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

• DOI: 10.1186/s12909-024-05769-5
• Publication Date: 2024-07-30T22:08:28Z
• Authors: Jerome I. Rotgans; Irene Sterpu; Lotta Herling; Jonas Nordquist; Ganesh Acharya
• Keywords: Male; Adult; Motivation; Students, Medical; LC8-6691; Research; R; Problem-Based Learning; 02 engineering and technology; Knowledge-deprivation hypothesis; Special aspects of education; ESSB PED; Group Processes; Clinical medical education; Young Adult; Team-based learning; 0202 electrical engineering, electronic engineering, information engineering; Situational interest; Medicine; Humans; Female; Educational Measurement; Education, Medical, Undergraduate

Abstract 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.