Exploring the dynamics of situational interest in team-based learning in undergraduate medical education.

Autor: Rotgans JI; Department of Medicine (Huddinge), Karolinska Institutet, Stockholm, Sweden.; Institute for Medical Education Research Rotterdam (iMERR), Erasmus University Medical Center, Rotterdam, The Netherlands., Sterpu I; Division of Obstetrics and Gynecology, Department of Clinical Sciences, Intervention and Technology (CLINTEC), Karolinska Institutet, Alfred Nobels Allé 8, Stockholm, 141 52, Sweden. irene.sterpu@ki.se., Herling L; Division of Obstetrics and Gynecology, Department of Clinical Sciences, Intervention and Technology (CLINTEC), Karolinska Institutet, Alfred Nobels Allé 8, Stockholm, 141 52, Sweden.; Center for Fetal Medicine, Pregnancy Care and Delivery, Karolinska University Hospital, Stockholm, Sweden., Nordquist J; Department of Medicine (Huddinge), Karolinska Institutet, Stockholm, Sweden., Acharya G; Division of Obstetrics and Gynecology, Department of Clinical Sciences, Intervention and Technology (CLINTEC), Karolinska Institutet, Alfred Nobels Allé 8, Stockholm, 141 52, Sweden.; Center for Fetal Medicine, Pregnancy Care and Delivery, Karolinska University Hospital, Stockholm, Sweden.; Department of Clinical Medicine, UiT The Arctic University of Norway, Tromsø, Norway.
Jazyk: angličtina
Zdroj: BMC medical education [BMC Med Educ] 2024 Jul 30; Vol. 24 (1), pp. 822. Date of Electronic Publication: 2024 Jul 30.
DOI: 10.1186/s12909-024-05769-5
Abstrakt: Background: Team-based learning (TBL) is a widely recognized instructional approach in medical education blending direct instruction with active-cooperative learning in small groups. While TBL is known to enhance knowledge acquisition, its impact on student motivation, particularly through situational interest, remains underexplored. This study aimed to investigate the development of situational interest across the distinct phases of TBL, focusing on how each phase (individual readiness assurance test; iRAT, team readiness assurance test; tRAT, and application exercise; AE) influences students' situational interest. The study sought to provide insights into the motivational dynamics underpinning TBL in a medical education setting.
Methods: A total of 88 medical students participated in a TBL session on "Bleeding during Pregnancy." Situational interest was measured after each TBL phase. A one-way repeated-measures analysis of variance (ANOVA) was conducted to assess the fluctuation of situational interest throughout the session.
Results: The analysis revealed significant variations in situational interest across different TBL stages. There was a significant increase in situational interest following the tRAT (p = .001). Post-tRAT, situational interest significantly decreased after the AE (p = .007), returning to levels observed at the session's start. Post hoc correlation analysis suggested a negative association between tRAT performance and situational interest, indicating heightened interest in response to awareness of knowledge gaps during the tRAT.
Conclusions: The findings of this study may challenge the traditional view of TBL, suggesting a more integrated and dynamic interplay between knowledge acquisition and application phases. The results highlight the importance of the AE phase in clinical education and suggest that situational interest is one key driver in the learning process within TBL. Future research should focus on replicating these findings and comparing situational interest development between pre-clinical and clinical student cohorts to further understand the effects of situational interest on TBL in medical education.
(© 2024. The Author(s).)
Databáze: MEDLINE
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