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Online and In-class Team-Based Learning in Undergraduate Immunology: a Comparative Analysis

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Abstract

The goal of this study was to compare student learning outcomes and preferences using a modified team-based learning (TBL) approach in classroom-based versus online formats in an upper level undergraduate immunology course. Fifty-five students were randomly assigned to small groups and participated in four immunology case study modules either face-to-face in a classroom or synchronously online. In both comparative groups, students completed pre-test Individual Readiness Assurance Test (IRAT) at the beginning of each module in-class or online, discussed cases in-class or online with group members, and completed in-class or online post-test Group Readiness Assurance Test (GRAT) after case study group discussions. Assessment of individual student learning was performed using multiple choice exam questions that addressed concepts from each module. At the end of the course, students completed an optional survey to evaluate course satisfaction and preferences. In all four modules, students performed equally well on the IRATs, regardless of whether they performed TBL in class or online; and students performed better on the GRATs than the IRATs after using the TBL methodology, regardless of whether they performed TBL in class or online. In the application of course concepts, except for modules 2 and 3, there was no difference between a student’s performance on the IRAT and the exams, regardless of whether they performed TBL in class or online. There was a significant difference in student perception but not performance when comparing in-class versus online TBL. For almost all measured outcomes, students preferred in-class TBL to online TBL.

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Acknowledgments

This study was conducted in fulfillment of the required capstone project resulting in educational scholarship for the International Association of Medical Educators (IAMSE) Medical Educator Fellowship Program. The authors wish to thank the following colleagues who reviewed and provided valuable feedback and advice on this manuscript: Lana Dvorkin Camiel, Jennifer Goldman, Stacie Spencer, and Catherine Taglieri.

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Authors and Affiliations

  1. School of Arts and Sciences, Massachusetts College of Pharmacy and Health Sciences, 179 Longwood Ave, Boston, MA, 02115, USA

    Joseph DeMasi, Robin Ann Harvan & Magdalena Luca

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  1. Joseph DeMasi
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  2. Robin Ann Harvan
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  3. Magdalena Luca
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Correspondence to Joseph DeMasi.

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The authors declare that they have no conflict of interest.

Research Involving Human Participants

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee (Institution Review Board of Massachusetts College of Pharmacy and Health Sciences—reference number IRB111816D) and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

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Informed consent was obtained from all individual participants included in the study.

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DeMasi, J., Harvan, R.A. & Luca, M. Online and In-class Team-Based Learning in Undergraduate Immunology: a Comparative Analysis. Med.Sci.Educ. 29, 1193–1199 (2019). https://doi.org/10.1007/s40670-019-00814-1

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