Evaluation of student performance: Transitioning from traditional didactic lectures to team-based learning in first-year medical education
Year: 2025
Type: article
Study design: Clinical Trial
Abstract: Background: Medical education often relies on traditional didactic lectures that promote passive learning. Given the shift toward competency-based medical education, there is an increasing demand for active learning approaches. Team-based learning (TBL) promotes active student participation. Aim: This study aimed to compare the effects of traditional didactic lectures with TBL on the performance of first-year medical students. Methods: A quasi-experimental design was conducted involving 119 MBBS Phase I students. Assessments were conducted using multiple-choice questions administered via Google Forms. The pre-test, post-test, and application exercise scores were used for assessment. Results: The results indicate that both traditional didactic lectures and TBL are effective in enhancing student learning, as evidenced by the improvements in post-test scores compared to pre-test scores. In the application exercise, the average score of Group 2 TBL was 68%, significantly outperforming Group 1 (didactic lectures) with a score of 44% (p = 0.000). Conclusion: This study provides compelling evidence that TBL is superior to traditional didactic lectures in enhancing undergraduate medical education, particularly in applied physiology.
Authors: K Thejaswini, M Mahantha, Arun Mohan, Srinivas Pappana, Sumali Sharma, Vivek Veeraiah
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4408963007