ArticleBMC medical education2021
Weekly team-based learning scores and participation are better predictors of successful course performance than case-based learning performance: role of assessment incentive structure.
Article in BMC medical education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Case-based learning (CBL) in undergraduate health professions education: A realist review.Medical education · 2026Review
- The Relationship Between Engagement Time in Case-based Learning and Performance on Preclinical Medical Education Exams.Medical science educator · 2024Article
- Implementation of Team-Based Learning for a Clinical Module of the Ethiopian Undergraduate Anesthesia Curriculum and Students' Perspectives: A Pilot Cross-Sectional Study.Advances in medical education and practice · 2023Article
- The Relationship Between Team Size, Location, and Performance in Preclinical Medical Education Active Learning.Journal of medical education and curricular developmentArticle
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundIncentives for preparation and participation in case-based (CBL) and team-based learning (TBL) differ by virtue of differences in assessment, allowing us to evaluate the role these incentives play in preparation and participation in these activities as well as overall course performance.
methodsWeekly TBL and CBL participation and performance as well as performance on the course final examination were recorded. Student participation was quantified and correlated with: (1) CBL preparation, participation, teamwork and completion of learning objectives scores, and (2) TBL individual readiness assurance test (iRAT) scores.
resultsStudent final examination scores (n = 95) were more strongly correlated with TBL than CBL performance. No significant correlation was found between iRAT and CBL scores. Student participation was measured in 3 CBL groups (8 students/group) and 4 TBL teams (6 students/team). TBL participation was more strongly correlated with final examination scores than CBL participation. TBL participation was also correlated with iRAT scores. CBL scores for preparation, participation, teamwork and completion of learning objectives did not significantly correlate with iRAT scores or TBL participation.
conclusionThese results suggest that the assessment incentives and methods used in TBL result in student performance that better predicts performance on summative examinations.
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