Comparing the Student Learning Outcomes and Teaching Satisfaction of Conventional Lecture and Team-Based Learning Methods: Student Learning Outcomes and Teaching Satisfaction

Marium Shoukat; Hammad Ahmad Saqib; Farah Naz Tahir; Sadia Imran Chema; Zahid Habib Qureshi; Bakhtawar Farooq

doi:10.54393/pjhs.v5i09.1935

Authors

Marium Shoukat Department of Biochemistry, Rahbar Medical and Dental College, Lahore, Pakistan
Hammad Ahmad Saqib Department of Radiology, Institute of Cardiology, Multan, Pakistan
Farah Naz Tahir Department of Biochemistry, Central Park Medical College, Lahore, Pakistan
Sadia Imran Chema Department of Behavior Sciences, Rahbar Medical and Dental College, Lahore, Pakistan
Zahid Habib Qureshi Department of Physiology, Multan Medical and Dental College, Multan, Pakistan
Bakhtawar Farooq Department of Biochemistry, Nishtar Medical University and Hospital, Multan, Pakistan

DOI:

https://doi.org/10.54393/pjhs.v5i09.1935

Keywords:

Team-Based Learning, Conventional Lecture, Student Learning Outcomes, Teaching Satisfaction, Medical Education

Abstract

Students hesitate to pursue subjects like biochemistry and manifest a lack of participation and motivation during conventional lectures. However, team-based learning facilitates interactive learning through discussion and improves learning outcomes. Objective: To compare the student learning outcomes and teaching satisfaction from team-based learning and conventional learning among medical students. Methods: A prospective study was conducted in Rahbar Medical College from December 2023 to May 2024. A total of 100 undergraduate students aged from 19 to 22 years studying biochemistry course were selected for the study. A total of 16 classes were conducted for teaching biochemistry among which 8 were taught by conventional lecture method and the rest 8 were taught by team-based learning. Students were instructed to fill out a student satisfaction scale questionnaire consisting of 20 questions at the end of the last TBL session. Results: The mean score of conventional lectures was 11.85 ± 1.54 with a maximum score of 15.5 and minimum score of 10 out of 20. The highest score was obtained by group assessment readiness test i.e. 16.25 ± 1.05. The mean score of conventional and TBL methods was 14.10 ± 1.12, with a minimum score of 12.20, and a maximum score of 15.95 out of 20 (P=0.016). Overall satisfaction scores in females were higher than in males (p<0.001). The mean student satisfaction score was 81.27 ± 9.18. Conclusion: Team-based learning yields better learning outcomes and teaching satisfaction in medical students as compared to conventional lecture methods. These results were also improved in female students than in males.

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