Assessment of first-year medical students' perceptions of teaching and learning through team-based learning sessions.
Team-based learning (TBL) is an emerging teaching and learning strategy being employed in medical schools. The College of Medicine at Alfaisal University has adopted a TBL approach as an instructional method for first-year medical students. The aim of the present study was to describe the TBL method employed at Alfaisal University College of Medicine and to assess first-year medical students' perceptions of this learning modality for the anatomy- and physiology-based blocks/courses in organ systems form of curriculum. A five-point Likert scale questionnaire was structured based on Kirkpatrick's theory and assessed three major domains: reaction, learning, and behavior. Confirmatory factor analysis (CFA) and Cronbach's α-coefficient tests were used to assess the validity and reliability of the construct, respectively. CFA showed an adequate validity of the survey and Cronbach's α revealed an acceptable internal uniformity (0.69). A total of 185 respondents rated reaction, learning, and behavior toward introduction of TBL as 3.53 ± 1.01, 3.59 ± 1.12, and 3.57 ± 1.12, respectively. Excellent students rated TBL highly in all major domains compared with borderline students (reaction, behavior, and learning domains with P values of <0.049, <0.035, and <0.031, respectively). Students who had prior teamwork experience rated TBL higher in terms of their learning experience compared with those who were rarely involved in team work. This study demonstrated that Alfaisal University first-year medical students perceived TBL positively as a teaching and learning strategy for functional anatomy, and prior involvement in teamwork and academic performance correlates with higher ratings of TBL.
Alfaisal University College of Medicine, Riyadh, Kingdom of Saudi Arabia.
Adam S
AS
Obad
Alfaisal University College of Medicine, Riyadh, Kingdom of Saudi Arabia.
Ahmed A
AA
Peeran
Alfaisal University College of Medicine, Riyadh, Kingdom of Saudi Arabia.
Mohammad Abrar
MA
Shareef
Alfaisal University College of Medicine, Riyadh, Kingdom of Saudi Arabia.
Wissal J
WJ
Alsheikh
Alfaisal University College of Medicine, Riyadh, Kingdom of Saudi Arabia.
Dana A
DA
Kalagi
Department of Physiology and Biophysics, University of Mississippi Medical Center, Jackson, Mississippi.
Abdulhadi A
AA
AlAmodi
Alfaisal University College of Medicine, Riyadh, Kingdom of Saudi Arabia.
Tehreem A
TA
Khan
Department of Physiology, Alfaisal University College of Medicine, Riyadh, Kingdom of Saudi Arabia.
Abdul Ahad
AA
Shaikh
Department of Anatomy and Genetics, Alfaisal University College of Medicine, Riyadh, Kingdom of Saudi Arabia; and.
Paul
P
Ganguly
Department of Medical Education, Alfaisal University College of Medicine, Riyadh, Kingdom of Saudi Arabia ayaqinuddin@alfaisal.edu.
Ahmed
A
Yaqinuddin
D000293:Adolescent; D004504:Education, Medical, Undergraduate / Q000379:methods* / Q000592:standards; D004521:Educational Measurement / Q000379:methods* / Q000592:standards; D005260:Female; D006801:Humans; D008297:Male; D010465:Perception; D018794:Problem-Based Learning / Q000379:methods* / Q000592:standards; D013337:Students, Medical; D013663:Teaching; D055815:Young Adult
functional anatomy; medical education; problem-based learning; self-rating; team-based learning