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Very Short Answer Questions in Team-Based Learning: Limited Effect on Peer Elaboration and Memory
Kai Yuan Lau1, Jessica Yang Huey Ang1, Preman Rajalingam1
1Medical Education Research and Scholarship Unit (MERSU), Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore.
Medical Science Educator
|December 26, 2022
Summary
Very short answer questions (VSAQs) showed limited impact on peer elaboration and knowledge retention in team-based learning (TBL) compared to single best answer questions (SBAQs). Medical educators should carefully consider VSAQ implementation for pre-clinical students.
Area of Science:
- Medical Education
- Educational Assessment
- Team-Based Learning
Background:
- Team-based learning (TBL) traditionally uses single best answer questions (SBAQs) for immediate feedback.
- Digital advancements prompt consideration of very short answer questions (VSAQs) as an alternative to SBAQs in TBL.
Purpose of the Study:
- To compare the effects of VSAQs versus SBAQs on peer elaboration and knowledge retention within TBL.
- To evaluate student perceptions of VSAQs and SBAQs in a medical education context.
Main Methods:
- A randomized controlled crossover trial involving 24 second-year medical students in a mixed-methods study.
- Two TBL sessions were conducted, comparing VSAQs and SBAQs, with follow-up quizzes assessing knowledge retention two weeks later.
Main Results:
- Students scored lower on VSAQs than SBAQs for one topic (p=0.046).
- No significant differences were found in knowledge retention between VSAQs and SBAQs.
- Students found VSAQs more authentic and challenging but preferred SBAQs for TBL.
Conclusions:
- Very short answer questions (VSAQs) demonstrate a limited impact on peer elaboration and knowledge retention compared to SBAQs in TBL.
- Caution is advised regarding the implementation of VSAQs in TBL, particularly for pre-clinical medical students.
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