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Fig. 2 | BMC Medical Education

Fig. 2

From: Weekly team-based learning scores and participation are better predictors of successful course performance than case-based learning performance: role of assessment incentive structure

Fig. 2

Simplified diagram of the Team-Based Learning (TBL) activity used in this study. TBL consisted of three phases. In Phase 1, students studied the content provided by the faculty facilitator prior to the activity. In Phase 2, students answered the individual- and team-readiness assessment tests (iRAT and tRAT respectively). A brief appeal and review process was conducted immediately after. In Phase 3, the last part of the activity, students discussed clinical case scenarios and/or experimental problems and were asked to apply the concepts they had just mastered during the tRAT. The activity ended after a facilitator-guided discussion to review the learning objectives included in this activity

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BMC Medical Education

ISSN: 1472-6920

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