We would like to extend our congratulations on behalf of the TBLC to this year’s poster award winners: Pete Clapp and Mikayla Donlon. Their poster abstract was titled “All for One: Group-added Value in Team-based Learning Readiness Testing.” As the lead presenter, TBLC is pleased to announce that Pete Clapp will receive one year of free membership for winning. All for One: Group-added Value in Team-based Learning Readiness Testing
The utilization of Team-based Learning (TBL) is becoming increasingly common in schools of pharmacy. The development of team cohesiveness is vitally important to the success of a team during contextually relevant and consequential problem-solving tasks. TBL is associated with increased engagement and acquisition of knowledge; skills that are heavily relied upon in contemporary healthcare. Using existing assessments in TBL, comparisons can be made over time of student teams’ ability to solve problems in a thoughtful, cooperative manner.
In the current study, the extent to which increased experience with structured group activities will affect the quality of group interactions and team performance is assessed using readiness assurance tests (RATs). First-year pharmacy students completed 10 multiple-choice RATs over 8 weeks in an integrated pharmacotherapy course. Individual and team scores were used to calculate measures of team performance and compared with student perceptions on their problem-solving processes. Team RAT items (n=135) were evaluated to determine if the answer choice matched or diverged from the majority decision.
On average, teams scored higher on RATs than the individual class means by 13 ± 0.4 percent. At 4 weeks, incorrect team decisions on RATs tended to match the majority opinion (68% frequency). Student perception at this time point was consistent with actual RAT results (62%). At 8 weeks, incorrect team decisions on RATs matched the majority opinion (77% frequency). Student perception at 8 weeks was less consistent with actual results (49%).
At an early stage of exposure to TBL structured didactic coursework, teams have an accurate perception of their problem-solving processes and tend to agree with the internal majority. Additional observations will be needed to determine if student perceptions and/or decision-making processes change with time.
We would like to thank all the presenters for their submissions. We had a difficult time selecting one winner from an excellent group of posters. Abstracts for the TBLC 2024 Annual Conference will be accepted this September and we encourage you all to submit!