Falter Rebecca A, Ealey Megan R, Carroll Kacey A
Shenandoah University, Bernard J. Dunn School of Pharmacy, 1775 N. Sector Court, Winchester, VA 22601, United States.
Shenandoah University, Bernard J. Dunn School of Pharmacy, 1775 N. Sector Court, Winchester, VA 22601, United States; Department of Pharmacy Practice, Butler University, College of Pharmacy and Health Sciences, 4600 Sunset Ave, Indianapolis, IN 46208, United States.
Curr Pharm Teach Learn. 2018 Aug;10(8):1097-1103. doi: 10.1016/j.cptl.2018.05.005. Epub 2018 Jun 9.
To determine if changing the focus of team-based learning (TBL) grading from written to verbal responses impacted students' exam performance in those subjects and to assess student perception of utilization of course time.
Assessment data from two consecutive respiratory therapeutics semesters was analyzed. These were the classes immediately before and after the TBL structural change. All data were de-identified, and student performance was assessed based on exam scores in each major subject that was covered by a TBL activity. Letter grades and student course evaluations were also compared.
One hundred fifty-two students were assessed. There was no significant difference in overall course grades between semesters. There was improvement in exam scores for allergic rhinitis and chronic obstructive pulmonary disease (p = 0.001) and a decrease in exam scores for respiratory devices (p = 0.03). Total exam scores and other therapeutic topic scores demonstrated no differences. Student satisfaction in regard to having sufficient course time improved (p = 0.016).
Overall, students performed equally well in the class when removing the graded written portion of the TBL activity. There was also a trend towards improved student satisfaction after this modification.
The change in TBL grading was successful in improving students' perceptions of the course without impacting their overall course grades, demonstrating that the TBL structure can be altered without losing the positive learning outcomes.
确定将基于团队的学习（TBL）评分重点从书面回答改为口头回答是否会影响学生在这些学科的考试成绩，并评估学生对课程时间利用的看法。
分析了连续两个呼吸治疗学期的评估数据。这些是TBL结构改变前后紧挨着的班级。所有数据均进行了去识别处理，并根据TBL活动涵盖的每个主要学科的考试成绩评估学生表现。还比较了字母等级和学生课程评价。
对152名学生进行了评估。两个学期的总体课程成绩没有显著差异。变应性鼻炎和慢性阻塞性肺疾病的考试成绩有所提高（p = 0.001），呼吸设备的考试成绩有所下降（p = 0.03）。总考试成绩和其他治疗主题成绩没有差异。学生对有足够课程时间的满意度有所提高（p = 0.016）。
总体而言，去除TBL活动的书面评分部分后，学生在课堂上的表现同样出色。这种修改后学生满意度也有提高的趋势。
TBL评分的改变成功提高了学生对课程的看法，而不影响他们的总体课程成绩，表明可以改变TBL结构而不失去积极的学习成果。
