Impact of Team-Based Learning on Medical Students Academic Performance: Team-Based Learning on Academic Performance of Medical Students

Zainab Abdullah; Marina Khan; Amber Asfandyar; Khaliq Aman; Behram Asim; Sobia Haris

doi:10.54393/pjhs.v6i1.2411

Authors

Zainab Abdullah Department of Medical Education, Bashir College of Dentistry, Islamabad, Pakistan
Marina Khan Department of Medical Education, Gandhara University, Peshawar, Pakistan
Amber Asfandyar Department of Physiology, Khyber Medical University, Peshawar, Pakistan
Khaliq Aman Department of Orthodontics, Rawal Institute of Health Sciences, Islamabad, Pakistan
Behram Asim Department of Medical Education, Rehman College of Dentistry, Peshawar, Pakistan
Sobia Haris Department of Medical Education, Nowshera Medical College, Nowshera, Pakistan

DOI:

https://doi.org/10.54393/pjhs.v6i1.2411

Keywords:

Team-Based Learning, Small Group Discussion, Satisfaction Level, Academic Performance

Abstract

The effectiveness of different educational strategies in medical education is still essential to students’ academic performance and satisfaction. Objectives: To determine the effect of Team-Based Learning versus Small Group Discussion (SGD) on academic outcomes for students in a medical curriculum. Methods: The study design was a quasi-experimental non-equivalent control group design involving 100 medical students divided into two groups of 50 for Team-Based Learning and 50 for Small Group Discussion. Data collection comprised pre-test and post-test scores, changes in scores, and levels of satisfaction measured using structured surveys. Statistically, independent t-tests were used to compare academic performance and satisfaction between the two groups. Results: The Team-Based Learning group had significantly higher post-test scores, 76.42 ± 9.14 as compared to the Small Group Discussion group, 68.00 ± 9.45. The difference in change scores was significant: 16.56 ± 7.50 for Team-Based Learning versus 9.24 ± 6.50 for Small Group Discussion, p<0.0001. Satisfaction levels were also higher in the Team-Based Learning group at 4.14 ± 0.88 than in the Small Group Discussion group at 2.94 ± 0.79, with a statistically significant difference p<0.0001. Conclusions: It was concluded that Team-Based Learning versus Small Group Discussion generated significant differences in the academic performance and satisfaction levels of medical students. Team-Based Learning appears to be a more effective teaching-learning strategy compared to Small Group Discussion in enhancing engagement and better learning outcomes in medical education.

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