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dc.contributor.authorRotgans, Jerome I.
dc.contributor.authorSterpu, Irene
dc.contributor.authorHerling, Lotta
dc.contributor.authorNordquist, Jonas
dc.contributor.authorAcharya, Ganesh Prasad
dc.date.accessioned2024-08-27T07:51:30Z
dc.date.available2024-08-27T07:51:30Z
dc.date.issued2024-07-30
dc.description.abstractBackground 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.<p> <p>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. <p>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. <p>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.en_US
dc.identifier.citationRotgans, Sterpu, Herling, Nordquist, Acharya. Exploring the dynamics of situational interest in team-based learning in undergraduate medical education. BMC Medical Education. 2024;24(1)en_US
dc.identifier.cristinIDFRIDAID 2286812
dc.identifier.doi10.1186/s12909-024-05769-5
dc.identifier.issn1472-6920
dc.identifier.urihttps://hdl.handle.net/10037/34428
dc.language.isoengen_US
dc.publisherBMCen_US
dc.relation.journalBMC Medical Education
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2024 The Author(s)en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.rightsAttribution 4.0 International (CC BY 4.0)en_US
dc.titleExploring the dynamics of situational interest in team-based learning in undergraduate medical educationen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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Attribution 4.0 International (CC BY 4.0)
Except where otherwise noted, this item's license is described as Attribution 4.0 International (CC BY 4.0)