Dental students in a revised low-stress TBL format rated its effectiveness for learning more positively than medical students rated the original format, in a non-randomised comparison of two cohorts¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Dental students indicated more positive perceptions of TBL's impact on understanding of class content, exam performance, and benefits in learning. → Cynthia J. Miller 2015

Evidence¶

Cynthia J. Miller 2015¶

Cynthia J. Miller, Jeff C. Falcone & Michael J. Metz. (2015). A Comparison of Team-Based Learning Formats: Can We Minimize Stress While Maximizing Results? World Journal of Education, 5(4). http://dx.doi.org/10.5430/wje.v5n4p1

q2 · i? · associational · r1

Likert-scale survey (13 items) administered after the final TBL; response rates were 96% (154/161) medical and 89% (106/119) dental. Mann-Whitney U tests showed dental students rated effectiveness items more positively (Figure 3).

"Dental students indicated more positive perceptions of the impact of TBL on their understanding of class content, exam performance, and benefits in learning (n=106-154, Mann-Whitney U test for non-parametric, ordinal data)."

Discussion¶

The comparison is between two non-randomised cohorts, medical students in the original format and dental students in the revised one, so format is confounded with programme, cohort, the number of TBL sessions (six against two pilot sessions) and team size; the difference cannot be attributed to the format alone.

Related Claims¶

• Medical students in the high-stakes TBL format perceive questions as more difficult and less fair than dental students in the revised format — related
• Dental students in a revised low-stress TBL format scored higher on the individual summative assessment (iSAT) than medical students in the original high-stakes format, in a non-randomised comparison of two cohorts — related
• Dental students in a revised low-stress TBL format reported lower stress and frustration than medical students in the original format, in a non-randomised comparison of two cohorts — related
• After the TBL module, students were better prepared to design and implement independent final research projects — related
• The two TBL formats show no significant differences in perceived team communication, contribution, or peer assistance — related
• In Study 1, students rated the revised intervention as more interesting and more informative than the original intervention — related
• Dental students in a revised TBL format and medical students in the original format performed similarly on iRAT and tRAT sessions, in a non-randomised comparison of two cohorts — related
• In both TBL formats, tRAT and iSAT scores significantly improve over preceding iRAT scores — related
• Merely modifying teaching methods in medical and dental schools has limited merit for steering students' learning approaches; no one-size-fits-all teaching method exists — a broader claim this one bears on