University of Tennessee Health Science Center, College of Pharmacy, Knoxville, Tennessee
University of Florida, College of Pharmacy, Gainesville, Florida.
Am J Pharm Educ. 2022 Nov;86(9):ajpe8851. doi: 10.5688/ajpe8851. Epub 2022 Jan 10.
Team-based learning is widely used in pharmacy education. In this context, students need to be incentivized to do preclass preparation, thus ensuring they are ready for team-based learning, via graded readiness assurance tests (RATs). The purpose of this study was to determine the effect of graded versus ungraded RATs on examination performance in an ambulatory care elective course for third-year student pharmacists. For the course offered in spring 2020 and 2021, a standard team-based learning framework was employed. In 2020 the RATs were graded and contributed to the overall course grade (graded RAT cohort), but in 2021 RAT grades did not contribute to the course grade (ungraded RAT cohort). For the ungraded RAT cohort, at the end of the course students completed an online anonymous survey regarding class preparation and perceived team accountability. No significant difference was found between the graded RAT (n=47) and ungraded RAT cohorts (n=36) in the overall mean percentage score on individual RATs (76% vs 74%) and individual examinations (82% vs 80%). Most students (69%-91%) in the ungraded RAT cohort reported completing preclass preparation assignments. In the postcourse survey, 94% of students agreed or strongly agreed that RATs contributed to team members' learning, and 86% agreed or strongly agreed that they were proud of their ability to assist in the team's learning. Ungraded RATs did not significantly impact students' examination performance in an elective course. Removing the grading of this test, whereby grading promotes the performance approach to learning, may have shifted the students' motivation to the mastery approach in the context of preclass preparation. This challenges a widely held belief that grades are necessary incentives for preclass preparation within team-based learning.
团队学习在药学教育中得到广泛应用。在这种情况下，需要通过分级准备保证测试（RAT）激励学生进行课前准备，从而确保他们为团队学习做好准备。本研究旨在确定分级与非分级 RAT 对三年级药剂学生选修门诊护理课程考试成绩的影响。在 2020 年和 2021 年春季开设的课程中，采用了标准的团队学习框架。2020 年，RAT 进行分级并计入课程总成绩（分级 RAT 队列），但 2021 年 RAT 成绩不计入课程成绩（非分级 RAT 队列）。对于非分级 RAT 队列，在课程结束时，学生完成了一项关于课堂准备和感知团队责任的在线匿名调查。在个人 RAT（76%比 74%）和个人考试（82%比 80%）的总体平均分方面，分级 RAT（n=47）和非分级 RAT 队列（n=36）之间没有显著差异。非分级 RAT 队列中的大多数学生（69%-91%）报告完成了课前准备作业。在课后调查中，94%的学生同意或强烈同意 RAT 有助于团队成员的学习，86%的学生同意或强烈同意他们为自己有能力协助团队学习感到自豪。非分级 RAT 并未显著影响选修课程中学生的考试成绩。取消该测试的分级，即分级促进学习的表现方法，可能会将学生的动机从课前准备的掌握方法转移到学习方法。这对一个普遍的观点提出了挑战，即成绩是团队学习中课前准备的必要激励因素。
