Team-Based Learning and Lecture-Based Learning: Comparison of Sudanese Medical Students' Performance

Affiliations

¹ Department of Pediatrics, Faculty of Medicine, University of Bahri, Khartoum, Sudan.
² Department of Pediatrics, College of Medicine, University of Bisha, Bisha, Saudi Arabia.
³ Department of Medical Education, College of Medicine, University of Bisha, Bisha, Saudi Arabia.
⁴ Department of Community Medicine, School of Medicine, Ahfad University for Women, Khartoum, Sudan.
⁵ Department of Pediatrics, College of Medicine, Shaqra University, Shaqra, Saudi Arabia.
⁶ Department of Community Medicine, Faculty of Medicine, University of Khartoum, Khartoum, Sudan.
⁷ Department of Internal Medicine and Medical Education Unit, Al-Rayan Medical Colleges, Medina Munawara, Saudi Arabia.
⁸ Department of Pathology, Faculty of Medicine, University of Bahri, Khartoum, Sudan.
⁹ Department of Pathology, Maternity and Children Hospital, Medina Munawara, Saudi Arabia.
¹⁰ Department of Pediatrics, College of Medicine, Arabian Gulf University, Manama, Bahrain.

^# Contributed equally.

PMID: 34992488
PMCID: PMC8713705
DOI: 10.2147/AMEP.S331296

Team-Based Learning and Lecture-Based Learning: Comparison of Sudanese Medical Students' Performance

Karim Eldin M A Salih et al. Adv Med Educ Pract. 2021.

. 2021 Dec 24:12:1513-1519.

doi: 10.2147/AMEP.S331296. eCollection 2021.

Authors

Affiliations

¹ Department of Pediatrics, Faculty of Medicine, University of Bahri, Khartoum, Sudan.
² Department of Pediatrics, College of Medicine, University of Bisha, Bisha, Saudi Arabia.
³ Department of Medical Education, College of Medicine, University of Bisha, Bisha, Saudi Arabia.
⁴ Department of Community Medicine, School of Medicine, Ahfad University for Women, Khartoum, Sudan.
⁵ Department of Pediatrics, College of Medicine, Shaqra University, Shaqra, Saudi Arabia.
⁶ Department of Community Medicine, Faculty of Medicine, University of Khartoum, Khartoum, Sudan.
⁷ Department of Internal Medicine and Medical Education Unit, Al-Rayan Medical Colleges, Medina Munawara, Saudi Arabia.
⁸ Department of Pathology, Faculty of Medicine, University of Bahri, Khartoum, Sudan.
⁹ Department of Pathology, Maternity and Children Hospital, Medina Munawara, Saudi Arabia.
¹⁰ Department of Pediatrics, College of Medicine, Arabian Gulf University, Manama, Bahrain.

^# Contributed equally.

PMID: 34992488
PMCID: PMC8713705
DOI: 10.2147/AMEP.S331296

Abstract

Aim: 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: assessment; curriculum; lecture-based curriculum; medical education; team-based learning.

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Conflict of interest statement

The authors report no conflicts of interest in this work.

Figures

**Figure 1**
Comparison of students’ scores in the tests following TBL and LBL.

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Team-Based Learning and Lecture-Based Learning: Comparison of Sudanese Medical Students' Performance

Affiliations

Team-Based Learning and Lecture-Based Learning: Comparison of Sudanese Medical Students' Performance

Authors

Affiliations

Abstract

Conflict of interest statement

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References

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