Asian Journal of Transfusion Science
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ORIGINAL ARTICLE
Year : 2017  |  Volume : 11  |  Issue : 2  |  Page : 87-94

Effectiveness of team-based learning methodology in teaching transfusion medicine to medical undergraduates in third semester: A comparative study


Department of Pathology, GMERS Medical College and General Hospital, Vadodara, Gujarat, India

Correspondence Address:
Neena Piyush Doshi
47 Gulmohar Park, Near Akota Garden, Akota, Vadodara - 390 020, Gujarat
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/ajts.AJTS_123_16

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Background: Team-based learning (TBL) combines small and large group learning by incorporating multiple small groups in a large group setting. It is a teacher-directed method that encourages student–student interaction. This study compares student learning and teaching satisfaction between conventional lecture and TBL in the subject of pathology. Aims: The present study is aimed to assess the effectiveness of TBL method of teaching over the conventional lecture. SETTINGS AND DESIGN: The present study was conducted in the Department of Pathology, GMERS Medical College and General Hospital, Gotri, Vadodara, Gujarat. The study population comprised 126 students of second-year MBBS, in their third semester of the academic year 2015–2016. Methodology: “Hemodynamic disorders” were taught by conventional method and “transfusion medicine” by TBL method. Effectiveness of both the methods was assessed. A posttest multiple choice question was conducted at the end of “hemodynamic disorders.” Assessment of TBL was based on individual score, team score, and each member's contribution to the success of the team. The individual score and overall score were compared with the posttest score on “hemodynamic disorders.” A feedback was taken from the students regarding their experience with TBL. Statistical Analysis Used: Tukey's multiple comparisons test and ANOVA summary were used to find the significance of scores between didactic and TBL methods. Student feedback was taken using “Student Satisfaction Scale” based on Likert scoring method. Results and Conclusions: The mean of student scores by didactic, Individual Readiness Assurance Test (score “A”), and overall (score “D”) was 49.8% (standard deviation [SD]-14.8), 65.6% (SD-10.9), and 65.6% (SD-13.8), respectively. The study showed positive educational outcome in terms of knowledge acquisition, participation and engagement, and team performance with TBL.


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2006 - Asian Journal of Transfusion Science | Published by Wolters Kluwer - Medknow
Online since 10th November, 2006