Evaluating the Quality of Student-Generated Questions in an Undergraduate Medical Program That Uses Team-Based Learning

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  In Roundtable Session: 43.077-5 - Innovative Approaches

Abstract

The purpose of this research was to examine the quality of student-generated questions and the factors that affect the quantity of these questions. Participants were three cohorts of undergraduate medical students (n=220) who were enrolled in a TBL programme for 2 years. The 5303 questions that they generated were coded to Bloom’s Taxonomy and linked to assessments within the TBL process. Results indicate that 20% of questions are higher-order and there was no change in the quality of their questions over time. Low scoring assessment items correlated with more student-generated questions. Counterintuitively, teams who did well in the assessment overall also contributed the most student-generated questions. These results may be explained by the knowledge-deprivation hypothesis.

Authors

• Preman Rajalingam, Nanyang Technological University

• Ying Yun Juliana Koh, Nanyang Technological University

• Jerome I. Rotgans, Nanyang Technological University

• Douglas Paul Gagnon

• Naomi Low-Beer, Nanyang Technological University