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Exploring a modification to the readiness assurance process in team-based learning.

Tadd Farmer1, Michael C Johnson1, Jorin D Larsen2

  • 1Center for Teaching and Learning, Brigham Young University, Provo, Utah, United States.

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Summary
This summary is machine-generated.

Modifying team-based learning (TBL) with different questions for online and in-class readiness assurance tests improved student experience but did not impact exam performance in exercise physiology courses.

Keywords:
active learningexercise physiologyreadiness assuranceteam-based learning

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Area of Science:

  • Exercise Physiology
  • Educational Pedagogy

Background:

  • Team-based learning (TBL) is an active learning strategy beneficial for large courses.
  • Student dissatisfaction arose from identical questions in individual and team readiness assurance tests (iRAT/tRAT) in an exercise physiology course.
  • Previous TBL implementations showed effectiveness but highlighted areas for student experience improvement.

Purpose of the Study:

  • To enhance student experience in an undergraduate exercise physiology course by modifying the team-based learning (TBL) approach.
  • To investigate the impact of using different but related question sets for the online individual readiness assurance test (iRAT) and the in-class team readiness assurance test (tRAT).

Main Methods:

  • A crossover research design was employed in two sections of an upper-level undergraduate exercise physiology course.
  • The study alternated between traditional and modified tRAT formats across course units to gather diverse student perspectives.
  • Independent-sample t-tests analyzed exam performance, while qualitative survey data assessed student experience.

Main Results:

  • The modified TBL format, using distinct iRAT and tRAT questions, did not significantly alter student performance on course unit exams (P > 0.05).
  • Qualitative data indicated a strong student preference, with 69% favoring the modified tRAT.
  • Key benefits reported by students included improved content interaction, higher-order thinking engagement, and a more effective team social experience.

Conclusions:

  • Modifying the team readiness assurance test (tRAT) with different questions enhances the student experience in team-based learning (TBL) without negatively affecting academic performance.
  • This pedagogical adjustment may be valuable for instructors in exercise physiology and other fields seeking to improve engagement in partially flipped classroom models.
  • Further refinements to the modified TBL approach are suggested by students to further optimize the learning experience.