ArticleJournal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience2021
Class Size and Student Performance in a Team-Based Learning Course.
Article in Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
6 citing papers in PubMed.
- Perceptions of students regarding influential factors in delivering didactic dental lectures.BMC medical education · 2026Article
- Short-term cognitive learning outcomes in team-based learning: is the permanent team important?Medical education online · 2024Article
- Article
- Curriculum Innovations: Enhancing Medical Student Neuroscience Training With a Team-Based Learning Curriculum.Neurology. Education · 2023Article
- Comparing Student Performance in Emergency Remote and Face-to-Face Collaborative Learning Courses.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2023Article
- Continued Challenges for Neuroscience Education During the COVID-19 Pandemic.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
High-enrollment university courses can be associated with decreased student learning and course satisfaction. In these large classes, students report feelings of isolation, reduced faculty interaction, and less motivation. Here we address whether team-based learning (TBL), a highly interactive and collaborative form of active learning, can improve the student experience in larger undergraduate neuroscience courses. Specifically, we analyzed student performance on summative assessments, as well as survey responses on measures of the classroom environment from a single TBL course, taught over a range of enrollment sizes (19-103 students). While the higher enrollment course terms had decreased ratings of course quality compared to the lower enrollment terms, we also found that student performance on exams was similar across all course term sizes. Furthermore, we observed no differences across class sizes for most measures of classroom dynamics and course characteristics. Taken together, our data suggest that the content knowledge outcomes and many aspects of the classroom environment were not negatively impacted in the higher enrollment versions of this TBL course.
Indexed as
Identifiers
35540942PMC9053426What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.