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Effect of Team-based Learning on Second Year Students' Academic Performance.
Memoona Mansoor1, Syed Moyn Aly2, Arshad Javaid3
1Department of Medical Education, Islamabad Medical and Dental College, Islamabad, Pakistan.
Summary
Team-based learning (TBL) and small group discussion (SGD) showed similar effectiveness in medical education. While TBL did not significantly improve scores overall, a trend towards higher performance was observed in later themes.
Area of Science:
- Medical Education
- Pedagogy
Background:
- Traditional teaching methods are being re-evaluated for effectiveness.
- Innovative pedagogical approaches like team-based learning (TBL) and small group discussion (SGD) are gaining traction in medical education.
Purpose of the Study:
- To compare the academic performance of medical students using TBL versus SGD.
- To determine if TBL offers a significant advantage over SGD in knowledge acquisition.
Main Methods:
- A quasi-experimental cross-over study was conducted with second-year MBBS students.
- Students were assigned to TBL or SGD for 8 themes, with groups switching after 4 themes.
- Academic performance was assessed via end-of-module written examination scores and analyzed using independent sample t-tests.
Main Results:
- No significant difference in scores was found for the first 4 themes (p=0.41).
- A significant difference favoring TBL was observed for themes 5-8 (p=0.03).
- A consistent trend of higher scores in TBL was noted across all themes.
Conclusions:
- Team-based learning (TBL) is as effective as small group discussion (SGD) in this cohort.
- The study did not definitively establish that TBL leads to significant learning improvements.
- Further research may be needed to explore TBL's impact on different learning outcomes.
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