An Exploratory Analysis of Personality, Attitudes, and Study Skills on the Learning Curve within a Team-based Learning Environment

Abstract

Objective. To examine factors that determine the interindividual variability of learning within a teambased learning environment. Methods. Students in a pharmacokinetics course were given 4 interim, low-stakes cumulative assessments throughout the semester and a cumulative final examination. Students' Myers-Briggs personality type was assessed, as well as their study skills, motivations, and attitudes towards team-learning. A latent curve model (LCM) was applied and various covariates were assessed to improve the regression model. Results. A quadratic LCM was applied for the first 4 assessments to predict final examination performance. None of the covariates examined significantly impacted the regression model fit except metacognitive self-regulation, which explained some of the variability in the rate of learning. There were some correlations between personality type and attitudes towards team learning, with introverts having a lower opinion of team-learning than extroverts. Conclusion. The LCM could readily describe the learning curve. Extroverted and introverted personality types had the same learning performance even though preference for team-learning was lower in introverts. Other personality traits, study skills, or practice did not significantly contribute to the learning variability in this course.

An Eight-year Retrospective Study in “Flipped” Pharmacokinetics Courses

“…11 We also showed that preference for team learning was lower among students higher on the introvert scale, 16 and within the cohort of students, 50% of the students leaned towards introversion thus team-activities may have had lower preference. Although satisfaction in course evaluations still remain high, more work is needed to elucidate reasons for the relationship between grades, course format, and course evaluations.…”

“…A further change was made during the last year, where TBL was used for the first 9 weeks of class, covering all material. 16 The remainder of the course used cases to review material. In addition, lowstakes cumulative assessments were used (ie, assessments that cover all the course content and contribute to a small fraction of the overall course grade).…”

Modified Use of Team-Based Learning to Teach Nursing Documentation

“…In 1970, Michaelsen designed TBL with the aim of increasing the quality of learning through employing problem-solving skills in an active and participatory learning environment ( 15 ). In other words, learners could achieve a higher level of cognitive learning by utilizing their personal knowledge in consulting with small groups ( 16 , 17 ). Some studies have emphasized the positive effect of TBL compared to the lecture method in medical education ( 18 – 20 ).…”

Students’ Attitudes, Academic Performance and Preferences for Content Delivery in a Very Large Self-Care Course Redesign

“…27 Some negative aspects of TBL in the literature include increased preparation time by students and faculty members as well as student dissatisfaction (especially among introverted individuals and those who prefer the traditional faculty role of lecturing and storytelling). 25,27,30,31 Based on the literature review, faculty members teaching this course hypothesized that a change to a flipped team-based learning classroom would allow them to dedicate efforts towards discussing patient cases and relevant materials and answering student questions. This, in turn, would increase students' participation, enthusiasm, and interest in the course content.…”