Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/150400
Title: Effects of graded versus ungraded individual readiness assurance scores in team-based learning : a quasi-experimental study
Authors: Koh, Juliana Ying Yun
Rotgans, Jerome Ingmar
Rajalingam, Preman
Gagnon, Paul
Low-Beer, Naomi
Schmidt, Henk G.
Keywords: Science::Medicine
Issue Date: 2019
Source: Koh, J. Y. Y., Rotgans, J. I., Rajalingam, P., Gagnon, P., Low-Beer, N. & Schmidt, H. G. (2019). Effects of graded versus ungraded individual readiness assurance scores in team-based learning : a quasi-experimental study. Advances in Health Sciences Education, 24(3), 477-488. https://dx.doi.org/10.1007/s10459-019-09878-5
Journal: Advances in Health Sciences Education
Abstract: Pre-class preparation is a crucial component of team-based learning (TBL). Lack of preparation hinders both individual learning and team performance during TBL. The purpose of the present study was to explore how the grading of the individual readiness assurance test (iRAT) can affect pre-class preparation, iRAT performance and performance in the end-of-year examination. Using a quasi-experimental design, Year 1 and 2 students' download frequency for their pre-class materials, performance on iRAT and examination were examined under two conditions; (1) under which the iRAT was graded and (2) under which the iRAT was ungraded. Medical students (N = 220) from three cohorts were included in the study. Differences between both conditions were tested by means of six separate ANCOVAs, using medical school entry test scores as the covariate to account for potential cohort effects. Results revealed that students were downloading more pre-class materials prior to their TBL sessions, and were performed significantly better on iRAT when their performance was graded, even after controlling for cohort effects. Analysis of covariance demonstrated that performance on iRAT also appeared to affect performance on their examination scores. The results of the study suggest that grading has a positive effect on students' iRAT scores. Implications for TBL are discussed.
URI: https://hdl.handle.net/10356/150400
ISSN: 1382-4996
DOI: 10.1007/s10459-019-09878-5
Rights: © 2019 Springer Nature B.V. All rights reserved.
Fulltext Permission: none
Fulltext Availability: No Fulltext
Appears in Collections:LKCMedicine Journal Articles

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