Is learning outcome after team based learning influenced by gender and academic standing?

Team based learning (TBL) is a time tested teaching–learning (T–L) tool involving collaborative learning but has hardly been tested for teaching clinical biochemistry to undergraduate medical students. The present study was designed to (a) compare problem solving skills of first year MBBS students a...

Full description

Saved in:

Bibliographic Details
Published in:	Biochemistry and molecular biology education Vol. 47; no. 1; pp. 58 - 66
Main Authors:	Das, Saswati, Nandi, Kajal, Baruah, Priyanki, Sarkar, Sajib K., Goswami, Binita, Koner, Bidhan C.
Format:	Journal Article
Language:	English
Published:	Hoboken, USA John Wiley & Sons, Inc 01-01-2019 Wiley-Blackwell Wiley Subscription Services, Inc
Subjects:	academic ability Biochemistry College Science Cooperative Learning Gender Gender Differences gender effect High Achievement Instructional Effectiveness Learning Lecture Method long term memory Low Achievement Medical Students Molecular Biology Perception Problem Solving Science Instruction Student Attitudes Student Satisfaction Students Teaching Teaching Methods Team based learning Teamwork Undergraduate Study long term memory academic ability Team based learning gender effect
Online Access:	Get full text
Tags:	Add Tag No Tags, Be the first to tag this record!

Description
Summary:	Team based learning (TBL) is a time tested teaching–learning (T–L) tool involving collaborative learning but has hardly been tested for teaching clinical biochemistry to undergraduate medical students. The present study was designed to (a) compare problem solving skills of first year MBBS students after attending a TBL session on ‘organ function test’ with that of the students taught the same topic by didactic lecture, (b) assess their perception towards TBL and (c) evaluate if difference in academic standing and gender influence the learning outcome of TBL.One Hundred first professional MBBS students were divided by stratified randomization into two groups. Group I was exposed to TBL to teach ‘organ function tests’, while group II was taught the same topic by traditional lecture. The outcome of the T–L sessions was assessed by a test for problem solving skills. Student perception towards TBL was assessed from students' response to a questionnaire. No significant difference between the two groups in problem solving skills could be discerned. High achievers performed better after TBL session, while the low achievers were more benefited by traditional lecture method. The female students showed better academic performance after TBL in comparison to male students. The students gave positive feedback for TBL as an instructional technique. We conclude that TBL gives satisfaction, is not inferior to lecture in effectiveness and hence should be used as a T–L method for undergraduate medical students. Moreover, being more effective for female students and high achievers, it is judicious to utilize TBL more frequently for them in an attempt to provide the best individualized teaching. © 2018 International Union of Biochemistry and Molecular Biology, 47(1):58–66, 2018.
Bibliography:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23
ISSN:	1470-8175 1539-3429
DOI:	10.1002/bmb.21197