Team-Based Learning and Lecture-Based Learning: Comparison of Sudanese Medical Students’ Performance

Abstract

Aim Students’ performance in TBL compared to LBL needs to be evaluated. This study aimed to compare students’ performance in team-based learning and traditional lectures. Methods A total of 176 class 4 and 202 class 6 medical students from University of Bahri, Khartoum, Sudan, participated in the study during 2018. Experienced staff were selected to conduct the teaching and assessment of the two groups, using the standard team-based learning procedure (iRAT, gRAT and AppT) in the first topic and the lecture-based learning procedure in the second, within the same time limit for the two methods. Results The two classes overall mean score has a significant 5.1 points difference (p<0.001; 95% CI: 3.5, 6.0). Separate analysis showed consistency of superiority of TBL to LBL in either gender. A remarkable difference was observed when we compared the two methods in class 6 separately from class 4. Class 6 mean score was high for both TBL and LBL (77.2 and 70.2, respectively), with a significant mean difference of 7.0 (p<0.001; 95% CI: 5.1, 8.9). In class 4, the score was lower for both methods (mean of 62.8 for TBL and 59.9 for LBL). The mean difference of 2.95 points was still significant (p<0.05; 95% CI: 0.46, 5.43). Separate multivariate linear regression for TBL and LBL showed no significant difference in performance of males and females in either method. Controlling for gender in TBL, class 4 had a mean of −14.26 points, (p<0.001; 95% CI: −12.54, −15.98) less than class 6. Similarly, in LBL, class 4 had a mean of −10.18 points (p<0.001, 95% CI: −7.02, −13.35), less than class 6. Conclusion Students’ performance using team-based learning was superior to lecture-based learning, irrespective of students’ gender, noticeable among senior students.

Application of team-based learning to ophthalmology in China

“…Thus, the introduction of an active learning approach, such as TBL, in education attracts attention ( 11 , 12 ). More importantly, TBL performed better compared with TDL ( 13 ) and permitted a large student–teacher ratio, which greatly fits the status of Chinese medical education without teachers and classrooms ( 14 , 15 ).…”

The application of flipped classroom combined with team-based learning in the orthopedic clinical teaching

“…[ 22 , 23 ] Although some studies suggest that both TBL and FC are more effective at promoting student learning than conventional LBL, they both have their own drawbacks. [ 24 , 25 ] Some students had given feedback that the FC, while providing excellent instructional materials, requires a lot of self-learning skills and less time for interacting with other students, which may make some students learning less effective. [ 26 , 27 ] Others pointed out that team-based learning takes much longer to learn and requires a uniform schedule for team members.…”

An exploration into the application of specialty-orientated CBL pedagogy in undergraduate teaching in pediatric surgery

“…CBL, also called inquiry-based learning, is a pedagogy originating from Harvard Law School based on problembased learning (PBL) (2). Different from traditional lecturebased pedagogies that are used to conduct teaching based on repetition and memory (3), CBL is commonly employed to refine the knowledge into the cases in the form of human simulation by a rewriting method based on real cases in clinical practice (4)(5)(6)(7). Subsequently, undergraduates are instructed to conduct group discussions, and hence they can devote themselves to clinical cases and the diagnosis and treatment environment can be favorably simulated.…”