Weekly team-based learning scores and participation are better predictors of successful course performance than case-based learning performance: role of assessment incentive structure

Abstract

Background: Incentives for preparation and participation in case-based (CBL) and team-based learning (TBL) differ by virtue of differences in assessment, allowing us to evaluate the role these incentives play in preparation and participation in these activities as well as overall course performance.

Methods: Weekly TBL and CBL participation and performance as well as performance on the course final examination were recorded. Student participation was quantified and correlated with: (1) CBL preparation, participation, teamwork and completion of learning objectives scores, and (2) TBL individual readiness assurance test (iRAT) scores.

Results: Student final examination scores (n = 95) were more strongly correlated with TBL than CBL performance. No significant correlation was found between iRAT and CBL scores. Student participation was measured in 3 CBL groups (8 students/group) and 4 TBL teams (6 students/team). TBL participation was more strongly correlated with final examination scores than CBL participation. TBL participation was also correlated with iRAT scores. CBL scores for preparation, participation, teamwork and completion of learning objectives did not significantly correlate with iRAT scores or TBL participation.

Conclusion: These results suggest that the assessment incentives and methods used in TBL result in student performance that better predicts performance on summative examinations.

Keywords: Academic achievement; Higher education; Infectious diseases; Medical education; Microbiology; Team-based learning.

Fig. 1

Simplified diagram of the Case-Based Learning (CBL) activity used in this study. This diagram identifies the activities conducted by the students prior to the small meeting. Students used clinical vignettes to prepare for each meeting. Importantly, Faculty facilitators individually assess students based on: preparation, participation, completion of learning objectives and teamwork

Fig. 2

Simplified diagram of the Team-Based Learning (TBL) activity used in this study. TBL consisted of three phases. In Phase 1, students studied the content provided by the faculty facilitator prior to the activity. In Phase 2, students answered the individual- and team-readiness assessment tests (iRAT and tRAT respectively). A brief appeal and review process was conducted immediately after. In Phase 3, the last part of the activity, students discussed clinical case scenarios and/or experimental problems and were asked to apply the concepts they had just mastered during the tRAT. The activity ended after a facilitator-guided discussion to review the learning objectives included in this activity

Fig. 3

Schematic representation of the experimental design for the study. Twenty-four students from three different ALG groups were enrolled in this study. Two students from each ALG group were assigned to four TBL groups. Student participation was recorded once a week during ALG and TBL. Final examination, ALG and TBL scores for all the first-year medical students (n = 95), including the 24 enrolled participants were collected