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¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Despite design changes, medical and dental students performed similarly on the iRAT and tRAT portions of TBL sessions. → 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? · causal · r1
Results section comparing TBL section averages from 6 medical TBLs (161 students, 966 scores) and 2 dental pilot TBLs (119 students, 238 scores) via one-way ANOVA and Tukey post-hoc test; no significant differences on iRAT or tRAT were found.
"The revised dental TBL format, compared to the original medical format, resulted in similar student performance during iRAT and tRAT sessions."
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¶
- 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
- Both course sections show the same team-over-individual RAT trend despite a significant difference in scores between the sections — related
- In both TBL formats, tRAT and iSAT scores significantly improve over preceding iRAT scores — related
- The two TBL formats show no significant differences in perceived team communication, contribution, or peer assistance — related
- Students perform significantly higher on the team portion of the Readiness Assessment Test than on the individual portion in a TBL laboratory module — 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 — related
- 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 — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
tbl-formats-similar-irat-trat-performance |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
generated |
by process:wiki-ingest on 2026-10-02 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — cynthia-j-miller-2015 |
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