Perception of students about Team-based learning (TBL) Problem-based learning (PBL)

BackgroundRecently, there has been a concerted effort within medical schools to depart from conventional lecture-based learning approaches to alternative teaching methods such as team-based learning (TBL) and problem-based learning (PBL), with the aim of enhancing both student engagement and instructional efficacy. Despite this shift, a comprehensive review that directly compares the impacts of PBL and TBL methods in medical education is lacking. This study seeks to address this gap by conducting a meta-analysis that compares the effects of TBL and PBL in the context of medical education.MethodsStudies from Embase, PubMed, Web of Science, China National Knowledge Infrastructure, and Chinese Wanfang Database were searched, from inception to July 11, 2023. A meta-analysis was performed using Stata 14.0, and a total of 10 studies (including 752 participants) were included. The standardized mean difference (SMD) was used to estimate pooled effects. Heterogeneity was detected using the I2 statistic and further explored using meta-regression analysis.ResultsCompared with PBL, TBL significantly increased the number of theoretical tests (SMD = 0.37, 95% CI: 0.02–0.73). Additionally, TBL greatly improved teamwork skills compared with PBL. However, there were no significant differences between the TBL and PBL groups concerning practical skill scores, learning interest, or understanding skills.ConclusionTBL in the theoretical aspects of medical education appears to be more effective than PBL in improving theoretical test scores and teamwork skills, providing evidence for the implementation of TBL in medical education.

The purpose of this study was to evaluate the implementation of problem-based learning (PBL), in combination with team-based learning (TBL), in an integrated curriculum at Gachon University School of Medicine. The study methods included in-depth interviews and an open questionnaire. The subjects of the study comprised 5 faculty members and 38 second-year graduate students. PBL, combined with TBL, was not helpful in enhancing student ability with regard to reasoning and self-directed learning. This program also had negative effects, increasing student tension and interfering with the dynamics of discussions due to frequent tutor intervention. Overall, PBL that is combined with TBL was a less useful method than PBL only. We recommended understanding the characteristics of each program and attempting to develop better programs that mix the positive aspects of TBL and PBL.

Team-Based Learning (TBL) is a cooperative learning strategy blending elements of flipped learning, inquiry-based learning, and problem-based learning. Although used quite frequently in other disciplines, use of this strategy in mathematics has been limited. In this article, we describe how TBL can be implemented in math courses with adherence to essential elements of TBL and introduce modifications specific to mathematics instruction. In particular, we introduce a particular style of TBL, which we term Team-Based Inquiry Learning, that satisfies the defining pillars of inquiry-based learning.

To identify the insights of dentistry students towards a new 3/1 problem-based learning (PBL) and team-based learning (TBL) blended package approach. Mixed method triangulation design, using validating quantitative data model. College of Dentistry, Qassim University, KSA, from March to July 2020. Modified TBL within an existing PBL hybrid curriculum, by strategically designing three modified PBL sessions followed by one modified TBL session was evaluated. There were 241 students enrolled over five academic years of session 2019-2020, and all were included in the study. Feedback of the students regarding novel approach was collected at the culmination of the academic year through an e-questionnaire, utilising closed- and open-ended questions. Descriptive statistics and thematic analysis were used to analyse data. In total, 124 (51.5%) students filled a questionnaire regarding use of PBL and TBL in the new blended approach. The median perception score of TBL was 3.9 (3.2-4.3) and PBL was 3.9 (3.3-4.3). Thematic analysis of the qualitative data supported the quantitative results. Students reported positive aspects of TBL experience as more engaging format, collaborative learning, teamwork, and group competition. They stated that PBL has improved their research, presentation, and clinical reasoning skills. Students valued the novel PBL-TBL package as an optimum learning approach. They predominantly voted in favour of TBL. Students further identified the sequence and format of the current approach conducive to learning, feedback and assessment. Key Words: Hybrid curriculum, Team-based learning, Problem-based learning, Blended learning, Innovative instructional strategy.

Carle Illinois College of Medicine.

Background: Problem-based learning (PBL) is based on adult learning theory which provides a better understanding of the problem through self-directed learning. During didactic lectures, students are receiving the information and they are memorizing it without understanding the practical applications. PBL provides an active learning environment along with the acquisition of other skills. Aims and Objectives: The present study was conducted to assess the effectiveness of PBL over conventional lectures as a teaching–learning method for phase 1 medical students. Furthermore, the perception of students toward PBL was taken. Materials and Methods: PBL sessions were conducted among 100 Phase 1 medical students by dividing them into two groups and assessed by MCQs. Lecture class was taken for the whole students and again assessed by MCQs for the non-PBL topics. A comparison between the aggregate test scores was made using an unpaired t-test. Perception of students toward PBL was collected using a validated questionnaire in Likert scale and expressed as a percentage. Results: Data analysis showed the aggregate mean score of PBL as 27.96 (3.42) and conventional lecture as 22.66 (4.28) with P < 0.001, which was taken as significant. Students showed a positive response toward PBL as an effective learning tool. Conclusion: PBL is an effective teaching–learning method that can be incorporated into the medical curriculum to create medical graduates with self-directed lifelong learning skills.

BackgroundPhysician Associates have recently been introduced to the UK healthcare workforce. Their curriculum includes important topics in Geriatric medicine. As they undertake a 2-year intensive postgraduate course we wanted to explore if Team-based Learning is an effective and efficient learning strategy. In addition, we wanted to know how this approach compares to their current learning methods, namely Problem-based learning and lectures.MethodsThis was a qualitative study of Physician associate student perceptions of Team-Based Learning. After introducing four TBL sessions in the specialty of Geriatric medicine we sent students anonymous questionnaires asking them about their TBL experience and how it compared to PBL and lectures. We then undertook a thematic analysis of the responses.ResultsTwenty students responded to our online questionnaire. The thematic analysis utilised themes from previous studies as well as emergent ones. The key themes were that TBL requires more preparation, TBL is effective, TBL is preferred to PBL and lectures, but students did not want TBL to replace all their teaching.ConclusionsTBL is an effective learning strategy that can be used alongside other teaching methods. While Physician Associate students preferred TBL over PBL and lectures, they wanted to have TBL alongside lectures at least. This information is important when planning teaching for an intensive 2-year course.

Objective To explore and evaluate the problem-based learning (PBL) -team-based learning (TBL) model in clinical practice teaching of periodontology. Methods Sixty students majored in oral medicine admitted in our department in 2011 were randomly divided into PBL-TBL group and lecture-based learning (LBL) group (30 students in each group) . Both a test and a sheet of questionnaire were used to evaluate the effect of PBL-TBL, and the correpsonding scores for the two groups were compared with independent t-test. Results The students of PBL-TBL group were scored higher in the test (t= 3.293, P= 0.002) , suggesting higher abilities in disease diagnosis and differential diagnosis (t= 4.926, P<0.001) , treatment planning (t= 4.229, P<0.001) , and answering questions (t= 6.198, P<0.001) than those of LBL group. Upon questionnaire results, the students in PBL-TBL group showed significantly higher ability in learning motivation (t= 16.706, P<0.001) , enhancement in learning and cooperation (t= 21.289, P<0.001) , and case analysis and treatment (t= 24.349, P<0.001) compared with those in LBL group. It was found that 93.3% students in PBL-TBL group were satisfied with this new teaching model. Conclusions PBL-TBL model can arise students′ learning initiative, strengthen teamwork, foster critical thinking, and improve their ability in solving clinical problems. It is a more effective teaching method compared with LBL model in clinical practice teaching in periodontology. Key words: Periodontics; Clinical clership; Team-based learning; Problem-based learning

Student involvement is crucial for meaningful learning and improved performance in higher education. Over the past 40 years, several instructional methods, including problem-based learning (PBL) and case-based learning (CBL), have been implemented in medical education with varying degrees of success. Increasing evidence suggests that team-based learning (TBL) is an effective and practical approach to incorporating interactive, small-group teaching while fostering enthusiasm for learning. TBL incorporates various theories of adult learning, including lifelong and self-directed learning. The concept of TBL focuses on learning, defined by pre-class preparation and subsequent in-class team discussion. Faculty organizes the learning material to enable students to accept ownership of their own and their peers’ learning. This results in groups that function as powerful learning teams. TBL is based on individual accountability and ensures rigorous team interaction. This accomplishes both competence (what individuals know or can do in terms of knowledge, skills, and attitude) and capability (the extent to which individuals can adapt to generate new knowledge and continue to improve performance). KEYWORDS: Team-Based learning, Individual and group learning, competence and capability.

To encourage student participation in the learning process, the authors introduced a modified team based learning (TBL) method to cover two general embryology topics in the 1st year MBBS curriculum. The aim of this study was to evaluate students' perception of this method vis-à-vis the lecture method of teaching. A questionnaire was used to survey and evaluate the perceptions of 1st year MBBS students at the Department of Anatomy at our medical college in India. A total of eight classes were allotted to cover General Embryology. Six of these classes were conducted using the traditional didactic lecture method. Two topics were covered using the modified TBL method. Five teams of students were constituted, and each team was given handouts which contained basic factual material, four clinical case histories, and previous university exam questions from the topic. On the day of the session, these were discussed in the presence of the faculty facilitator. Students evaluated these sessions through a questionnaire. A majority of students felt that the modified TBL sessions were better at fulfilling learning objectives (46 students, 85%), enabled better understanding (43 students, 79%), were more interesting (43 students, 81%), ensured greater student participation (51 students, 94%) and involved greater effort on the part of students (53 students, 98%), as compared to traditional teaching methods. Most of the students (43 students, 79%) opined that more such sessions should be organized in the future. Responses from students show that the modified TBL classes could be utilized judiciously along with the traditional didactic lectures for teaching embryology.

Introduction: Team-based learning (TBL) is gaining popularity because it allows students to achieve desired intellectual tasks through teamwork, discussion, and professionalism, in contrast to traditional (Trad) learning, which fails to keep the students' continued attention throughout the teaching session, resulting in low grades and retention rates. Aims: Comparing the outcomes between TBL and Trad learning sessions. Materials and Methods: A cross-sectional pilot study was carried out. Seventy-two undergraduate dental students were grouped as TBL and Trad. Each group consisted of 36 students and was made up of good, average, and below-average achievers based on their most recent exam results. The control group (Trad) received lecture-based teaching on a topic, while the case group (TBL) received discussion-based teaching on the same topic using the TBL approach. Allocated time slot for each method was equal. Following the completion of the teaching, a test was taken in the same session, consisting of 20 well-constructed multiple-choice questions (MCQs). The outcomes of the MCQ tests were subjected to item analysis. Chi-squared test was used to compare test parameters between the control and case groups using SPSS (v. 23). Results and Discussion: Overall, the TBL groups yielded significantly higher (58.33%) learning outcomes than the Trad groups (44.4%) ( P = 0.01). In general, the TBL approach showed highly significant performance results ( P = 0.000) compared to Trad approach. The Cronbach's alpha for TBL and trad learning was 0.967 and 0.949, respectively, indicating an excellent reliability of our findings. Conclusion: TBL approach has a potential to improve learning outcome by increasing knowledge and encouraging self-directed learning.

The effects of Team-Based Learning on learning behaviors in the maternal-child nursing course

BackgroundWith an aging American population, the burden of neurologic disease is intensifying and the decline in neurology residents and practicing neurologists is leaving these patients helpless and unable to find care. ‘Neurophobia’, a chronic illness that begins early in medical school, has been identified as a cause for the low number of neurology residents.MethodsA longitudinal study surveyed medical students at the beginning of their first year (M1) and then again at the beginning of their second year (M2). Three neuroscience educational interventions were studied: team based learning (TBL), case based teaching (CBT), and problem based learning (PBL). Participants provided self-reported neurophobia levels, attitudes about neuroscience, and the effectiveness of educational interventions.ResultsA total of 446 students during M1 and 206 students during M2 participated in the survey. A significant change in self-reported neurophobia (p = 0.035) was observed from 19% in M1 to 26% in M2. Neuroscience knowledge and confidence managing a neurologic condition also significantly increased (p < 0.001 and p = 0.038 respectively). Perceived interest, difficulty, and desire to pursue a career in neuroscience did not a change significantly. Majority of students perceived CBT (76%), TBL (56%), and PBL (66%) beneficial. Only CBT demonstrated a statistical difference (p = 0.026) when stratified by self-reported change in neurophobia.ConclusionAn increase in neurophobia after completing a neuroscience was observed but the prevalence rate of 26% was lower than previous studies. Knowledge about neuroscience increased significantly and educational interventions were considered beneficial by students. Thus, interventions that increase knowledge and decrease neurophobia can lead to an increase in students pursuing neurology residencies.

This study explored how collaborative learning skills relate to academic performance among Grade 11 STEM students at Asian Christian Technological Schools &amp; Colleges Inc. exhibited varying academic performance related somehow to their collaborative learning skills. Research focused on four collaborative strategies: problem-based learning, team-based learning, think-pair-share, and case studies examining how age and sex influenced students' performance markedly. Survey questionnaires were administered rather haphazardly to one hundred Grade 11 STEM students employing a fairly quantitative research approach. Research practices were conducted ethically by securing informed consent, and confidentiality of respondents was strictly maintained throughout the study proceedings. Experts validated the research instrument, and it was tested thoroughly for reliability using Cronbach's alpha in the Statistical Package for Social Sciences software. Data were analyzed using descriptive and inferential statistics to assess the extent of collaborative learning skills and their relation to academic performance. Findings revealed that students actively utilized collaborative skills in these learning approaches. However, statistical analysis indicated no significant relationship between collaborative skills and academic performance, suggesting that other factors, such as individual study habits and motivation, may have a greater influence on academic success. These results emphasize the value of collaboration in fostering teamwork and critical thinking but suggest that it is not directly determined by academic achievement. Interestingly, age did make a difference in how students engaged with problem-based learning, pointing to the importance of tailoring instructional methods to suit different developmental stages. To address this, a specially designed chemistry worksheet titled "Exploring Acid-Base Reactions and Solubility Equilibria: A Hands-On Investigation" was created as a learning tool and research instrument. Keywords: Academic Performance, Case Study, Collaborative Learning, Problem-Based Learning, STEM Education, Team-Based Learning, Think-Pair-Share.

BackgroundCardiovascular surgery demands deep knowledge of the heart’s intricate three-dimensional (3D) anatomy, but current teaching methods do not adequately develop students’ spatial skills. Advances in precise imaging and 3D printing offer transformative potential for clinical education. In this study, taking the teaching of cardiovascular surgery as an example, we aimed to integrate precision imaging and 3D printing technologies with case-based learning (CBL), problem-based learning (PBL), and team-based learning (TBL). Our objective was to explore digital teaching approaches in clinical surgery and address the limitations of current learning models in spatial visualization training.MethodsThis study employed a parallel design randomized controlled trial (RCT) methodology. A total of 80 clinical medicine students from the 2020 cohort, currently undertaking their practicum in the Department of Cardiac Great Vascular Surgery at The Second Hospital of Hebei Medical University, were randomly assigned into two groups: a digital teaching group and a case-, problem-, and team-based learning (C-P-TBL) teaching group, each comprising 40 students. The digital teaching group utilized an innovative digital teaching approach, enhanced by precision imaging and 3D printing technology. In contrast, the C-P-TBL teaching group employed an integrated teaching model combining CBL, PBL, and TBL. The two groups were compared via theoretical and skills assessment, along with the analysis of teaching quality questionnaires and teaching satisfaction metrics, so as to evaluate the incremental benefits conferred by digital tools within the existing teaching framework.ResultsThe digital teaching group demonstrated superior performance compared to the C-P-TBL teaching group, as evidenced by higher scores in theoretical knowledge (86.28±10.756 vs. 80.25±9.440), clinical skills (87.90±7.530 vs. 83.05±7.473), and overall assessment (86.93±8.131 vs. 81.37±7.716). Based on the results of the teaching quality questionnaires, the digital teaching group demonstrated a statistically significant superiority over the C-P-TBL teaching group in several areas: self-learning ability, comprehension and application of theoretical knowledge, problem discovery and analysis skills, spatial imagination capability, and overall self-comprehensive ability.ConclusionsThe integration of digital technologies, exemplified by precision imaging and 3D printing, with CBL, PBL, and TBL methodologies, has been shown to significantly enhance the spatial visualization skills of medical students. This approach not only improves their theoretical understanding and technical proficiency, but also leads to higher self-assessment of abilities and increased satisfaction with the teaching process. Consequently, this pedagogical strategy merits consideration for widespread implementation in the clinical education of cardiovascular surgery.