title: A comparison of the effectiveness of the team-based learning readiness assessments completed at home to those completed in class.
abstract: OBJECTIVE
  The readiness assurance process (RAP) of team-based learning (TBL) is an important element that ensures that students come prepared to learn. However, the RAP can use a significant amount of class time which could otherwise be used for application exercises. The authors administered the TBL-associated RAP in class or individual readiness assurance tests (iRATs) at home to compare medical student performance and learning preference for physiology content.
  
  
  METHODS
  Using cross-over study design, the first year medical student TBL teams were divided into two groups. One group was administered iRATs and group readiness assurance tests (gRATs) consisting of physiology questions during scheduled class time. The other group was administered the same iRAT questions at home, and did not complete a gRAT. To compare effectiveness of the two administration methods, both groups completed the same 12-question physiology assessment during dedicated class time. Four weeks later, the entire process was repeated, with each group administered the RAP using the opposite method.
  
  
  RESULTS
  The performance on the physiology assessment after at-home administration of the iRAT was equivalent to performance after traditional in-class administration of the RAP. In addition, a majority of students preferred the at-home method of administration and reported that the at-home method was more effective in helping them learn course content.
  
  
  CONCLUSIONS
  The at-home administration of the iRAT proved effective. The at-home administration method is a promising alternative to conventional iRATs and gRATs with the goal of preserving valuable in-class time for TBL application exercises.
authors.affiliation: Department of Cell Biology, Duke University School of Medicine, Durham, USA.
authors.forename: Jennifer M
authors.identifier: 0000-0002-0205-4286
authors.initials: JM
authors.lastname: Carbrey
authors.affiliation: Office of Curricular Affairs, Duke University School of Medicine, Durham, USA.
authors.forename: Colleen O'Connor
authors.identifier: 0000-0002-7746-5282
authors.initials: CO
authors.lastname: Grochowski
authors.affiliation: Office of Curricular Affairs, Duke University School of Medicine, Durham, USA.
authors.forename: Joseph
authors.identifier: 0000-0002-1029-6808
authors.initials: J
authors.lastname: Cawley
authors.affiliation: Office of Curricular Affairs, Duke University School of Medicine, Durham, USA.
authors.forename: Deborah L
authors.identifier: 0000-0003-1849-6828
authors.initials: DL
authors.lastname: Engle
keywords: Cross-sectional studies; Medical education; Medical students; Physiology