Team-Based Learning and Lecture-Based Learning: Comparison of Sudanese Medical Students’ Performance
Karim Eldin M A Salih,1– 3 El-Fatih Z El-Samani4 ,† Jalal Ali Bilal,5 Emtinan K Hamid,6 Omer Abdelgadir Elfaki,7 Muawia EA Idris,1 Hind A Elsiddig,8 Maha M Salim,8 Hashim Missawi,9 Mohammed Abass,10 Walyeldin Elfakey1 1Department of Pediatrics, Faculty of Medicine, University of Bahri, Khartoum, Sud...
| Main Authors: | , , , , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Dove Medical Press
2021-12-01
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| Series: | Advances in Medical Education and Practice |
| Subjects: | |
| Online Access: | https://www.dovepress.com/team-based-learning-and-lecture-based-learning-comparison-of-sudanese--peer-reviewed-fulltext-article-AMEP |
| _version_ | 1831755523703177216 |
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| author | Salih KEMA El-Samani EFZ Bilal JA Hamid EK Elfaki OA Idris MEA Elsiddig HA Salim MM Missawi H Abass M Elfakey W |
| author_facet | Salih KEMA El-Samani EFZ Bilal JA Hamid EK Elfaki OA Idris MEA Elsiddig HA Salim MM Missawi H Abass M Elfakey W |
| author_sort | Salih KEMA |
| collection | DOAJ |
| description | Karim Eldin M A Salih,1– 3 El-Fatih Z El-Samani4 ,† Jalal Ali Bilal,5 Emtinan K Hamid,6 Omer Abdelgadir Elfaki,7 Muawia EA Idris,1 Hind A Elsiddig,8 Maha M Salim,8 Hashim Missawi,9 Mohammed Abass,10 Walyeldin Elfakey1 1Department of Pediatrics, Faculty of Medicine, University of Bahri, Khartoum, Sudan; 2Department of Pediatrics, College of Medicine, University of Bisha, Bisha, Saudi Arabia; 3Department of Medical Education, College of Medicine, University of Bisha, Bisha, Saudi Arabia; 4Department of Community Medicine, School of Medicine, Ahfad University for Women, Khartoum, Sudan; 5Department of Pediatrics, College of Medicine, Shaqra University, Shaqra, Saudi Arabia; 6Department of Community Medicine, Faculty of Medicine, University of Khartoum, Khartoum, Sudan; 7Department of Internal Medicine and Medical Education Unit, Al-Rayan Medical Colleges, Medina Munawara, Saudi Arabia; 8Department of Pathology, Faculty of Medicine, University of Bahri, Khartoum, Sudan; 9Department of Pathology, Maternity and Children Hospital, Medina Munawara, Saudi Arabia; 10Department of Pediatrics, College of Medicine, Arabian Gulf University, Manama, Bahrain†El-Fatih Z. El-Samani passed away on 23.12.2020Correspondence: Walyeldin ElfakeyDepartment of Pediatrics, Faculty of Medicine, University of Bahri, Po Box: 1660, Khartoum, SudanTel +249912364272Fax +249 155 888 406Email Walyeldina@aol.co.ukAim: 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.Keywords: team-based learning, lecture-based curriculum, medical education, curriculum, assessment |
| first_indexed | 2024-12-21T23:57:01Z |
| format | Article |
| id | doaj.art-c8c58e0495764bfd994b4dd7279446c2 |
| institution | Directory Open Access Journal |
| issn | 1179-7258 |
| language | English |
| last_indexed | 2024-12-21T23:57:01Z |
| publishDate | 2021-12-01 |
| publisher | Dove Medical Press |
| record_format | Article |
| series | Advances in Medical Education and Practice |
| spelling | doaj.art-c8c58e0495764bfd994b4dd7279446c22022-12-21T18:45:47ZengDove Medical PressAdvances in Medical Education and Practice1179-72582021-12-01Volume 121513151971813Team-Based Learning and Lecture-Based Learning: Comparison of Sudanese Medical Students’ PerformanceSalih KEMAEl-Samani EFZBilal JAHamid EKElfaki OAIdris MEAElsiddig HASalim MMMissawi HAbass MElfakey WKarim Eldin M A Salih,1– 3 El-Fatih Z El-Samani4 ,† Jalal Ali Bilal,5 Emtinan K Hamid,6 Omer Abdelgadir Elfaki,7 Muawia EA Idris,1 Hind A Elsiddig,8 Maha M Salim,8 Hashim Missawi,9 Mohammed Abass,10 Walyeldin Elfakey1 1Department of Pediatrics, Faculty of Medicine, University of Bahri, Khartoum, Sudan; 2Department of Pediatrics, College of Medicine, University of Bisha, Bisha, Saudi Arabia; 3Department of Medical Education, College of Medicine, University of Bisha, Bisha, Saudi Arabia; 4Department of Community Medicine, School of Medicine, Ahfad University for Women, Khartoum, Sudan; 5Department of Pediatrics, College of Medicine, Shaqra University, Shaqra, Saudi Arabia; 6Department of Community Medicine, Faculty of Medicine, University of Khartoum, Khartoum, Sudan; 7Department of Internal Medicine and Medical Education Unit, Al-Rayan Medical Colleges, Medina Munawara, Saudi Arabia; 8Department of Pathology, Faculty of Medicine, University of Bahri, Khartoum, Sudan; 9Department of Pathology, Maternity and Children Hospital, Medina Munawara, Saudi Arabia; 10Department of Pediatrics, College of Medicine, Arabian Gulf University, Manama, Bahrain†El-Fatih Z. El-Samani passed away on 23.12.2020Correspondence: Walyeldin ElfakeyDepartment of Pediatrics, Faculty of Medicine, University of Bahri, Po Box: 1660, Khartoum, SudanTel +249912364272Fax +249 155 888 406Email Walyeldina@aol.co.ukAim: 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.Keywords: team-based learning, lecture-based curriculum, medical education, curriculum, assessmenthttps://www.dovepress.com/team-based-learning-and-lecture-based-learning-comparison-of-sudanese--peer-reviewed-fulltext-article-AMEPteam-based learninglecture-based curriculummedical educationcurriculumassessment |
| spellingShingle | Salih KEMA El-Samani EFZ Bilal JA Hamid EK Elfaki OA Idris MEA Elsiddig HA Salim MM Missawi H Abass M Elfakey W Team-Based Learning and Lecture-Based Learning: Comparison of Sudanese Medical Students’ Performance Advances in Medical Education and Practice team-based learning lecture-based curriculum medical education curriculum assessment |
| title | Team-Based Learning and Lecture-Based Learning: Comparison of Sudanese Medical Students’ Performance |
| title_full | Team-Based Learning and Lecture-Based Learning: Comparison of Sudanese Medical Students’ Performance |
| title_fullStr | Team-Based Learning and Lecture-Based Learning: Comparison of Sudanese Medical Students’ Performance |
| title_full_unstemmed | Team-Based Learning and Lecture-Based Learning: Comparison of Sudanese Medical Students’ Performance |
| title_short | Team-Based Learning and Lecture-Based Learning: Comparison of Sudanese Medical Students’ Performance |
| title_sort | team based learning and lecture based learning comparison of sudanese medical students rsquo performance |
| topic | team-based learning lecture-based curriculum medical education curriculum assessment |
| url | https://www.dovepress.com/team-based-learning-and-lecture-based-learning-comparison-of-sudanese--peer-reviewed-fulltext-article-AMEP |
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