Incentive structure in team-based learning: graded versus ungraded Group Application exercises

Purpose: Previous studies on team-based learning (TBL) in medical education demonstrated improved learner engagement, learner satisfaction, and academic performance; however, a paucity of information exists on modifications of the incentive structure of “traditional” TBL practices. The current study...

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Main Authors: Adam S Deardorff, Jeremy A Moore, Colleen McCormick, Paul G Koles, Nicole J Borges
Format: Article
Language:English
Published: Korea Health Insurance Licensing Examination Institute 2014-04-01
Series:Journal of Educational Evaluation for Health Professions
Subjects:
Online Access:http://jeehp.org/upload/jeehp-11-06.pdf
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spelling doaj-1534ada479fc41c7b2d54423f6a45e5d2020-11-24T20:47:14ZengKorea Health Insurance Licensing Examination InstituteJournal of Educational Evaluation for Health Professions1975-59372014-04-0111610.3352/jeehp.2014.11.697Incentive structure in team-based learning: graded versus ungraded Group Application exercisesAdam S DeardorffJeremy A MooreColleen McCormickPaul G KolesNicole J BorgesPurpose: Previous studies on team-based learning (TBL) in medical education demonstrated improved learner engagement, learner satisfaction, and academic performance; however, a paucity of information exists on modifications of the incentive structure of “traditional” TBL practices. The current study investigates the impact of modification to conventional Group Application exercises by examining student preference and student perceptions of TBL outcomes when Group Application exercises are excluded from TBL grades. Methods: During the 2009–2010 and 2010–2011 academic years, 175 students (95.6% response rate) completed a 22-item multiple choice survey followed by 3 open response questions at the end of their second year of medical school. These students had participated in a TBL supplemented preclinical curriculum with graded Group Application exercises during year one and ungraded Group Application exercises during year two of medical school. Results: Chi-square analyses showed significant differences between grading categories for general assessment of TBL, participation and communication, intra-team discussion, inter-team discussion, student perceptions of their own effort and development of teamwork skills. Furthermore, 83.8% of students polled prefer ungraded Group Application exercises with only 7.2% preferring graded and 9.0% indicating no preference. Conclusion: The use of ungraded Group Application exercises appears to be a successful modification of TBL, making it more “student-friendly” while maintaining the goals of active learning and development of teamwork skills.http://jeehp.org/upload/jeehp-11-06.pdf Medical students Team-based learning Incentive structure
collection DOAJ
language English
format Article
sources DOAJ
author Adam S Deardorff
Jeremy A Moore
Colleen McCormick
Paul G Koles
Nicole J Borges
spellingShingle Adam S Deardorff
Jeremy A Moore
Colleen McCormick
Paul G Koles
Nicole J Borges
Incentive structure in team-based learning: graded versus ungraded Group Application exercises
Journal of Educational Evaluation for Health Professions
Medical students
Team-based learning
Incentive structure
author_facet Adam S Deardorff
Jeremy A Moore
Colleen McCormick
Paul G Koles
Nicole J Borges
author_sort Adam S Deardorff
title Incentive structure in team-based learning: graded versus ungraded Group Application exercises
title_short Incentive structure in team-based learning: graded versus ungraded Group Application exercises
title_full Incentive structure in team-based learning: graded versus ungraded Group Application exercises
title_fullStr Incentive structure in team-based learning: graded versus ungraded Group Application exercises
title_full_unstemmed Incentive structure in team-based learning: graded versus ungraded Group Application exercises
title_sort incentive structure in team-based learning: graded versus ungraded group application exercises
publisher Korea Health Insurance Licensing Examination Institute
series Journal of Educational Evaluation for Health Professions
issn 1975-5937
publishDate 2014-04-01
description Purpose: Previous studies on team-based learning (TBL) in medical education demonstrated improved learner engagement, learner satisfaction, and academic performance; however, a paucity of information exists on modifications of the incentive structure of “traditional” TBL practices. The current study investigates the impact of modification to conventional Group Application exercises by examining student preference and student perceptions of TBL outcomes when Group Application exercises are excluded from TBL grades. Methods: During the 2009–2010 and 2010–2011 academic years, 175 students (95.6% response rate) completed a 22-item multiple choice survey followed by 3 open response questions at the end of their second year of medical school. These students had participated in a TBL supplemented preclinical curriculum with graded Group Application exercises during year one and ungraded Group Application exercises during year two of medical school. Results: Chi-square analyses showed significant differences between grading categories for general assessment of TBL, participation and communication, intra-team discussion, inter-team discussion, student perceptions of their own effort and development of teamwork skills. Furthermore, 83.8% of students polled prefer ungraded Group Application exercises with only 7.2% preferring graded and 9.0% indicating no preference. Conclusion: The use of ungraded Group Application exercises appears to be a successful modification of TBL, making it more “student-friendly” while maintaining the goals of active learning and development of teamwork skills.
topic Medical students
Team-based learning
Incentive structure
url http://jeehp.org/upload/jeehp-11-06.pdf
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