Use of the Team-Based Learning Readiness Assessment Test as a Low-Stakes Weekly Summative Assessment to Promote Spaced a
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SHORT COMMUNICATION
Use of the Team-Based Learning Readiness Assessment Test as a Low-Stakes Weekly Summative Assessment to Promote Spaced and Retrieval-Based Learning Timothy J. Bauler 1
&
Maria L. Sheakley 1 & Arlene Ho 2
# International Association of Medical Science Educators 2019
Abstract Spaced learning and retrieval-based learning are two powerful learning tools that have repeatedly been shown to be effective learning strategies. Team-Based Learning (TBL) is a collaborative learning and teaching approach that is evidence-based and promotes active learning. To combine these learning strategies, we designed a TBL-centered preclinical curriculum that uses the readiness assurance test (RAT) as a low-stakes weekly summative assessment to promote spaced learning and retrieval-based learning. Since student preference for massed learning over spaced learning is well established, a TBL-centered curriculum designed to encourage spaced and retrieval-based learning may be beneficial to student learning. Keywords Team-based learning . Spaced learning . Retrieval-based learning . Assessment . Preclinical medical education
Background Efficient learning strategies are increasingly critical for today’s medical learners, as preclinical medical school curricula are being shortened while medical knowledge continues to compound. Spaced learning and retrieval-based learning are two examples of knowledge acquisition and retention strategies. Spaced learning, which incorporates longer intervals between learning sessions, is well established to be superior to massed learning, where short intervals between learning episodes are used [1]. A student subscribing to spaced learning theory would distribute his/her learning throughout a course; in contrast, a student performing massed learning would study intensively over a short period of time, typically just prior to the course examination. If each student spends the same total studying time, the spaced learner will perform better on the assessment and have greater long-term retention of content [2]. Retrieval-
* Timothy J. Bauler [email protected] 1
2
based practice, defined as the act of attempting to retrieve information from memory, is another highly effective method of learning [3, 4]. Learners are frequently unaware of the benefits of retrieval-based learning, and therefore often fail to incorporate this learning strategy into their normal practice. Team-Based Learning™ (TBL) is an application-oriented method of instruction intended to promote active learning and student accountability [5]. TBL is well established in the field of medical education and is used at many medical schools throughout the USA and around the world [6]. TBL is particularly well suited for learner-centered curricula and follows the principles of constructivist learning theory [7]. Importantly, TBL has a positive effect on learning outcomes in health professions education [8, 9]. Positive educational outcomes and learner-centeredness are two primary reasons our medical school designed the p
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