Effect of team-based learning on critical thinking: A quasi-experimental study

Area of Science:

• Health Professions Education
• Medical Education
• Pedagogy

Background:

• Critical thinking (CT) is crucial for health professionals.
• Traditional teaching methods may not adequately develop CT skills.
• Team-based learning (TBL) is an active learning strategy with potential benefits for CT.

Purpose of the Study:

• To evaluate the impact of Team-based learning (TBL) on the critical thinking disposition of health professions students.
• To assess changes in specific dimensions of critical thinking after TBL implementation.

Main Methods:

• A quasi-experimental study was conducted in paramedical and nursing institutes.
• Students (n=89) enrolled in specific courses participated.
• Critical thinking disposition inventory was used to measure six dimensions before and after TBL.

Main Results:

• Overall critical thinking scores significantly improved post-TBL (p=0.000).
• Five dimensions—analyticity, inquisitiveness, systematicity, truth-seeking, and self-confidence—showed significant improvement (p<0.05).
• Open-mindedness showed a statistically insignificant change (p=0.074).

Conclusions:

• Team-based learning (TBL) effectively enhances multiple dimensions of critical thinking in health professions students.
• TBL can be utilized as a valuable pedagogical approach to foster critical thinking development.
• Further research may explore TBL's impact on other cognitive skills and diverse student populations.