PURPOSE: The purpose of the study was to describe the development and implementation of a Team-based Learning (TBL) educational model in a predoctoral education course to assess its effectiveness in promoting student learning as measured by knowledge acquisition and student satisfaction. METHODS: An interprofessional education course used the TBL structure for the second-year dental students, in which students had an opportunity to first work on the questions individually and then in groups. Each instruction session began with a readiness assurance test (RAT), which students were asked to complete in two formats: each student answered on their own, then each team worked on the same questions to arrive at a consensus decision followed by a team-based application exercise. RESULTS: A significant difference existed in which team scores were higher than individual scores and on average, the teams scored higher than when students worked alone. Student feedback showed a strong preference of TBL over the traditional lecture format. Students found that the sessions helped them to understand the clinical cases from the perspective of other health care fields in this pedagogical approach. CONCLUSION: The TBL methods facilitated an interactive learning environment to promote student-centred learning in a predoctoral education course and the teams performed better in correct evaluation compared with the individual students.
PURPOSE: The purpose of the study was to describe the development and implementation of a Team-based Learning (TBL) educational model in a predoctoral education course to assess its effectiveness in promoting student learning as measured by knowledge acquisition and student satisfaction. METHODS: An interprofessional education course used the TBL structure for the second-year dental students, in which students had an opportunity to first work on the questions individually and then in groups. Each instruction session began with a readiness assurance test (RAT), which students were asked to complete in two formats: each student answered on their own, then each team worked on the same questions to arrive at a consensus decision followed by a team-based application exercise. RESULTS: A significant difference existed in which team scores were higher than individual scores and on average, the teams scored higher than when students worked alone. Student feedback showed a strong preference of TBL over the traditional lecture format. Students found that the sessions helped them to understand the clinical cases from the perspective of other health care fields in this pedagogical approach. CONCLUSION: The TBL methods facilitated an interactive learning environment to promote student-centred learning in a predoctoral education course and the teams performed better in correct evaluation compared with the individual students.
Authors: El-Fatih Z El-Samani; Karim Eldin M A Salih; Jalal Ali Bilal; Emtinan K Hamid; Omer Abdelgadir Elfaki; Muawia E A Idris; Hind A Elsiddig; Maha M Salim; Hashim Missawi; Mohammed Abass; Walyeldin Elfakey Journal: Adv Med Educ Pract Date: 2021-12-24