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Is learning outcome after team based learning influenced by gender and academic standing?
Saswati Das1, Kajal Nandi1, Priyanki Baruah1
1Department of Biochemistry, Maulana Azad Medical College, New Delhi, 110002, India.
Summary
Team-based learning (TBL) effectively teaches clinical biochemistry to medical students, showing comparable problem-solving skills to traditional lectures. TBL benefits high achievers and female students more, offering a satisfactory, individualized learning experience.
Area of Science:
- Medical Education
- Biochemistry Education
- Pedagogy
Background:
- Team-based learning (TBL) is a collaborative pedagogical approach.
- Its efficacy in clinical biochemistry for undergraduates is under-explored.
- Assessing TBL's impact on problem-solving and student perception is crucial.
Purpose of the Study:
- Compare problem-solving skills using TBL versus didactic lectures for organ function tests.
- Evaluate undergraduate medical students' perceptions of TBL.
- Determine if academic standing and gender influence TBL learning outcomes.
Main Methods:
- Stratified randomization of 100 first-year MBBS students into TBL and lecture groups.
- Assessment of problem-solving skills via a dedicated test.
- Evaluation of student perception through a questionnaire.
Main Results:
- No significant difference in problem-solving skills between TBL and lecture groups.
- High achievers performed better with TBL; low achievers benefited more from lectures.
- Female students demonstrated improved academic performance with TBL compared to males.
- Students provided positive feedback on TBL.
Conclusions:
- TBL is a satisfactory and effective teaching-learning method for undergraduate medical students.
- TBL is not inferior to traditional lectures in teaching clinical biochemistry.
- TBL shows greater effectiveness for high achievers and female students, suggesting individualized application.
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