Roossien Linda, Boerboom Tobias B B, Spaai Gerard W G, de Vos Rien
Faculty of Medicine, Centre for Evidence Based Education, Amsterdam University Medical Centres, University of Amsterdam, Amsterdam, The Netherlands.
Faculty of Medicine, Institute for Education and Training, Amsterdam University Medical Centres, University of Amsterdam, Amsterdam, The Netherlands.
Med Teach. 2022 Oct;44(10):1125-1132. doi: 10.1080/0142159X.2022.2064736. Epub 2022 Apr 29.
In Team Based Learning (TBL), it is, based on theory, assumed that knowledge development in each phase contributes to the subsequent phase and to learning performance. However, there is no empirical evidence for this assumption.
In order to find support for the relation between TBL and the underlying theory, we determined to what extent each phase of TBL is associated with the knowledge development in the next phase and with the total learning performance.
We measured the scientific concepts recalled by 56 second-year undergraduate medical students before TBL, after each of the three phases and after TBL. We used multivariate regression analysis to determine the statistical association between the phases as well as the total learning performance.
Results showed that in each phase, students produced new concepts in addition to those previously recalled. Regression models showed statistically significant explained variance ranging from 0.19 to 0.26, between the three phases and the total learning performance.
Each phase of the TBL is significantly associated with knowledge development in the subsequent phase and with the total learning performance, and therefore matters. This study contributes to the scientific underpinning of TBL and offers leads to more elaborate research and interventions to improve TBL.
在基于团队的学习（TBL）中，从理论上讲，假定每个阶段的知识发展都对后续阶段以及学习表现有促进作用。然而，这一假设尚无实证依据。
为了找到支持TBL与基础理论之间关系的证据，我们确定了TBL的每个阶段与下一阶段的知识发展以及总体学习表现之间的关联程度。
我们测量了56名本科二年级医学生在TBL之前、三个阶段中的每个阶段之后以及TBL之后回忆起的科学概念。我们使用多元回归分析来确定各阶段之间以及总体学习表现之间的统计关联。
结果显示，在每个阶段，学生除了回忆起之前的概念外，还产生了新的概念。回归模型显示，在三个阶段与总体学习表现之间，解释方差具有统计学意义，范围从0.19到0.26。
TBL的每个阶段都与后续阶段的知识发展以及总体学习表现显著相关，因此很重要。本研究为TBL的科学基础做出了贡献，并为更深入的研究和干预措施提供了线索，以改进TBL。
