Team-based Learning versus Problem-based Learning among First-year Medical Students in Biochemistry: A Quasi-experimental Study
Introduction: Team-based Learning (TBL) and Problem-based Learning (PBL), both active teaching methodologies, are known for improving problem-solving abilities, clinical reasoning, and motivating students for self-directed studies. Although both active methods, TBL and PBL, differ in methodology...
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| Language: | English |
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JCDR Research and Publications Private Limited
2023-11-01
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| Series: | Journal of Clinical and Diagnostic Research |
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| author | Smita Pakhmode Manju Chandankhede Amruta Dashputra Madhur Gupta Swati Panbude Dilip R Timalsina |
| author_facet | Smita Pakhmode Manju Chandankhede Amruta Dashputra Madhur Gupta Swati Panbude Dilip R Timalsina |
| author_sort | Smita Pakhmode |
| collection | DOAJ |
| description | Introduction: Team-based Learning (TBL) and Problem-based
Learning (PBL), both active teaching methodologies, are known
for improving problem-solving abilities, clinical reasoning,
and motivating students for self-directed studies. Although
both active methods, TBL and PBL, differ in methodology
and required resources, it is always a challenge to choose
active methods that are more feasible and effective in the
undergraduate medical curriculum.
Aim: To compare two active teaching strategies, viz., the
effectiveness of TBL vs. PBL in first-year Bachelor of Medicine,
Bachelor of Surgery (MBBS) students in terms of learning
outcomes, development of critical thinking skills, and retention
of knowledge.
Materials and Methods: This quasi-experimental study was
conducted at Department of Biochemistry, NKP Salve Medical
College and RC Nagpur, Maharashtra, India from August 2017
to October 2017. A total of 150 first-year MBBS students were
included in the study. TBL and PBL were performed following
the protocols of their respective methodologies, and scores
for learning gain and critical thinking were compared between
the TBL and PBL groups. Student perception regarding the
procedures was collected using a prevalidated structured
questionnaire. The retention of knowledge was assessed by
comparing scores from a pretest and a test conducted two
months later. Data were statistically analysed using the Wilcoxon
signed-rank test and the Mann-Whitney U test.
Results: In the present study, the mean age of the participating
students was 20±2 years. Post-test results, obtained just after
the intervention, demonstrated a significant learning gain in
students using both methods, with a statistically higher gain in
TBL (p-value <0.0001) compared to PBL. PBL was appreciated
for providing freedom of learning style and facilitator guidance
during discussions. Critical thinking skills improved more in PBL,
particularly in terms of drawing inferences and interpretations
(p-value <0.001). However, no statistically significant differences
were found in knowledge retention when the test was conducted
two months later in both groups.
Conclusion: Learning gain was higher with TBL compared to
PBL, with no difference in knowledge retention and the effect
on different parameters of critical thinking skills. Students found
TBL to be more beneficial for the undergraduate curriculum. |
| first_indexed | 2024-03-09T09:01:18Z |
| format | Article |
| id | doaj.art-7cbbaba65f6b4d42a84724f7be29f786 |
| institution | Directory Open Access Journal |
| issn | 2249-782X 0973-709X |
| language | English |
| last_indexed | 2024-03-09T09:01:18Z |
| publishDate | 2023-11-01 |
| publisher | JCDR Research and Publications Private Limited |
| record_format | Article |
| series | Journal of Clinical and Diagnostic Research |
| spelling | doaj.art-7cbbaba65f6b4d42a84724f7be29f7862023-12-02T11:43:23ZengJCDR Research and Publications Private LimitedJournal of Clinical and Diagnostic Research2249-782X0973-709X2023-11-011711141810.7860/JCDR/2023/64904.18754Team-based Learning versus Problem-based Learning among First-year Medical Students in Biochemistry: A Quasi-experimental StudySmita Pakhmode0Manju Chandankhede1Amruta Dashputra2Madhur Gupta3Swati Panbude4Dilip R Timalsina5Associate Professor, Department of Biochemistry, NKP Salve Medical College, Nagpur, Maharashtra, India.Associate Professor, Department of Biochemistry, Datta Meghe Medical College, Nagpur, Maharashtra, India.Associate Professor, Department of Pharmacology, NKP Salve Medical College, Nagpur, Maharashtra, India.Professor, Department of Biochemistry, NKP Salve Medical college, Nagpur, Maharashtra, India.Associate Professor, Department of Biochemistry, Jawaharlal Nehru Medical College, Wardha, Maharashtra, India.Tutor, Department of Biochemistry, Datta Meghe Medical College, Nagpur, Maharashtra, India.Introduction: Team-based Learning (TBL) and Problem-based Learning (PBL), both active teaching methodologies, are known for improving problem-solving abilities, clinical reasoning, and motivating students for self-directed studies. Although both active methods, TBL and PBL, differ in methodology and required resources, it is always a challenge to choose active methods that are more feasible and effective in the undergraduate medical curriculum. Aim: To compare two active teaching strategies, viz., the effectiveness of TBL vs. PBL in first-year Bachelor of Medicine, Bachelor of Surgery (MBBS) students in terms of learning outcomes, development of critical thinking skills, and retention of knowledge. Materials and Methods: This quasi-experimental study was conducted at Department of Biochemistry, NKP Salve Medical College and RC Nagpur, Maharashtra, India from August 2017 to October 2017. A total of 150 first-year MBBS students were included in the study. TBL and PBL were performed following the protocols of their respective methodologies, and scores for learning gain and critical thinking were compared between the TBL and PBL groups. Student perception regarding the procedures was collected using a prevalidated structured questionnaire. The retention of knowledge was assessed by comparing scores from a pretest and a test conducted two months later. Data were statistically analysed using the Wilcoxon signed-rank test and the Mann-Whitney U test. Results: In the present study, the mean age of the participating students was 20±2 years. Post-test results, obtained just after the intervention, demonstrated a significant learning gain in students using both methods, with a statistically higher gain in TBL (p-value <0.0001) compared to PBL. PBL was appreciated for providing freedom of learning style and facilitator guidance during discussions. Critical thinking skills improved more in PBL, particularly in terms of drawing inferences and interpretations (p-value <0.001). However, no statistically significant differences were found in knowledge retention when the test was conducted two months later in both groups. Conclusion: Learning gain was higher with TBL compared to PBL, with no difference in knowledge retention and the effect on different parameters of critical thinking skills. Students found TBL to be more beneficial for the undergraduate curriculum.https://www.jcdr.net/articles/PDF/18754/64904_CE[Ra1]_F[KR]_QC(SD_RDW_IS)_PF1(RI_OM)_PFA_NC(KM)_PN(OM).pdfactive teaching learning methodcritical thinking skillsknowledge retentionlearning gainmedical education |
| spellingShingle | Smita Pakhmode Manju Chandankhede Amruta Dashputra Madhur Gupta Swati Panbude Dilip R Timalsina Team-based Learning versus Problem-based Learning among First-year Medical Students in Biochemistry: A Quasi-experimental Study Journal of Clinical and Diagnostic Research active teaching learning method critical thinking skills knowledge retention learning gain medical education |
| title | Team-based Learning versus Problem-based Learning among First-year Medical Students in Biochemistry: A Quasi-experimental Study |
| title_full | Team-based Learning versus Problem-based Learning among First-year Medical Students in Biochemistry: A Quasi-experimental Study |
| title_fullStr | Team-based Learning versus Problem-based Learning among First-year Medical Students in Biochemistry: A Quasi-experimental Study |
| title_full_unstemmed | Team-based Learning versus Problem-based Learning among First-year Medical Students in Biochemistry: A Quasi-experimental Study |
| title_short | Team-based Learning versus Problem-based Learning among First-year Medical Students in Biochemistry: A Quasi-experimental Study |
| title_sort | team based learning versus problem based learning among first year medical students in biochemistry a quasi experimental study |
| topic | active teaching learning method critical thinking skills knowledge retention learning gain medical education |
| url | https://www.jcdr.net/articles/PDF/18754/64904_CE[Ra1]_F[KR]_QC(SD_RDW_IS)_PF1(RI_OM)_PFA_NC(KM)_PN(OM).pdf |
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