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Aprendizaje Basado en Equipos vs. Aprendizaje Basado en Problemas en Cirugía de Pregrado: un Ensayo Controlado
Mohammad Shawir1, Ehab A Frah2, Shadad M Mahmoud1
1Department of Surgery, Faculty of Medicine, University of Tabuk, Tabuk, Saudi Arabia.
Objectives:
The primary objective measured in our study is to determine whether Team-Based Learning (TBL) is a superior pedagogical approach compared to Problem-Based Learning (PBL) or not. We focused on our secondary objectives, which include promoting problem-solving, facilitating independent learning, and engaging students. The study was conducted among sixth-year clinical students at the Faculty of Medicine, University of Tabuk.
Methods:
In this interventional study, we targeted 66 medical students in the final clinical year in our faculty of medicine at the University of Tabuk during the period from 15/10/2024 to 15/01/2025. The control group (PBL) comprised 32 students, whereas the case group (TBL) comprised 34 students. At the end of the clinical sessions, all 66 students took a summative test to assess their knowledge using 14 multiple-choice questions (MCQs) that were part of an online self-administered, voluntary questionnaire. Independent-samples statistical tests were used to compare the outcomes of perception, skills, attitude, and practical competency scores. All analyses were performed using SPSS software (Version 27), and statistical significance was defined as two-tailed p < 0.05.
Results:
The study revealed that students in the TBL group achieved an average score of 9.94 out of 14 on MCQs, with a standard deviation of 2.28. In contrast, the PBL group had an average score of 8.84 and a standard deviation of 2.24, with a p-value of 0.053 for both groups. The cumulative knowledge derived from summative test results was not statistically significant for either group. In the (TBL) case-control experiment, the pre-class test mean score was 7.42 (SD = 2.50), while the post-test scores averaged 9.94 (SD = 2.35). This difference was statistically significant (P = 0.001). This demonstrates the effectiveness of the TBL pedagogical loop in enhancing knowledge acquisition during the learning experience.
Conclusion:
The TBL and PBL methodologies yielded comparable summative outcomes for both student cohorts. The systematic implementation of TBL as a pedagogical tool can enhance students' knowledge acquisition. Our study found that final-year MBBS students prefer both PBL and TBL.
