Comparison of Outcomes between Teacher-Led Large Group Teaching and Scenario-based Team Learning in Physiology among...

In Indian medical colleges, physiology is taught largely using a conventional lecture-based format with its focus on factual information and memorization instead of understanding and application, leading to passive learning. Team-based learning (TBL) is a highly structured form of active-learning strategy designed to integrate engagement, accountability, and application of knowledge to promote learning in large classes. Despite being well-established globally, evidence from Indian medical colleges remains sparse.

The aim of our study is to compare the students' academic performance and perception between teacher-led large-group teaching (TLGT) and scenario-based team learning (SBTL) in selected topics of Physiology among Phase-I MBBS students with regards to conceptual clarity, knowledge retention, teamwork, motivation, communication and readiness for examination.

A mixed-methods approach was adapted, where 167 Phase-I MBBS students participated in both lecture-based classes and team-based learning sessions. Learning outcomes were measured by pretest and posttest scores, a 20-item questionnaire (represented with a Likert scale of 1 = strongly disagree, 5 = strongly agree) and focus-group discussions (FGDs) of students and faculty. Quantitative data were analyzed with descriptive statistics and paired t-tests, and qualitative data were interpreted by Braun and Clarke's six-phase thematic analysis framework.

Substantial improvements were seen in academic performance (knowledge acquisition) on postintervention analysis (pretest = 9.8 ± 2.4; posttest = 15.6 ± 3.1; P < 0.001; Cohen's d = 1.02), suggesting a highly significant increase in the mean academic scores for SBTL as against lectures. Quantitative analysis of the Likert scale perception study showed that there was a general preference for SBTL (mean = 3.96) over lecture sessions (mean = 3.83) by students. The perception scores of students showed a strongly agree opinion for TBL improving understanding of subject concepts (4.35 ± 0.71), retention (4.22 ± 0.76), teamwork (4.31 ± 0.72), communication (4.18 ± 0.79), and motivation (4.27 ± 0.78). Thematic analysis revealed the major advantages of SBTL as active engagement/involvement, working as a team, correlating clinically, and retention is better, whereas challenges include time constraint, unequal participation and the need for training facilitators to implement TBL better. Student and faculty FGDs reinforced these findings: students reported enhanced participation, peer learning, and motivation, while faculty emphasized improved engagement but raised concerns about preparation time and curricular scheduling. The overall results comply with the international literature and systematic reviews supporting the role of team-based learning as a pedagogical tool to promote self-directed learning, collaboration and use of physiological knowledge in clinical reasoning.

Scenario-based team learning (SBTL) is a good evidence-based pedagogy for physiology teaching in CBME. A blended model of small, short, concept-oriented lectures followed by structured SBTL sessions are ideal for effective knowledge practice integration. Required faculty preparations, student preparedness and well-designed facilitator guides are essential prerequisites for successful implementation of SBTL.