Evaluation of modified team-based learning activities on student performance on therapeutic assessments

To determine if changing the focus of team-based learning (TBL) grading from written to verbal responses impacted students’ exam performance in those subjects and to assess student perception of utilization of course time. Assessment data from two consecutive respiratory therapeutics semesters was analyzed. These were the classes immediately before and after the TBL structural change. All data were de-identified, and student performance was assessed based on exam scores in each major subject that was covered by a TBL activity. Letter grades and student course evaluations were also compared. One hundred fifty-two students were assessed. There was no significant difference in overall course grades between semesters. There was improvement in exam scores for allergic rhinitis and chronic obstructive pulmonary disease (p = 0.001) and a decrease in exam scores for respiratory devices (p = 0.03). Total exam scores and other therapeutic topic scores demonstrated no differences. Student satisfaction in regard to having sufficient course time improved (p = 0.016). Overall, students performed equally well in the class when removing the graded written portion of the TBL activity. There was also a trend towards improved student satisfaction after this modification. The change in TBL grading was successful in improving students’ perceptions of the course without impacting their overall course grades, demonstrating that the TBL structure can be altered without losing the positive learning outcomes.