Fostering TBL Success at Alfaisal University: A Complex Adaptive Systems Approach

Area of Science:

• Medical Education
• Educational Psychology
• Systems Theory

Background:

• Team-Based Learning (TBL) is an active learning strategy increasingly adopted in medical education.
• Implementing innovative pedagogies like TBL presents complex challenges within academic institutions.
• Complex Adaptive Systems (CAS) theory offers a framework for understanding dynamic and interconnected systems.

Purpose of the Study:

• To explore the implementation of Team-Based Learning (TBL) in a medical college using Complex Adaptive Systems (CAS) theory.
• To investigate how CAS principles can enhance the effectiveness and implementation of TBL in medical education.
• To analyze the interplay between CAS dynamics and TBL outcomes in a longitudinal study.

Main Methods:

• Convergent parallel mixed methods longitudinal design.
• Integration of quantitative performance metrics (e.g., learning scores) and qualitative themes.
• Application of CAS principles to analyze TBL implementation and outcomes.

Main Results:

• Modest improvements observed in individual and team-based learning scores.
• A positive trend of students progressing from lower to higher performance quartiles over time.
• Qualitative data revealed adaptive implementation, emergent outcomes, self-organization, positive feedback loops, and enhanced depth of learning consistent with CAS principles.

Conclusions:

• A CAS-informed approach is valuable for navigating educational change and implementing TBL effectively.
• TBL, when viewed through a CAS lens, fosters a more resilient and adaptive educational model.
• This study contributes to understanding how CAS theory can guide innovative pedagogical implementations in medical education.