Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/161132
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dc.contributor.authorKoh, Juliana Ying Yunen_US
dc.contributor.authorSchmidt, Henk G.en_US
dc.contributor.authorLow-Beer, Naomien_US
dc.contributor.authorRotgans, Jerome Ingmaren_US
dc.date.accessioned2022-08-16T07:24:19Z-
dc.date.available2022-08-16T07:24:19Z-
dc.date.issued2020-
dc.identifier.citationKoh, J. Y. Y., Schmidt, H. G., Low-Beer, N. & Rotgans, J. I. (2020). Team-based learning analytics: an empirical case study. Academic Medicine, 95(6), 872-877. https://dx.doi.org/10.1097/ACM.0000000000003157en_US
dc.identifier.issn1040-2446en_US
dc.identifier.urihttps://hdl.handle.net/10356/161132-
dc.description.abstractMany medical schools that have implemented team-based learning (TBL) have also incorporated an electronic learning architecture, commonly referred to as a learning management system (LMS), to support the instructional process. However, one LMS feature that is often overlooked is the LMS's ability to record data that can be used for further analysis. In this article, the authors present a case study illustrating how one medical school used data that are routinely collected via the school's LMS to make informed decisions. The case study started with one instructor's observation that some teams in one of the undergraduate medical education learning modules appeared to be struggling during one of the team activities; that is, some teams seemed unable to explain or justify their responses to items on the team readiness assurance test (tRAT). Following this observation, the authors conducted 4 analyses. Their analyses demonstrate how LMS-generated and recorded data can be used in a systematic manner to investigate issues in the real educational environment. The first analysis identified a team that performed significantly poorer on the tRAT. A subsequent analysis investigated whether the weaker team's poorer performance was consistent over a whole module. Findings revealed that the weaker team performed poorer on the majority of the TBL sessions. Further investigation using LMS data showed that the weaker performance was due to the lack of preparation of one individual team member (rather than a collective poor tRAT performance). Using the findings obtained from this case study, the authors hope to convey how LMS data are powerful and may form the basis of evidence-based educational decision making.en_US
dc.language.isoenen_US
dc.relation.ispartofAcademic Medicineen_US
dc.rights© 2020 The Author(s). Published by Wolters Kluwer Health, Inc. on behalf of the Association of American Medical Colleges. This is an open-access article distributed under the terms of the Creative Commons Attribution-Non CommercialNo Derivatives License 4.0 (CCBY-NC-ND), where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way or used commercially without permission from the journal.en_US
dc.subjectScience::Medicineen_US
dc.titleTeam-based learning analytics: an empirical case studyen_US
dc.typeJournal Articleen
dc.contributor.schoolLee Kong Chian School of Medicine (LKCMedicine)en_US
dc.identifier.doi10.1097/ACM.0000000000003157-
dc.description.versionPublished versionen_US
dc.identifier.pmid31972678-
dc.identifier.scopus2-s2.0-85085534440-
dc.identifier.issue6en_US
dc.identifier.volume95en_US
dc.identifier.spage872en_US
dc.identifier.epage877en_US
dc.subject.keywordsTechnologyen_US
dc.subject.keywordsImpacten_US
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Appears in Collections:LKCMedicine Journal Articles
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