A case study by Eleni Makinrou and Janice kiugu
Team-based learning (TBL) is an active learning approach, that allows students to apply conceptual knowledge through a sequence of activities that involve both individual learning, as well as through teamwork, with immediate feedback.
The TBL model was used to run a series of journal club sessions, for fourth year MSci undergraduate students.
A scientific article was given to the students a week in advance to read. During the ‘live’ session (face-face or remotely via Zoom), the students were required to complete an Individual Readiness Assurance Test (iRAT), followed by a Team Readiness Assurance Test (tRAT).
| Activity | Academic year 19/20 Face to face | Academic year 20/21 9 remotely via zoom |
|---|---|---|
| iRAT | Moodle quiz | Moodle quiz |
| tRAT | TurningPoint Audience Response system | – Mentimeter – Zoom break out rooms |
Format of face to face/remote zoom sessions
- Students complete iRAT based on scientific article provided earlier. No feedback is given.
- Students complete tRAT (same questions as iRAT) within their group. Groups are randomly assigned before the workshop. The first question asks students to identify their group (to help with analysis).
- Students return to ‘main room’ to review and discuss questions and responses.
Approach taken to review of student responses
- Tutor displays a question on screen.
- Tutor displays responses received for each group on screen.
- Tutor asks groups to justify their answers. This initiates discussion where groups have differing answers.
- Tutor highlights the correct answer.
- Further discussion is had as to why a response is correct and other responses are incorrect.
Data was collected based on 6 journal club sessions, with a cohort of an average of 25 students and over a period of 2 academic years. Data analysis indicated an overall improvement in the right answers the students were providing between the iRATs and the tRATs.
Reflections from Tutor
The model of a journal club, run as a TBL session was successful, both as a face-to-face and remotely set activity, keeping the students engaged and helping with knowledge consolidation through peer instruction and critical-thinking development.
Additionally, Team-based learning has encouraged teamwork and student engagement, with an element of friendly competition that helped raise the standard of individuals and the moral of the group.
Additional information and references
Arico, F 2016, ‘Promoting Active Learning Through Peer-Instruction and Self-Assessment: A Toolkit to Design, Support and Evaluate Teaching‘ Educational Developments, vol. 17, no. 1, pp. 15-18.
Harvard Graduate school of Education, Team Based Learning, available from https://instructionalmoves.gse.harvard.edu/team-based-learning , last accessed 15th March, 2021