Effects of Team-Based Learning on short-term and long-term retention of factual knowledge

Emke, Amanda R.; Butler, Andrew C.; Larsen, Douglas P.

doi:10.3109/0142159x.2015.1034663

Cited by 55 publications

(62 citation statements)

References 41 publications

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“…Secondly, these studies demonstrate the factors impacting curriculum interventions such as admission criteria, teaching strategy, lecture ability, and curriculum time (Davis, ; Shulruf et al, ; Craft et al, ). Other factors such as clinical placements and strategies used to enforce learning (McVicar et al, ), the time period evaluated (Craft et al, ; Kardong‐Edgren et al, ; McVicar et al, ), the number of organ systems and type of organ system studied (Aari et al, ; Díaz‐Mancha et al, ; Emke et al, ; Craft et al, ), and student factors such as age, gender, employment status, admission qualifications, personality, anxiety, self‐efficacy, and support‐seeking behaviors (Pitt et al, ). Thirdly, these studies described knowledge transfer from high school science to the first‐year of the biosciences in university (Whyte et al, ; Youssef‐Shalala et al, ; McVicar et al, ) or from theory to clinical (Booth et al, ; Günay and Kılınç, ; Alt‐Gehrman, ) or practical (Wagner, ; Taylor et al, ; Emke et al, ; Culyer et al, ).…”

Section: Introductionmentioning

confidence: 99%

“…To overcome the knowledge gap between theory and practice and improve bioscience knowledge acquisition and transfer in nursing, a number of intervention strategies have been employed. These strategies include but are not limited to, the introduction of laboratory and clinical experience (McVicar et al, ; Carter et al, ), dissection (Johnston et al, ), team‐teaching and kinesthetic learning (Wagner, ; Emke et al, ; Craft et al, ), active learning (Al‐Modhefer and Roe, ; Bakon et al, ; Emke et al, ; Craft et al, ), holistic and cooperative learning strategies (Hoke and Robbins, ), internet‐based learning, tutor in classroom or access to tutor, expert modeling (Kardong‐Edgren et al, ), alternate methods of teaching and learning, support of English as a second language, higher entry qualifications or previous academic achievement in science (Shulruf et al, ; Whyte et al, ; McVicar et al, ), continuous enforcement of anatomy knowledge (Nicoll and Butler, ), sufficient study time (Durai et al, ) and the use of teaching technology (Afsharpour et al, ; Alt‐Gehrman, ). Some of these interventions resulted in a significant improvement of bioscience knowledge in some studies (McVicar et al, ; Wagner, ) but not in others (Hoke and Robbins, ; Emke et al, ; Craft et al, ).…”

Section: Introductionmentioning

confidence: 99%

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Second‐Year Nursing Students’ Retention of Gross Anatomical Knowledge

Narnaware

Neumeier

2019

Anatomical Sciences Ed

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Human anatomy is a foundational course in nursing education, however, there is growing concern that students do not retain enough anatomical knowledge to successfully apply it in clinical settings. The aim of this study was to determine retention level of anatomy knowledge among second‐year nursing students from their first‐year anatomy class, and to determine if there is a difference in level of retention based on organ system. For each system, second‐year students were asked to answer 9 to 11 multiple‐choice questions (MCQs), and the scores from these quizzes were compared to matched test items from their first‐year anatomy examinations. There was a significant decrease in the overall mean score from 83.05 ± 8.34 (±SD) in first year to 54.36 ±12.9 in second year (P = 0.0001). Retention levels were system specific. System‐specific knowledge retention was highest for the gastrointestinal system (89.7%), respiratory system (88.5%), and genitourinary system (83.6%). This was followed by the integumentary system (80.1%), special senses (79.4%), nervous system (74.9%), and musculoskeletal system (69.3%). Retention was lowest for the lymphatic system (64.3%), cranial nerves (58.8%), vascular system (53.9%), and head and neck (42.6%). The present study shows that nursing students’ anatomy knowledge retention was comparatively higher than rates reported by others in medical and allied‐health students. The researchers are now investigating knowledge retention in third‐ and fourth‐year nursing students. Further investigation into why retention is higher for specific systems and intervention strategies to improve knowledge acquisition and retention in nursing students is recommended.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Second‐Year Nursing Students’ Retention of Gross Anatomical Knowledge

Narnaware

Neumeier

2019

Anatomical Sciences Ed

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“…However, some studies did not show long-term retention (Emke, Butler, & Larsen, 2015;Farland, Franks, Barlow, Shaun Rowe, & Chisholm-Burns, 2015). Hence, by adding the open-book option, we chose to explore the added impact of this modification to students' retention of core knowledge.…”

Section: Research Articlementioning

confidence: 99%

Retention in Enhanced Team Based Learning Course: retain or refrain?

Puthucheary¹,

Goh²,

Ha³

et al. 2017

MedEdPublish

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Background: Students' ability to retain content in medical school has always been a concern. At Duke-NUS Medical School, we modified our Team-Based Learning (TBL) classes known as TeamLEAD, a learning strategy for first year basic science content, to include an open/closed-book option in the readiness assurance phase to engage teams in deeper discussion. We hypothesize that the open-book option allows students to engage in deeper learning in their teams, which leads to an improvement in retention ability for each individual student at the end of their first year basic science curriculum.

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“…There are many factors that influence students’ learning and thus affect knowledge retention, both short and long terms, in different ways (Bergman et al, ; Wilhelmsson et al, ; Bergman et al, , , ; Emke et al, ). Therefore, one may need to expand the testing beyond just assessing acquired knowledge content (Morton and Colbert‐Getz, ; Bechtold et al, ).…”

Section: Introductionmentioning

confidence: 99%

Musculoskeletal Anatomy Knowledge Retention in the Macquarie University Chiropractic Program: A Cross‐Sectional Study

Hulme

Luo

Štrkalj

2019

Anatomical Sciences Ed

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Attrition of anatomy knowledge has been an area of concern in health professions curricula. To ensure safe and effective clinical practice, the study of chiropractic requires a good knowledge of musculoskeletal anatomy. In this study, musculoskeletal limb knowledge retention was investigated among students in the 5‐year chiropractic program at Macquarie University, Australia. A test of 20 multiple‐choice questions, categorized into low‐order (LO) and high‐order (HO) cognitive ability according to Bloom’s Taxonomy, was developed. Students enrolled in the program were invited to participate with 257 of the 387 choosing to participate, (response rate ranging 56%–72% per year level). No attrition of knowledge across the years was observed, instead, a significant increase in knowledge, measured by total LO and HO scores (P < 0.0005), throughout the program. There were significant increases in both low and high cognitive scores which were not uniform, with high‐order scores increasing significantly in the last two year levels. The increase of knowledge, may be explained, at least partially, by the vertical and horizontal integrated curriculum. Retrieval of knowledge, especially in clinically applied formats, may have led to an enhanced ability to apply anatomy knowledge and account for the increased scores in the high‐order knowledge seen in the later clinical years. Evaluating anatomy knowledge retention at different cognitive levels seems to provide a better assessment and is worth considering in future anatomy educational research.

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Effects of Team-Based Learning on short-term and long-term retention of factual knowledge

Abstract: Incorporating TBL into the pre-clinical pediatrics curriculum led to large gains in knowledge over the short-term, but these gains did not persist. Further research should focus on extending the impact of TBL on long-term knowledge retention.

Cited by 55 publications

References 41 publications

Second‐Year Nursing Students’ Retention of Gross Anatomical Knowledge

Second‐Year Nursing Students’ Retention of Gross Anatomical Knowledge

Retention in Enhanced Team Based Learning Course: retain or refrain?

Musculoskeletal Anatomy Knowledge Retention in the Macquarie University Chiropractic Program: A Cross‐Sectional Study

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