Participation in Active Learning Correlates to Higher Female Performance in a Pipeline Course for Underrepresented Students in Medicine

Christine M. Collins, Gonzalo Carrasco, Osvaldo J. Lopez

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

This study was designed to explore the relationship between participation (measured by percentage of time spoken) in team-based learning (TBL) exercises and final examination in a 4-week medical microbiology course for college students from backgrounds underrepresented in medicine (URM). A significant correlation was found between participation and examination scores in lower performing students. Although male participation was higher, a significant correlation between participation and examination scores was found only in females. These data suggest that female participation is based on knowledge of the subject under discussion and that affirmation in TBL positively reinforces self-confidence, increasing student’s efficiency during peer teaching.

Original languageEnglish (US)
JournalMedical Science Educator
DOIs
StateAccepted/In press - Jan 1 2019

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Problem-Based Learning
Medicine
medicine
Students
participation
Learning
learning
performance
student
examination
Microbiology
Teaching
Exercise
Efficiency
self-confidence
efficiency

All Science Journal Classification (ASJC) codes

  • Medicine (miscellaneous)
  • Education

Cite this

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