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Team-based learning versus interactive lecture in achieving learning outcomes and improving clinical reasoning
Muhammad Imran1, Taher Fawzy Halawa2, Mukhtiar Baig3
1Department of Surgery, Medical Education Unit, Faculty of Medicine in Rabigh, King Abdulaziz University, Building 13, PO Box No. 80200, Jeddah, 21589, Saudi Arabia. minmuhammad@kau.edu.sa.
BMC Medical Education
|May 7, 2022
Summary
Team-based learning (TBL) significantly improved clinical reasoning skills (CRSs) and learning outcomes (LOs) compared to interactive lectures (IL). Students preferred TBL for its effectiveness in developing CRSs.
Area of Science:
- Medical Education
- Clinical Reasoning Skills Development
Background:
- Investigating the impact of interactive lecture (IL) and team-based learning (TBL) on clinical reasoning skills (CRSs) and learning outcomes (LOs).
- Gathering student feedback on the effectiveness of IL and TBL strategies.
Purpose of the Study:
- To compare the efficacy of IL and TBL in enhancing medical students' CRSs and LOs.
- To evaluate student preferences and perceptions regarding IL and TBL.
Main Methods:
- A randomized crossover design was employed in two medical modules (endocrinology and emergency) at King Abdulaziz University.
- Students were divided into two arms, with IL and TBL applied to different topics using a crossover approach.
- Quizzes with multiple-choice questions assessed learning outcomes, and questionnaires gathered student feedback. Data were analyzed using SPSS, with Student's t-test for mean differences and p-value ≤ 0.05 for significance.
Main Results:
- Both IL and TBL strategies facilitated the achievement of learning outcomes, with students scoring over 70% correct answers.
- Team-based learning (TBL) demonstrated superior performance in quizzes within both the emergency and endocrinology modules, with statistically significant results in most comparisons.
- Students predominantly preferred TBL over IL, particularly appreciating the team application aspect and perceiving TBL as more effective for developing CRSs.
Conclusions:
- Team-based learning (TBL) is a more effective instructional strategy than interactive lecture (IL) for improving clinical reasoning skills and achieving learning outcomes in medical education.
- Student feedback indicates a strong preference for TBL, highlighting its perceived benefits for clinical reasoning development.
- It is recommended to incorporate or increase the proportion of TBL within the medical curriculum to enhance student learning and skill acquisition.
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