Assessment of a hybrid team-based learning (TBL) format in a required self-care course

Katherine Kelly Orr, University of Rhode Island
Brett M. Feret, University of Rhode Island
Virginia A. Lemay, University of Rhode Island
Lisa B. Cohen, University of Rhode Island
Celia P. Mac Donnell, University of Rhode Island
Navindra Seeram, University of Rhode Island
Anne L. Hume, University of Rhode Island


Objective: To assess change in students' perception of self-care knowledge, communications, professional skills, and teamwork after completing a hybrid team-based learning (TBL) self-care course. Course grades prior to transition were also compared. Methods: Previously, Self-Care I was a lecture-based course with three exams and comprehensive final exam. A TBL hybrid format was implemented and included individual readiness assurance tests (iRATs) electronically during class. TBL teams collaborate on group readiness assurance tests (gRATs) using Immediate Feedback Assessment Technique (IF-AT). On day 1, a voluntary 25-question, 1-5 Likert-scale, pre-survey was administered assessing students' confidence in self-care knowledge, communication skills, and team learning. Percentage of time preparing prior to class was also quantified. At semester's conclusion, a post-survey was administered. Survey data were analyzed for significance using paired sample t-tests. Exam grades of two hybrid TBL years were compared to two lecture-only years. Results: Over two years, 73% (183/250) completed pre- and post-surveys. Measures relating to self-care knowledge, communication, and professional skills significantly improved (p < 0.001). Students' perception of group work value significantly improved in most measures (<0.001). Students self-reported that they perceived a 10.2% (95% CI: 4.15-16.26; p < 0.001) increase in time spent preparing for class compared with non-TBL courses. Exam performance comparison varied depending on assessment. iRAT and gRAT grades averaged 77.2 ± 8.0% and 90.5 ± 6.2%, respectively, slightly increasing overall course grades. Conclusions: A TBL hybrid provided self-reported improvements in teamwork, communication, study habits, and overall perception of self-care skills. Although individual exam scores varied by comparison, quizzes boosted overall course grades.