Deardorff Adam S, Moore Jeremy A, McCormick Colleen, Koles Paul G, Borges Nicole J
Academic Affairs, Wright State University Boonshoft School of Medicine, Dayton, OH, USA.
J Educ Eval Health Prof. 2014 Apr 21;11:6. doi: 10.3352/jeehp.2014.11.6.
Previous studies on team-based learning (TBL) in medical education demonstrated improved learner engagement, learner satisfaction, and academic performance; however, a paucity of information exists on modifications of the incentive structure of "traditional" TBL practices. The current study investigates the impact of modification to conventional Group Application exercises by examining student preference and student perceptions of TBL outcomes when Group Application exercises are excluded from TBL grades.
During the 2009-2010 and 2010-2011 academic years, 175 students (95.6% response rate) completed a 22-item multiple choice survey followed by 3 open response questions at the end of their second year of medical school. These students had participated in a TBL supplemented preclinical curriculum with graded Group Application exercises during year one and ungraded Group Application exercises during year two of medical school.
Chi-square analyses showed significant differences between grading categories for general assessment of TBL, participation and communication, intra-team discussion, inter-team discussion, student perceptions of their own effort and development of teamwork skills. Furthermore, 83.8% of students polled prefer ungraded Group Application exercises with only 7.2% preferring graded and 9.0% indicating no preference.
The use of ungraded Group Application exercises appears to be a successful modification of TBL, making it more "student-friendly" while maintaining the goals of active learning and development of teamwork skills.
以往关于医学教育中基于团队的学习（TBL）的研究表明，学习者的参与度、满意度和学业成绩均有所提高；然而，关于“传统”TBL实践激励结构的修改，相关信息却很少。本研究通过考察当小组应用练习不计入TBL成绩时学生的偏好以及学生对TBL结果的看法，来探究对传统小组应用练习进行修改的影响。
在2009 - 2010学年和2010 - 2011学年，175名学生（回应率95.6%）在医学院校学习的第二年末完成了一项包含22个项目的多项选择题调查，随后是3个开放式问题。这些学生在医学院校学习的第一年参加了带有评分小组应用练习的TBL补充临床前课程，在第二年参加了无评分的小组应用练习。
卡方分析显示，在TBL的总体评估、参与和沟通、团队内部讨论、团队间讨论、学生对自身努力的看法以及团队合作技能的培养等评分类别之间存在显著差异。此外，83.8%接受调查的学生更喜欢无评分的小组应用练习，只有7.2%的学生更喜欢有评分的，9.0%的学生表示无偏好。
使用无评分的小组应用练习似乎是对TBL的一种成功修改，使其更“学生友好”，同时保持了主动学习和团队合作技能培养的目标。
