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

Abstract

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.

Effects of game-based physical education program on enjoyment in children and adolescents: a systematic review and meta-analysis

“…The extracted information is then placed in the publications respectively [ 1 ]. the extracted information primarily includes the name of the first author and the publication year [ 2 ]. the subjects’ features encompass the total sample size, age, and gender [ 3 ].…”

“…Enjoyment is a subjective experience with pleasant emotions, such as pleasure, like, and fun [ 1 ]. Children and adolescents are naturally motivated by enjoyable experiences during the learning process, which enhances their academic achievement, involvement and effort in learning [ 2 – 4 ], this, in turn, leads to more effective and long-lasting learning [ 5 , 6 ]. In contrast, falling enjoyment can diminish their interest and engagement.…”