Comparison of Team-Based Learning Over Conventional Didactic Lecture Among Second-Year MBBS Students

Area of Science:

• Medical Education
• Pedagogy

Background:

• Team-based learning (TBL) is an active learning strategy.
• Conventional didactic lectures (CDL) are a traditional teaching method.
• There is a need to assess the effectiveness of TBL against CDL in medical education.

Purpose of the Study:

• To compare the academic performance of students taught via TBL versus CDL.
• To evaluate student perceptions of TBL compared to CDL.
• To enhance student interest in the subject matter.

Main Methods:

• An interventional, comparative study involving second-year MBBS students.
• Students were divided into two groups, experiencing both TBL and CDL for different topics via a crossover design.
• Assessments were conducted after each session, with student perceptions evaluated using a 5-point Likert scale.

Main Results:

• The TBL group demonstrated statistically significant improvements in academic performance compared to the CDL group.
• Student perception scores were significantly higher for TBL than for CDL (p-value < 0.001).
• TBL was associated with increased student interest and engagement.

Conclusions:

• Team-based learning is an effective teaching method in medical education, outperforming conventional didactic lectures.
• Interactive, small-group learning environments like TBL can enhance student outcomes and overcome limitations of traditional methods.
• TBL positively impacts both academic achievement and student satisfaction.