Line J Øvrebø, Dagrunn Nåden Dyrstad, Britt Sætre Hansen
Pass or fail: Teachers' experience of assessment of postgraduate critical care nursing students' competence in placement. A qualitative study
BMC nursing
goal study evaluate efficacy teambased learning tbl knowledge retention compared traditional lectures small breakout group discussion teaching usual tau using randomized controlled trial randomized controlled trial conducted daylong conference psychiatric educators attentiondeficit hyperactivity disorder research literacy topic efficacy versus effectiveness trials learners n 115 randomized concealed allocation either tbl tau knowledge measured prior intervention immediately afterward 2 months later via multiplechoice tests participants necessarily unblinded data enterers data analysts investigators blinded group assignment data analysis perprotocol analyses test scores performed using change knowledge baseline primary endpoint test scores 2 months baseline statistically significant differences groups pretest knowledge immediate posttest tbl tau groups showed improved knowledge scores compared baseline scores tbl group performed better statistically immediate posttest tau group cohens 073 p 0001 although differences knowledge scores educationally meaningful averaging one additional test question correct 15 2month remote posttest group differences knowledge retention among 42 participants returned 2month test tbl tau learners acquired new knowledge end intervention retained knowledge 2 months end intervention day 2 months knowledge test scores meaningfully different tbl tau completers conclusion study failed demonstrate superiority tbl tau primary outcome knowledge retention 2 months postintervention