Perception of Combined Team-Based Learning and Project-Based Learning among Undergraduate Medical Students: An Integration of Active Learning Strategies in Medical Education

Abstract

INTRODUCTION: Team-based learning (TBL) is an active learning session in small groups equipped with an instructional strategy giving students the opportunity to apply knowledge through various phases of activities. The phases are: i) pre-class preparation, ii) individual readiness assurance testing (IRAT) and group readiness assurance testing (GRAT), iii) immediate feedback, and iv) knowledge application phase. However, a 2-hour TBL session could be exhaustive. To address this issue and improve students’ enthusiasm towards self-learning process in TBL, project-based learning (PrBL) was incorporated in the final phase of TBL. This pilot study aimed to evaluate the perception of students on the implementation of combined TBL-PrBl in teaching and learning activity. TBL-PrBl also addresses the creativity element of the 21st century learning skills. MATERIALS AND METHODS: This cross-sectional pilot study was conducted among preclinical students enrolled in a Pathology course, involving 44 students. The research instrument was a validated questionnaire which assessed four key components in TBL namely; i) teamwork skills, ii) motivation, iii) subject-specific knowledge comprehension, and iv) overall satisfaction. RESULTS: Most students believed that TBL-PrBl improved teamwork, thinking skills, and enhanced understanding. 59.1% preferred TBL-PrBl over the didactic lecture, and 63.6% agreed that TBL-PrBl should be continued in the teaching and learning of Pathology. CONCLUSION: Based on the findings, TBL-PrBl has the potential to fulfil the 21st-century learning skills and fills in the gap of the limitation imposed by the traditional TBL.