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Use of team-based learning pedagogy for predoctoral teaching and learning
Sang E Park1, Esra Salihoglu-Yener1, Sara B Fazio1
1Harvard School of Dental Medicine, Boston, Massachusetts.
Summary
Team-based Learning (TBL) significantly improved dental student knowledge acquisition and satisfaction compared to traditional lectures. This interactive educational model enhanced learning and clinical case understanding through collaborative group work.
Area of Science:
- Dental Education
- Medical Pedagogy
- Interprofessional Education
Background:
- Traditional lecture formats in predoctoral education often lack engagement.
- There is a need for innovative pedagogical approaches to enhance student learning and satisfaction.
Purpose of the Study:
- To develop and implement a Team-based Learning (TBL) educational model in a predoctoral dental course.
- To assess the effectiveness of TBL in improving knowledge acquisition and student satisfaction.
- To evaluate TBL's impact on understanding clinical cases from diverse healthcare perspectives.
Main Methods:
- An interprofessional education course utilized the TBL structure for second-year dental students.
- Students completed individual and group readiness assurance tests (RATs) followed by team-based application exercises.
- The TBL sessions integrated individual work, group consensus, and collaborative problem-solving.
Main Results:
- Team scores were significantly higher than individual scores, indicating enhanced knowledge acquisition through collaboration.
- Students expressed a strong preference for TBL over traditional lecture formats.
- TBL facilitated a better understanding of clinical cases by incorporating interprofessional perspectives.
Conclusions:
- Team-based Learning effectively promotes student-centered learning in predoctoral dental education.
- The TBL model fosters an interactive learning environment, leading to superior performance in knowledge evaluation.
- TBL enhances collaborative skills and interprofessional understanding among dental students.
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