was drawn from 305 students undertaking the program. Participation in the surveys was voluntary with informed consent protocols followed. An online anonymous university-delivered student evaluation of course (SEC) survey and an online anonymous survey using the Student Assessment Instrument, were used to collect quantitative and qualitative data. Student performance in the course was also reviewed.Results: Eighty-two students (27%) completed the SEC scoring a median of 4/5 for satisfaction, and 68 (22%) completed the online survey. As 93 was the neutral score for the survey, there was a moderately positive evaluation with an overall score of 108.5/155 for TBL in accountability for learning, TBL preference and satisfaction with TBL compared to traditional lecture approaches. Conclusions: Implementation of TBL with this cohort demonstrated evidence of moderately positive engagement, learning and satisfaction when compared to traditional didactic lectures.

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Section: Discussionmentioning

confidence: 99%

Evaluating Team-Based Learning in a Transnational Post Registration Bachelor of Nursing Program in Singapore

Burton

Mortel

Kain

2021

Preprint

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show abstract

“…This result is consistent with the results of a meta-analysis conducted by Ngoc et al who investigated students’ performances in the GRAT phase compared to the IRAT phase. 5 …”

Section: Discussionmentioning

confidence: 99%

“…After that, students are distributed into small teams and solve the same set of MCQs through group discussion until they reach a consensus conclusion and this represents the Grouped Team Readiness Assurance Test (GRAT). 5 …”

Section: Introductionmentioning

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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“…This is a necessary process however, and one with several benefits once students work together in their teams as a previous study demonstrated [ 30 ]. Another meta-analysis [ 31 ], showed significantly improved team scores compared to individual scores, and noticeably so amongst nursing students. Therefore, the issue of team formation is one that needs careful consideration in improving performance.…”

Section: Discussionmentioning

confidence: 99%

Applying team-based learning in a transnational post registration bachelor of nursing program in Singapore

2021

View full text Add to dashboard Cite

Background Team-Based Learning (TBL) is growing in popularity as a method to create active learning within larger group lectures. It is facilitated through phases of individual work, teamwork with immediate feedback and an application exercise, to develop students’ understanding and assessment of conceptual knowledge. A single facilitator can manage many groups within larger lectures. The study aim was to evaluate the impact of TBL on the engagement, learning and satisfaction of students enrolled in a transnational post registration Bachelor of Nursing (BN) program in Singapore. Methods A cross-sectional design was employed. The TBL approach was delivered during lecture sessions within a post registration BN program delivered in a Higher Education Institution in Singapore. A sample of BN students was drawn from 305 students undertaking the program. An online anonymous university-delivered student evaluation of course (SEC) survey and an online anonymous survey using the Student Assessment Instrument, were used to collect quantitative and qualitative data. Survey participation was voluntary with informed consent protocols followed. Student performance in the course was also reviewed. Results Eighty-two students (27%) completed the SEC scoring a median of 4/5 for satisfaction, and 68 (22%) completed the online survey. As 93 was the neutral score for the survey, there was a moderately positive evaluation with an overall score of 108.5/155 for TBL in accountability for learning, TBL preference and satisfaction with TBL compared to traditional lecture approaches. Conclusions Implementation of TBL with this cohort demonstrated evidence of moderately positive engagement, learning and satisfaction when compared to traditional didactic lectures.

show abstract

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

Cited by 15 publications

References 25 publications

Evaluating Team-Based Learning in a Transnational Post Registration Bachelor of Nursing Program in Singapore

Evaluating Team-Based Learning in a Transnational Post Registration Bachelor of Nursing Program in Singapore

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

Applying team-based learning in a transnational post registration bachelor of nursing program in Singapore

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