Team-based Learning and the Analytical Skills of Medical Students as a Consequence of Increased Problem Difficulty

• Published in: Curēus (Palo Alto, CA) Vol. 11; no. 5; p. e4639
• Main Authors: Malik, Mustafa N, Yousaf, Muhammad Abdullah, Riaz, Rida, Ibrahim, Ahmed, Abu Zar, Muhammad, Aslam, Shehroz, Fazeel, Hafiz M, Durer, Ceren, Durer, Seren
• Format: Journal Article
• Language: English
• Published: United States Cureus Inc 10-05-2019; Cureus
• Subjects: Cognition & reasoning; Cooperative learning; Core curriculum; Internal Medicine; Knowledge; Medical Education; Medical students; Medicine; Other; Problem based learning; Questionnaires; Retention; Students; Teaching methods; Rawalpindi Pakistan; United States > US; problem based learning; team based learning; problem solving; analytical skills; increased problem difficulty
• ISSN: 2168-8184; 2168-8184
• DOI: 10.7759/cureus.4639

Problem-based learning is a learner-centered teaching method, which uses real-world scenarios to promote student learning of concepts and principles. The aim of our study is to analyze the consequence of increased problem difficulty on team-based learning and the analytical skills of medical students. In our prospective descriptive study, two problem-based learning scenarios prepared on the topic of hypercortisolism were given to 197 students in two successive sessions. At the end of two sessions, the perceptions of students about team-based learning were documented using a five-point Likert scale on a standardized questionnaire for both scenarios (simple and complex) simultaneously. A written test consisting of multiple-choice questions (MCQs) and short essay questions (SEQs) was given at the end of a complex scenario to test the problem-solving skills and retention of knowledge. No statistically significant difference (p> 0.05) was noted in team-based learning between the simple and complex problem-based learning scenario. MCQs and SEQs of C-2 (interpretation) level were attempted well than C-1 (recall) level and C3 (problem-solving) level. In conclusion, the understanding of the problem by the medical students was improved; however, there was no significant improvement in the problem-solving skills and knowledge retention of the students.