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Comparing peer education with TBL workshop in (EBM) teaching.

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Team-Based Learning (TBL) workshops significantly improved medical students' evidence-based medicine (EBM) knowledge and satisfaction compared to peer teaching. TBL workshops are more effective for EBM education.

Keywords:
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Area of Science:

  • Medical Education
  • Evidence-Based Medicine

Background:

  • Effective teaching methods are crucial for evidence-based medicine (EBM) in medical sciences.
  • Limited research exists on evaluating EBM education outcomes using peer and Team-Based Learning (TBL) workshop methods.
  • This study addresses the need to compare EBM educational approaches.

Purpose of the Study:

  • To compare the effectiveness of evidence-based medicine (EBM) education delivered through peer instruction versus a Team-Based Learning (TBL) workshop.
  • To assess the impact of these methods on medical students' knowledge and satisfaction.
  • To identify optimal strategies for EBM knowledge translation.

Main Methods:

  • A quasi-experimental study involving 42 medical students at Iran University of Medical Sciences.
  • Students were divided into experimental (TBL) and control (peer) groups using randomized blocking.
  • Knowledge was assessed via pretest/posttest, and satisfaction was measured using questionnaires.

Main Results:

  • The TBL workshop group showed a significant increase in EBM knowledge compared to the peer group.
  • Students in the TBL workshop achieved an average score 3.8 points higher than those in peer teaching.
  • Satisfaction rates were 86% for the TBL group versus 74% for the peer group.

Conclusions:

  • Team-Based Learning (TBL) workshops enhance both knowledge acquisition and satisfaction in evidence-based medicine (EBM) education for medical students.
  • Face-to-face teaching strategies, particularly TBL, are effective for EBM knowledge translation.
  • Peers can effectively contribute to EBM education as facilitators within structured sessions.