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CC BY-NC-ND 4.0 · Ann Natl Acad Med Sci 2017; 53(03): 166-174
DOI: 10.1055/s-0040-1712759
Original Article

Introducing the Team Based Learning as an Approach to Reviving Interest in Biochemistry amongst Undergraduate Medical Students-An Exploratory Study

Vanita Lal
Dept. of Biochemistry, All India Institute of Medical Sciences, Jodhpur.
,
Bharti Bhandari
Dept. of Physiology, All India Institute of Medical Sciences, Jodhpur.
,
Garima Gupta
Dept. of Biochemistry, All India Institute of Medical Sciences, Jodhpur.
,
Kuldeep Singh
Dept. of Paeditrics, All India Institute of Medical Sciences, Jodhpur.
,
Praveen Sharma
Dept. of Biochemistry, All India Institute of Medical Sciences, Jodhpur.
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ABSTRACT

Introduction: Much emphasis has been given to different approaches to active learning. Our primary objective was to elicit interest amongst students in the areas of neglected, difficult topics in Biochemistry. Encouraging team building and developing team spirit by roping in all students in the exercise was the secondary objective of our study.

Methods: It was a single blind controlled interventional study. ATeam Based Learning (TBL) Module was developed for First Professional MBBS students of 2015 batch. The topics selected were of high difficulty level. Ten groups were formed by random allocation. Study materials and reference sources were displayed and distributed two weeks prior to the initiation of TBL sessions. Each TBL session consisted of pre-test preparation (through didactic lectures and self-study), MCQ-based pre-test, application of concepts, Problem Based Questions (PBQs), reviewing and post-test. This was followed by administration of feedback questionnaire. The data obtained were analysed using SPSS version 21.

Results: When the pre-test and post-test marks were compared, significant improvement in the students' performance was observed (p<0.05). According to students' feedback, the learning exercise was innovative, beneficial, helped in better comprehension of difficult topics, increased in-depth knowledge on the topic, fun-filled and relaxing, eventually leading to better learning. Students were able to analyse and give rational and logical responses to complex PBQs. There was an increase in interest towards reading and referring in detail about the topics allotted to them. Library usage and issue of reference books as seen in the logbook increased rapidly. They were more confident in Biochemistry after conducting a series of TBL sessions. While comparing the performance marks after the TBL sessions with that after classroom didactic lecture method, students were of the view that TBL was better than lectures. The difference in scores obtained by two groups (2016 vs. 2015) was significant. The groups who were exposed to TBL had far better scores than those exposed to lectures in the same topic.

Conclusion: The focus these days is on self-directed learning for medical students to become self-regulated, independent learners, which is essential for acquiring competencies and TBL appears to be one such modality.

Keywords:

Active learning - team-based learning - problem-based questions - student-centric learning - feedback questionnaire - self-directed learning


Publication History

Article published online:
09 May 2020

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