University of Texas Southwestern Medical School , Dallas , TX , USA.
Office of Medical Education, University of Texas Southwestern Medical School , Dallas , TX , USA.
Med Teach. 2019 Sep;41(9):1060-1064. doi: 10.1080/0142159X.2019.1616682. Epub 2019 May 27.
Team-based learning (TBL) is an important curricular component of medical education. TBL sessions are evaluated based on individual readiness assurance test (IRAT) and group readiness assurance test (GRAT) scores. Previous research in non-medical professional settings has shown that group composition diversity is positively correlated with group outcomes. We conducted a retrospective analysis examining the relationship between TBL outcomes and group composition diversity in a class of first year medical students. Group composition diversity was quantified for age, gender, race, ethnicity, and socioeconomic status and correlated with TBL outcomes. A survey about perception of diversity was administered to the study cohort. Racial heterogeneity was found to have a positive correlation with GRAT scores ( < 0.05). Group heterogeneity was not found to be associated with individual outcomes. Additionally, groups with higher racial and ethnic diversity reported a higher level of perceived diversity and were more likely to attribute positive group outcomes to diversity of their group. These study findings suggest that greater racial diversity in a group is associated with higher group evaluation outcomes in the medical education TBL environment. These findings may have implications for TBL group design and medical school admissions.
团队学习（TBL）是医学教育的一个重要课程组成部分。TBL 课程的评估基于个人准备保证测试（IRAT）和小组准备保证测试（GRAT）的分数。在非医学专业环境中的先前研究表明，小组组成的多样性与小组的结果呈正相关。
我们进行了一项回顾性分析，检查了一年级医学生班级的 TBL 结果与小组组成多样性之间的关系。对年龄、性别、种族、民族和社会经济地位进行了小组组成多样性的量化，并与 TBL 结果相关联。向研究队列发放了关于多样性认知的调查。种族异质性与 GRAT 分数呈正相关（<0.05）。小组异质性与个人结果无关。此外，种族和民族多样性较高的小组报告说，他们对多样性的认知程度更高，并且更有可能将小组的积极成果归因于小组的多样性。
这些研究结果表明，在医学教育 TBL 环境中，小组中更大的种族多样性与更高的小组评估结果相关。这些发现可能对 TBL 小组设计和医学院招生产生影响。
