In team-based learning (TBL), peer evaluation is important, but also open to bias. We examined the relation between gender and summative peer feedback over 3 years in all 90 teams created in our psychiatry clerkship. Gender-equivalent (92.7 vs 88.1, < 0.05) and majority-women (93.6 vs 88.1, < 0.05) teams scored higher than majority-men in the first 2 years, as did women-majority teams in the third (98.3 vs 94.8, < 0.05). Mean scores were little-affected by team size. These findings suggest TBL team gender balance can adversely affect peer evaluations. Instructors should consider team gender composition and the weight given to feedback scores.
Download full-text PDF |
Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8368896 | PMC |
| http://dx.doi.org/10.1007/s40670-019-00819-w | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Translation and Validation of the Italian Version of the Team-Based Learning Student Assessment Instrument (TBL-SAI) in Nursing Students.
Nurs Rep
January 2025
Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, 287 Giuseppe Campi Street, 41125 Modena, Italy.
: Team-based learning is an educational strategy that promotes active learning and student engagement through structured team activities. It contrasts with traditional teaching models by emphasizing student preparation and collaboration. The TBL-SAI is a reliable and valid instrument designed to evaluate students' attitudes towards TBL, assessing dimensions such as accountability, preference for lecture or team-based learning, and satisfaction with TBL.
View Article and Find Full Text PDFChildren's palliative care perceptions and educational needs among healthcare professionals in humanitarian settings.
Palliat Support Care
January 2025
Department of Pediatrics, Faculty of Medicine, University of Ottawa, Ottawa, Canada.
Objectives: Explore humanitarian healthcare professionals' (HCPs) perceptions about implementing children's palliative care and to identify their educational needs and challenges, including learning topics, training methods, and barriers to education.
Methods: Humanitarian HCPs were interviewed about perspectives on children's palliative care and preferences and needs for training. Interviews were transcribed, coded, and arranged into overarching themes.
Dynamics of Team-Based Learning in Molecular Biology: Insights and Reflections From Undergraduate Medical Students.
Cureus
December 2024
Medical Education, Shalamar Medical and Dental College, Lahore, PAK.
Objective: To investigate the dynamics of collaborative learning in team-based learning (TBL) through students' reflections and feedback.
Methods: A phenomenological mixed-methods approach was adopted where the survey and reflections were conducted concurrently after the TBL session and the results were analyzed. The study employed a mini-cluster technique to include all first-year MBBS students of batch 2023-24 with an age range between 19 and 22 years.
Team-Based Learning in Physician Assistant/Associate Education: A Mixed Scoping Review.
J Physician Assist Educ
January 2025
Kirby Cranford, DMSc, PA-C, is an admissions director and clinical assistant professor, Physician Assistant Program, University of South Carolina School of Medicine, Columbia, South Carolina. She is also a hospitalist physician assistant at Prisma Health, Columbia, South Carolina.
Introduction: Team-based learning (TBL) is a type of active learning. While TBL was first used in medical instruction at the start of the 2000s, its efficacy within the physician assistant (PA) education has yet to be demonstrated. The objective of this study was to determine existing information about TBL in PA education and to demonstrate the need for further study.
View Article and Find Full Text PDFEffects of group communication norms on daily steps in a team-based financial incentive mobile phone intervention in Shanghai, China.
Int J Behav Nutr Phys Act
January 2025
Prevention Research Collaboration, Sydney School of Public Health, Faculty of Medicine and Health, The University of Sydney, Sydney, NSW, 2006, Australia.
Background: Mobile technology offers great potential for physical activity promotion, especially by facilitating online communication, however, the impact of group communication norms on intervention effectiveness remains unclear. This study aimed to evaluate the effect on daily steps of a team-based social norms-related intervention using a mobile application.
Methods: The 13-week quasi-experimental study was conducted in Shanghai, China, from September to November 2019, involving 2,985 employees from 32 worksites.
Want AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!