Lau Kai Yuan, Ang Jessica Yang Huey, Rajalingam Preman
Medical Education Research and Scholarship Unit (MERSU), Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore.
Med Sci Educ. 2022 Dec 20;33(1):139-145. doi: 10.1007/s40670-022-01716-5. eCollection 2023 Feb.
In team-based learning (TBL), single best answer questions (SBAQs) are traditionally used because immediate computer-assisted feedback facilitates team discussions. Recent improvements in digital marking systems and criticisms of non-analytical strategies in SBAQs have prompted the consideration of very short answer questions (VSAQs) as an alternative to SBAQs. We aim to compare the effect of VSAQs and SBAQs on peer elaboration and knowledge retention in TBL.
Twenty-four second-year students from the Lee Kong Chian School of Medicine participated in a mixed-methods study that included a randomised controlled crossover trial with two intervention arms (TBL-VSAQs and TBL-SBAQs). Two TBL sessions were conducted, with one topic covered each. Students were randomly allocated into six teams of four members. Individual and team scores and completion times were measured, and students were surveyed on their TBL experience. A follow-up quiz on the same topics was administered two weeks later to assess knowledge retention.
Individuals scored lower for VSAQs than SBAQs in the second TBL topic (7.17 ± 1.52 versus 8.25 ± 1.48; = 0.046), while findings in other metrics were non-significant. Follow-up quiz scores showed no significant difference in knowledge retention, although effect size and power were low. Students perceived VSAQs as more authentic and challenging, though most preferred the continued use of SBAQs for TBL.
VSAQs have a limited impact on peer elaboration and knowledge retention versus SBAQs in TBL.
We should be circumspect about implementing VSAQs in TBL especially for medical students at the pre-clinical level.
The online version contains supplementary material available at 10.1007/s40670-022-01716-5.
在基于团队的学习（TBL）中，传统上使用单项最佳答案问题（SBAQ），因为即时的计算机辅助反馈有助于团队讨论。数字评分系统的最新改进以及对SBAQ中非分析性策略的批评促使人们考虑将非常简短的答案问题（VSAQ）作为SBAQ的替代方案。我们旨在比较VSAQ和SBAQ对TBL中同伴阐述和知识保留的影响。
来自李光前医学院的24名二年级学生参与了一项混合方法研究，其中包括一项随机对照交叉试验，有两个干预组（TBL-VSAQ和TBL-SBAQ）。进行了两次TBL课程，每次涵盖一个主题。学生被随机分成六个四人小组。测量了个人和团队的分数及完成时间，并对学生的TBL体验进行了调查。两周后进行了关于相同主题的后续测验，以评估知识保留情况。
在第二个TBL主题中，个人在VSAQ上的得分低于SBAQ（7.17±1.52对8.25±1.48；P = 0.046），而其他指标的结果无统计学意义。后续测验分数显示在知识保留方面无显著差异，尽管效应量和检验效能较低。学生认为VSAQ更真实且具有挑战性，不过大多数人更喜欢在TBL中继续使用SBAQ。
与SBAQ相比，VSAQ对TBL中的同伴阐述和知识保留影响有限。
我们在TBL中实施VSAQ时应谨慎，尤其是对于临床前阶段的医学生。
在线版本包含可在10.1007/s40670-022-01716-5获取的补充材料。
