EAM BASED LEARNING IN PATHOLOGY: EFFECT ON TEST SCORES AND STUDENT SATISFACTION

Team Based Learning

Abstract

Objective: The objective of this study was to compare the impact of team based learning (TBL) on student`s test scores in comparison with didactic lectures. We also wanted to assess to the level of students satisfaction regarding TBL as a teaching methodology.
Study Design: Quasi experimental study.
Place and Duration of Study: Department of Pathology, University Medical and Dental College Faisalabad, from May to July 2013.
Material and Methods: Fourth year undergraduate medical students attending Pathology course at University Medical and Dental College (UMDC), Faisalabad in year 2013 involved the portion of Haematology were divided into two halves. The first half (H-1) was covered in two TBL sessions of two hours and 15 minutes duration each. The second half (H-2) was covered in 8 lectures of 45 minutes duration each.
After completion of the course, students took test comprising of problem based SEQs regarding Hematology. The test comprised of two segments with questions of equal difficulty, representing the two halves of the topic. Students’ scores in these two segments were compared by using paired sample t-test.
The students were given a validated questionnaire. This data was analyzed by using SPSS version 20.
Results: The test scores were highly significant (p=0.000) in TBL as compared to lecture group. In addition to positive significant relationship, majority of students also agreed that TBL motivated them to learn Pathology (71.72%), promoted better understanding of the subject matter (68.92%), helped to gain in depth knowledge of the subject (62.06%) and helped to remove misconceptions about the topic (65.51%). Sixty two percent students preferred TBL to didactic lectures.
Conclusion: Our study proved to have a significant impact of TBL on student test scores as compared to didactic lectures. Majority of the students were satisfied with TBL as a teaching methodology in Pathology and preferred it to didactic lectures.