The Relationship Between Engagement Time in Case-based Learning and Performance on Preclinical Medical Education Exams

Abstract

Case- and team-based learning activities are increasingly popular in medical education. Our institution utilizes a novel approach of using case-based learning (CBL) as prework for team-based learning (TBL) in preclinical medical education. This study evaluated the relationship between the time spent in CBL and performance on subsequent assessments including TBL performance on the IRAT and TRAT, and exam performance. Positive relationships were found between IRAT and exam performance. Time spent completing CBL was not found to be related to IRAT or exam performance. Implications for medical education are discussed.

Keywords: Active learning; Assessment; Case-based learning; Medical education; Team-based learning.

Fig. 1

Distribution of estimated effect sizes from the chosen model

Fig. 2

Approximate normal distribution of residuals for the chosen model, with the rightward skew indicated by the points above the trend line on the lower left and below the trend line on the upper right portion of the graph

Fig. 3

Distribution of estimated effects sizes from the chosen model

Fig. 4

Non-normal distribution of residuals for the chosen model, shown by small systematic deviations near center of distribution. An outlier exists in the rightward tail of the distribution