TEAM-BASED LEARNING VS LECTURE-BASED LEARNING IN MEDICAL EDUCATION
DOI:
https://doi.org/10.22159/ijms.2021.v9i5.41064Keywords:
Team based learning, Lecture based learning, Medical EducationAbstract
Objective: The objective of the study is to determine better mode of learning for medical graduates by comparing team-based learning (TBL) and lecture-based learning methods.
Study Design: Comparative analytical study.
Place and Duration of Study: Surgical Ward 25 of Endocrine and General surgery, Jinnah Postgraduate Medical Center, Karachi, in April 2019.
Methodology: This comparative study was based on the principles of TBL; the control program used the traditional lecture-based approach. Both programs were aimed at investigating the knowledge and performance of the two groups. Thirty surgical interns were included in this study. Two groups were made by random selection of surgical interns, 15 in TBL group and other 15 in traditional teaching group. TBL group (Group A) was given the topic of thyroid diseases for self-study followed by 1 h discussion amongst the group members. Lecture-based group (Group B) was given 1 h powerpoint presentation on similar topic. As the main outcome measures, questionnaire containing twenty best choice questions was given to both groups. Performance of the two groups was checked and results calculated as total, average, and standard deviation.
Results: Group A participants’ total score (147) was higher than Group B (131) but the p-value was not found to be significant (0.144).
Conclusion: Both forms of learning methods are effective and productive in medical education.
References
Al-Azri H, Ratnapalan S. Problem-based learning in continuing medical education: Review of randomized controlled trials. Can Fam Physician 2014;60:157-65.
Hendricson WD, Andrieu SC, Chadwick DG, Chmar JE, Cole JR, George MC, et al. Educational strategies associated with development of problem-solving, critical thinking, and self-directed learning. J Dent Educ 2006;70:925-36.
Frame TR, Cailor SM, Gryka RJ, Chen AM, Kiersma ME, Sheppard L. Student perceptions of team-based learning vs traditional lecture-based learning. Am J Pharm Educ 2015;79:51.
Smits PB, de Buisonjé CD, Verbeek JH, van Dijk FJ, Metz JC, ten Cate OJ. Problem-based learning versus lecture-based learning in postgraduate medical education. Scand J Work Environ Health 2003;29:280-7.
Shetty SR, Babu GS, Castelino R, Hegde S, Rao PK, Kishor S. Case-based, team-based learning: A novel method for teaching orofacial syndromology to dental undergraduate students. Educ Health (Abingdon) 2015;28:112-3.
Abdelkhalek N, Hussein A, Gibbs T, Hamdy H. Using team-based learning to prepare medical students for future problem-based learning. Med Teach 2010;32:123-9.
Kumar V, Gadbury-Amyot CC. A case-based and team-based learning model in oral and maxillofacial radiology. J Dent Educ 2012;76:330-7.
Engel FE, Hendricson WD. A case-based learning model in orthodontics. J Dent Educ 1994;58:762-7.
Moore TS. Implementation of problem-based learning in a baccalaureate dental hygiene program. J Dent Educ 2007;71:1058-69.
Gerhardt-Szep S, Kunkel F, Moeltner A, Hansen M, Böckers A, Rüttermann S, et al. Evaluating differently tutored groups in problem-based learning in a German dental curriculum: A mixed methods study. BMC Med Educ 2016;16:14.
Published
How to Cite
Issue
Section
Copyright (c) 2021 Zahid Arain
This work is licensed under a Creative Commons Attribution 4.0 International License.
