Does team-based learning affect test scores of the basic medical sciences students in a modular curriculum?

Area of Science:

• Medical Education
• Pedagogy

Background:

• Team-based learning (TBL) is an instructional strategy.
• Assessing its effectiveness and student satisfaction is crucial for curriculum development.

Purpose of the Study:

• To evaluate the effectiveness of TBL sessions in a medical curriculum.
• To gauge medical students' satisfaction with TBL.

Main Methods:

• A quasi-experimental design was used with 1st and 2nd-year medical students.
• TBL involved pre-class preparation, readiness assurance tests, and group discussions.
• Effectiveness was measured by comparing pre- and post-test scores using Wilcoxon signed rank test; satisfaction was assessed via a Likert-type scale questionnaire.

Main Results:

• 85% of 192 students reported TBL enhanced critical thinking, identified knowledge gaps, boosted confidence, and motivated participation.
• Significantly higher post-test scores were observed across all modules utilizing TBL (Z range = -5.33 to -11.81, P < 0.00).

Conclusions:

• TBL positively impacts learning outcomes, evidenced by increased post-test scores.
• TBL fosters critical thinking, problem-solving skills, and student engagement.
• Further research is needed to ascertain the long-term benefits of TBL in medical education.