Effectiveness of Flipped Classroom and Team-Based Learning in Teaching Biochemistry to Medical Students

Abstract

Objective: To compare the effectiveness of Team-based learning and flipped classrooms in terms of test scores in undergraduate medical education.
 Study Design: Quasi-experimental study.
 Place and Duration of Study: Federal Medical College, Islamabad Pakistan, from Mar to Jun 2020.
 Methodology: A total of 100 first-year MBBS students were randomly equally allocated to either team-based learning or flipped classroom for biochemistry class. In the former technique, students were assigned a topic from the textbook as prereading material. In contrast, in the latter technique, they were given an audio-based power-point lecture before class. Then, students were asked to review the material and prepare at least three questions to ask during class in the flipped classroom while they followed a modified team-based learning class. In the first session, there were (n=43) and (n=39) students in the Team-based Learning and Flipped Classroom group, whereas in the second session, 40 students each attended class. However, in the third and fourth sessions, attendance was 100.0%. Each session was given pre and post-test based on 20 Multiple Choice Questions.
 Results: Females were in the majority (57%), and most students (72%) were 17 years of age. Team-based learning scored better than Flipped Classroom in each session. For example, in session 1, the mean scores were 67.0 ± 10.4 in Team-Based Learning and 48.3 ± 8.4 in Flipped Classroom group (p-value <0.001). The difference in marks obtained continued in sessions 2, 3 and 4.
 Conclusion: Team-Based Learning is more effective than Flipped classrooms in teaching biochemistry to medical students.