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Peer‐interactive instructional video in Team‐Based Learning (TBL): Assessment of gender on self‐reported attitudes and behaviors
Author(s) -
Vasan Nagaswami,
DeFouw David,
Compton Scott
Publication year - 2008
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.22.1_supplement.768.11
Subject(s) - psychology , constructive criticism , constructive , criticism , medical education , social psychology , applied psychology , medicine , process (computing) , computer science , art , literature , operating system
We assessed the role of gender on first year medical students’ self‐reported attitudes and behaviors regarding team‐based learning (TBL) following a TBL peer‐interaction instructional video and educational module addressing acceptable and unacceptable team behaviors. Attitudes and behaviors were described and compared between male (n=92) and female (n=84) ratings using independent samples t‐tests, and chi‐square and Fisher's exact tests, as appropriate. The overall percentages of students are presented that agreed the video encouraged them to: understand responsibilities to learning (99.4%); feel comfortable teaching peers (95.5%); feel comfortable learning from peers (98.3%); come prepared for the TBL (98.3%); come to TBL on time and stay until the end (97.7%); evaluate own behavior during TBL (97.2%); respect and value other members’ views (99.4%); share resources (97.7%); ask team members for help (96.6%); provide constructive criticism (93.8%); and receive constructive criticism (95.5%). However, 14 (8.0%) rated that the video had at least some negative impact. There were no significant differences between males and females on any item. We conclude that the peer‐interaction instructional video educational module was well received by both male and female students, and resulted in highly positive self‐reported attitudes and behaviors regarding TBL.