Assessing and optimizing Team-Based Learning in undergraduate cosmetic dermatology education: an empirical study...

Area of Science:

• Medical Education
• Dermatology
• Educational Technology

Background:

• Investigating Team-Based Learning (TBL) effectiveness in undergraduate cosmetic dermatology.
• Assessing TBL advantages, disadvantages, and pedagogical improvement strategies.
• Utilizing interpretable machine learning (IML) for educational analysis.

Purpose of the Study:

• To evaluate the application effectiveness of TBL in cosmetic dermatology education.
• To identify key factors influencing student engagement and satisfaction with TBL.
• To analyze directions for pedagogical optimization in cosmetic dermatology training.

Main Methods:

• Comparative study of Lecture-Based Learning (LBL) and TBL with 154 medical students.
• Data collection via questionnaires on teaching feedback and learning experience.
• Application of interpretable machine learning (IML) and correlation analysis for pedagogical insights.

Main Results:

• TBL significantly increased learning interest (83.8%), self-directed learning (P<0.001), and knowledge mastery (P=0.004).
• High student satisfaction reported for presentation (87.0%) and discussion (95.5%) components.
• Independent thinking showed weaker improvement (P=0.028); IML identified it as key for enthusiasm, while self-directed learning drove satisfaction.

Conclusions:

• TBL is effective in enhancing cosmetic dermatology education, improving student interest and competencies.
• Opportunities exist for refining instructional design to maximize TBL benefits.
• Further research can optimize TBL implementation for broader educational impact.