Assessment of first-year medical students’ perceptions of teaching and learning through team-based learning sessions

Abstract

Team-based learning (TBL) is an emerging teaching and learning strategy being employed in medical schools. The College of Medicine at Alfaisal University has adopted a TBL approach as an instructional method for first-year medical students. The aim of the present study was to describe the TBL method employed at Alfaisal University College of Medicine and to assess first-year medical students' perceptions of this learning modality for the anatomy- and physiology-based blocks/courses in organ systems form of curriculum. A five-point Likert scale questionnaire was structured based on Kirkpatrick's theory and assessed three major domains: reaction, learning, and behavior. Confirmatory factor analysis (CFA) and Cronbach's α-coefficient tests were used to assess the validity and reliability of the construct, respectively. CFA showed an adequate validity of the survey and Cronbach's α revealed an acceptable internal uniformity (0.69). A total of 185 respondents rated reaction, learning, and behavior toward introduction of TBL as 3.53 ± 1.01, 3.59 ± 1.12, and 3.57 ± 1.12, respectively. Excellent students rated TBL highly in all major domains compared with borderline students (reaction, behavior, and learning domains with P values of <0.049, <0.035, and <0.031, respectively). Students who had prior teamwork experience rated TBL higher in terms of their learning experience compared with those who were rarely involved in team work. This study demonstrated that Alfaisal University first-year medical students perceived TBL positively as a teaching and learning strategy for functional anatomy, and prior involvement in teamwork and academic performance correlates with higher ratings of TBL.

Using a Novel Student-centered Teaching Method to Improve Pharmacy Student Learning

“…25 It was also a problem that all students tended to study with excellent academic performance students in one group. 26,27 In order to better learn from each other, discuss within and between groups, and compete, the grouping method was carefully designed as described in the method section.…”

Application of Sandwich Learning in the Theory Teaching of &lt;i&gt;Histology and Embryology&lt;/i&gt; for First-Year Medical Students

“…It was inserted by students' group discussion, cross learning and study reports, etc., which can encourage students to have more communications with teachers and other students so as to improve students' abilities of self-learning, thinking and exploring new knowledge. Therefore, sandwich learning has the advantages as team-based learning (TBL) in which inquiry teaching stimulates students' initiative study (Obad et al, 2016;Pogge, 2016;Seidel & Richards, 2001;Thomas & Bowen, 2011). The downside is that the cross-learning discussion during sandwich teaching is a bit noisy because of the large number of classes, which has a little impact on the learning effect.…”

“…The class sessions were used exclusively for the assessment and application of knowledge through case-based discussions. A growing amount of evidence from different disciplines is supported the efficacy of active learning (Antepohl & Herzig, 1999;Obad et al, 2016;Pogge, 2016;Seidel & Richards, 2001;Thomas & Bowen, 2011). Our experience in implementing a SL approach that created an appropriate active learning environment was well received, according to both student and teacher feedback.…”

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Team-based learning versus traditional didactic lectures in teaching clinical biochemistry; learning outcomes and student satisfaction: a case control study at King Abdul Aziz University

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