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Comparing the efficacy of team based learning strategies in a problem based learning curriculum

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We introduced two variants of team based learning (TBL) strategies in pathology course to seek their efficacy in a problem based learning (PBL) curriculum. The TBL strategy was adopted in two different sessions. One during regular resource session (RSTBL) and other during a weekly review session (RVSTBL) of the PBL curriculum. The study involved 104 second year students during their 8 weeks of cardiovascular‐respiratory units and 3 weeks of hematology units. RSTBL was adopted for cardiovascular‐respiratory unit and RVSTBL for hematology unit. The first 8 weeks of the course were implemented as RSTBL and the last 3 weeks as RVSTBL. The results showed that the group performance was markedly improved than individual performance in both RSTBL and RVSTBL (p < 0.001). Comparison between the RSTBL and RVSTBL revealed that individual student and group performance was better in the RVSBL (p < 0.001). The result of the student attitudinal survey indicated an 88% agreement that TBL enhanced their understanding of pathology concepts and critical analysis. Most of the participants (85%) found RVSTBL to be more useful. Post‐TBL, end of semester examination results proved beneficial for the students in risk. The study demonstrated that RVSTBL may be preferably adopted to enhance the philosophy of TBL in a PBL curriculum.

Document Type: Research Article


Publication date: September 1, 2012


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