Comparing the Student Learning Outcomes and Teaching Satisfaction of Conventional Lecture and Team-Based Learning Methods
Student Learning Outcomes and Teaching Satisfaction
DOI:
https://doi.org/10.54393/pjhs.v5i09.1935Keywords:
Team-Based Learning, Conventional Lecture, Student Learning Outcomes, Teaching Satisfaction, Medical EducationAbstract
Students hesitate to pursue subjects like biochemistry and manifest a lack of participation and motivation during conventional lectures. However, team-based learning facilitates interactive learning through discussion and improves learning outcomes. Objective: To compare the student learning outcomes and teaching satisfaction from team-based learning and conventional learning among medical students. Methods: A prospective study was conducted in Rahbar Medical College from December 2023 to May 2024. A total of 100 undergraduate students aged from 19 to 22 years studying biochemistry course were selected for the study. A total of 16 classes were conducted for teaching biochemistry among which 8 were taught by conventional lecture method and the rest 8 were taught by team-based learning. Students were instructed to fill out a student satisfaction scale questionnaire consisting of 20 questions at the end of the last TBL session. Results: The mean score of conventional lectures was 11.85 ± 1.54 with a maximum score of 15.5 and minimum score of 10 out of 20. The highest score was obtained by group assessment readiness test i.e. 16.25 ± 1.05. The mean score of conventional and TBL methods was 14.10 ± 1.12, with a minimum score of 12.20, and a maximum score of 15.95 out of 20 (P=0.016). Overall satisfaction scores in females were higher than in males (p<0.001). The mean student satisfaction score was 81.27 ± 9.18. Conclusion: Team-based learning yields better learning outcomes and teaching satisfaction in medical students as compared to conventional lecture methods. These results were also improved in female students than in males.
References
Millis B, editor. Cooperative learning in higher education: Across the disciplines, across the academy. Taylor & Francis; 2023 Jul; 256. doi: 10.4324/9781003443681.
Parmelee DX and Hudes P. Team-based learning: a relevant strategy in health professionals' education. Medical Teacher. 2012 May; 34(5): 411-3. doi: 10.3109/0142159X.2012.643267.
Michaelsen LK, Knight AB, Fink LD, editors. Team-based learning: A transformative use of small groups in college teaching. Taylor & Francis; 2023 Jul. doi: 10.4324/9781003447535-2.
Zhao W, He L, Deng W, Zhu J, Su A, Zhang Y. The effectiveness of the combined problem-based learning (PBL) and case-based learning (CBL) teaching method in the clinical practical teaching of thyroid disease. BioMed Central Medical Education. 2020 Dec; 20: 1-0. doi: 10.1186/s12909-020-02306-y.
Foo CC, Cheung B, Chu KM. A comparative study regarding distance learning and the conventional face-to-face approach conducted problem-based learning tutorial during the COVID-19 pandemic. BioMed Central Medical Education. 2021 Dec; 21: 1-6. doi: 10.1186/s12909-021-02575-1.
Tasselli C, Addabbo T, Balboni B, Strozzi C. Active Learning in Higher Education Economics: A Comparative Analysis of of the Impact of Challenge-based Learning and Team-based Learning on Students' Satisfaction. nUnimore, Università degli studi di Modena e Reggio Emilia, Dipartimento di economia Marco Biagi; 2023. doi: 10.25431/11380_1326473.
Chang M, Roman-Lantzy C, O'Neil SH, Reid MW, Borchert MS. Validity and reliability of CVI Range assessment for Clinical Research (CVI Range-CR): a longitudinal cohort study. British Medical Journal Open Ophthalmology. 2022 Oct; 7(1): e001144. doi: 10.1136/bmjophth-2022-001144.
Jafari Z. A comparison of conventional lecture and team-based learning methods in terms of student learning and teaching satisfaction. Medical Journal of the Islamic Republic of Iran. 2014; 28: 5.
Rezende AB, de Oliveira AG, Vale TC, Teixeira LA, Lima AR, Lucchetti AL et al. Comparison of team‐based learning versus traditional lectures in neuroanatomy: medical student knowledge and satisfaction. Anatomical Sciences Education. 2020 Sep; 13(5): 591-601. doi: 10.1002/ase.1926.
Xue H, Yuan H, Li G, Liu J, Zhang X. Comparison of team-based learning vs. lecture-based teaching with small group discussion in a master's degree in nursing education course. Nurse Education Today. 2021 Oct; 105: 105043. doi: 10.1016/j.nedt.2021.105043.
Ozgonul L and Alimoglu MK. Comparison of lecture and team-based learning in medical ethics education. Nursing Ethics. 2019 May; 26(3): 903-13. doi: 10.1177/0969733017731916.
Gold JM, Collazo RA, Athauda G, Obeso VT, Toonkel RL. Taking CBL to the lecture hall: a comparison of outcomes between traditional small group CBL and a novel large group team-based CBL teaching method. Medical Science Educator. 2020 Mar; 30: 227-33. doi: 10.1007/s40670-019-00871-6.
Zaman A, Yasmeen R, Faysal LR, Minhas R, Taj R, Mumtaz S. Effectiveness of flipped classroom and team-based learning in teaching Biochemistry to medical students. Pakistan Armed Forces Medical Journal. 2022 Jun; 72(3): 1018-22. doi: 10.51253/pafmj.v72i3.7091.
Zhang Q, Tang X, Zhao Y, Wang Z. Team-based learning vs. lecture-based learning in nursing: A systematic review of randomized controlled trials. Frontiers in Public Health. 2023 Jan; 10: 1044014. doi: 10.3389/fpubh.2022.1044014.
Gao X, Yan D, Zhang Y, Ruan X, Kang T, Wang R et al. Comparison of the impact of team-based learning and lecture-based learning on nursing students' core competencies: A systematic review and meta-analysis. Nurse Education in Practice. 2024 Mar: 103945. doi: 10.1016/j.nepr.2024.103945.
Pakhmode S, Chandankhede M, Dashputra A, Gupta M, Panbude S, Timalsina DR. Team-based Learning versus Problem-based Learning among First-year Medical Students in Biochemistry: A Quasi-experimental Study. Journal of Clinical & Diagnostic Research. 2023 Nov; 17(11). doi: 10.7860/JCDR/2023/64904.18754.
Eguchi H, Sakiyama H, Naruse H, Yoshihara D, Fujiwara N, Suzuki K. Introduction of team‐based learning improves understanding of glucose metabolism in biochemistry among undergraduate students. Biochemistry and Molecular Biology Education. 2021 May; 49(3): 383-91. doi: 10.1002/bmb.21485.
Aboregela AM, Sonpol HM, Metwally AS, El-Ashkar AM, Hashish AA, Mohammed OA et al. Medical students' perception and academic performance after team-based and seminar-based learning in human anatomy. Journal of Taibah University Medical Sciences. 2023 Feb; 18(1): 65-73. doi: 10.1016/j.jtumed.2022.08.005.
Das S, Nandi K, Baruah P, Sarkar SK, Goswami B, Koner BC. Is learning outcome after team based learning influenced by gender and academic standing?. Biochemistry and Molecular Biology Education. 2019 Jan; 47(1): 58-66. doi: 10.1002/bmb.21197.
Aguillon SM, Siegmund GF, Petipas RH, Drake AG, Cotner S, Ballen CJ. Gender differences in student participation in an active-learning classroom. CBE-Life Sciences Education. 2020; 19(2): ar12. doi: 10.1187/cbe.19-03-0048.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Pakistan Journal of Health Sciences (Lahore)
This work is licensed under a Creative Commons Attribution 4.0 International License.
This is an open-access journal and all the published articles / items are distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. For comments