Team-based learning versus Traditional lecture-based learning: An investigation of students’ perceptions and academic achievements

Nawabi, Shazia; Bilal, Rabia; Javed, Muhammad Qasim

doi:10.12669/pjms.37.4.4000

Cited by 13 publications

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References 20 publications

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“…Students were also more satisfied and more engaged with TBL [ 24 ]. Another recent study noted that TBL was significantly superior to lecture in achieving higher grades [ 25 ]. One reason for the differences might be the inclusion of traditional lectures in some studies.…”

Section: Discussionmentioning

confidence: 99%

Team-based learning versus interactive lecture in achieving learning outcomes and improving clinical reasoning skills: a randomized crossover study

et al. 2022

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Background This study aimed to investigate the impact of interactive lecture (IL) and team-based learning (TBL) on improving clinical reasoning skills (CRSs) and achieving learning outcomes (LO). Students’ feedback was obtained about the strategies. Methods This study was carried out at the Faculty of Medicine in Rabigh, King Abdulaziz University, Jeddah, Saudi Arabia. Two modules, endocrinology, and emergency were selected. Students of each batch in both modules were divided into two arms. With a randomized crossover design, IL & TBL were used for two separate topics in each module. After each topic, a quiz in the form of well-structured MCQs was taken. A questionnaire was designed to obtain students’ feedback. SPSS version 23 was used to analyse results. The difference between the mean values was calculated by Student’s t-test. Feedback data is presented as frequency. P-value ≤ 0.05 was considered statistically significant. Results Learning outcomes were achieved by all groups in two modules, with both instructional strategies, IL and TBL. Students attempted >70% correct answers. However, in the emergency module, the groups with TBL as the instructional strategy performed better in quiz1 and quiz 2 (p = 0.026 and p = 0.016, respectively). Similarly, in the endocrinology module (3rd year), although the groups with TBL as the instructional strategy performed better in both quizzes, it was significant in quiz1 (p = 0.02). The difficulty indices of the clinical reasoning questions (CRQ) were used as the parameters for comparison. In the emergency module, group1, in quiz1, with TBL as an instructional strategy performed better in the CRQ (p = 0.017), while in quiz2, group2 with TBL as the instructional strategy performed better (p < 0.001). Group1 of the third-year students (endocrinology module) performed better in the CRQ in quiz 1 with TBL as an instructional strategy than group 2 with IL (p = 0.04). Mostly, students in both modules preferred TBL over IL, and especially they liked team application. Students perceived that TBL was a better strategy to learn CRS. Conclusions Students achieved LOs and CRS better with TBL as an instructional strategy. They preferred TBL over IL. It is suggested to include TBL, or increase its percentage, in the curriculum.

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Section: Discussionmentioning

confidence: 99%

Team-based learning versus interactive lecture in achieving learning outcomes and improving clinical reasoning skills: a randomized crossover study

et al. 2022

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“…This collaborative learning in TBL is also perceived to improve academic performance. 13,14 Moreover, solving challenging problems and application of knowledge may also lead to improved critical thinking. 15 Critical thinking has six dimensions: inquisitiveness, analyticity, open-mindedness, self-confidence, systematicity, and truth-seeking.…”

Section: Discussionmentioning

confidence: 99%

Effect of team-based learning on critical thinking: A quasi-experimental study

Zeb¹,

Mahboob

Shaheen³

2022

Pak J Med Sci

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Objectives: To determine the effect of Team-based learning (TBL) on the critical thinking of health professions students. Methods: This quasi-experimental study, was done in paramedical and nursing sciences institutes using the convenience sampling technique. Students included were enrolled in the haematology course of paramedic institute from January to December 2020 and adult health course of the nursing institute of Khyber Medical University. Six dimensions of critical thinking (CT) of the students before and after TBL were determined using the critical thinking disposition inventory. Results: The study participants included 89 students, comprising 58 students from the paramedic’s institute and 31 from the nursing institute; 67 (75.28%) males and 22 (24.71%) females. The overall pre-test score of CT was 257.46 ± 21.73, and the post-test score was 274.55 ± 19.36, which was statistically significant (p-value = 0.000). The pre-test score of six dimensions, namely, analyticity, inquisitiveness, systematicity, truth-seeking, self-confidence, and open-mindedness was 41.35 ± 5.15, 44.73 ± 4.77, 41.12±6.87, 43.17± 5.19, 44.94±6.03, 42.38 ± 5.32 respectively, whereas the post-test scores were 44.57± 5.28, 47.11 ± 4.69, 46.12± 5.54, 45.77 ± 5.05, 47.58 ± 5.65, 43.56 ± 4.56 correspondingly. Analyticity (p=.000), inquisitiveness (p=.000), systematicity (p=.000), truth-seeking (p=.000) and self-confidence (p=.000) were statistically significant. However, open-mindedness was statistically insignificant (p=.074). Conclusion: TBL improves five out of six dimensions of students’ critical thinking. Besides its established evidence to increase knowledge, TBL can also be used as a teaching methodology for enhancing students’ critical thinking. doi: https://doi.org/10.12669/pjms.38.8.6146 How to cite this:Zeb MA, Mahboob U, Shaheen N. Effect of team-based learning on critical thinking: A quasi-experimental study. Pak J Med Sci. 2022;38(8):---------. doi: https://doi.org/10.12669/pjms.38.8.6146 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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“…24,28 Most of the students in our study had a positive attitude towards TBL activities, had an encouraging experience with TBL and believed that these activities are an effective approach for learning. A number of studies conducted in different student population, medical, [6][7][8]28 dental, 16,29 nursing, [13][14][15] and pharmacy, [9][10][11][12] have recognized the positive attitude of students towards TBL as a learning methodology. Faculty have also exhibited their support and positive perception towards TBL as an effective teaching and learning methodology.…”

Section: Discussionmentioning

confidence: 99%

“…1,2 Team-Based Learning (TBL) is one of these techniques and has been successfully employed in various Health Schools' curricula, 3,4 including medicine, 4-8 pharmacy, [9][10][11][12] nursing, [13][14][15] and dentistry. 16,17 TBL utilizes a small group teaching approach which offers collaborative, interactive, facilitator-led learning sessions. 18 The structured format of TBL promotes self-learning, accountability, communication and problem-solving skills in students.…”

Section: Introductionmentioning

confidence: 99%

Team Based Learning Experience from a College of Pharmaceutical Sciences in United Arab Emirates

Rao¹,

Rabbani²

2022

Ind. J. Pharm. Edu. Res

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Introduction: Team-Based Learning (TBL) is an active-learning methodology that has been successfully employed in various health schools' curricula. This study assessed the perception of pharmacy students studying in a College of Pharmaceutical Sciences towards TBL with an emphasis on their perception to online TBL. Materials and Methods:The study was a cross sectional survey including students of all the four years of Bachelor of Pharmacy program. Team-based learning student assessment instrument (TBL-SAI) was used to evaluate the perception of pharmacy students towards TBL. Results: Out of the total 82 students, majority were female (n=52, 63.4%, 95% CI: 52.4 -73.2) and were from final year of the program (n=38, 46.3%, 95% CI: 35.4 -57.3). Mean age of the study participants was 21.3 ± 2.0 years, with age range from 17 to 27 years. Majority of the students' responses indicated that they favored various aspects of TBL. Mean scores for the three TBL-SAI subscales, accountability, preference for lecture or TBL, student satisfaction, were 31.3 ± 3.3, 54.3 ± 7.4, 31.2 ± 4.4 respectively. All the three subscales of TBL-SAI attained scores well above the threshold favoring TBL. Majority of the students preferred online TBL compared to paper based TBL. No statistically significant results were found in logistic regression analyses carried out to identify characteristics associated with preference for TBL. Conclusion: Pharmacy students preferred TBL over traditional lecture-based teaching. Furthermore, they preferred the online mode of TBL as they found it to be more organized, student and environment friendly compared to paper based TBL.

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Team-based learning versus Traditional lecture-based learning: An investigation of students’ perceptions and academic achievements

Cited by 13 publications

References 20 publications

Team-based learning versus interactive lecture in achieving learning outcomes and improving clinical reasoning skills: a randomized crossover study

Team-based learning versus interactive lecture in achieving learning outcomes and improving clinical reasoning skills: a randomized crossover study

Effect of team-based learning on critical thinking: A quasi-experimental study

Team Based Learning Experience from a College of Pharmaceutical Sciences in United Arab Emirates

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