Abstract
The goal of this cross-sectional observational study was to assess dental students' satisfaction regarding team-based learning (TBL) methodology in prosthodontics courses taught at College of Dentistry, Princess Nourah bint Abdulrahman University, Saudi Arabia. Undergraduate dental students at second, third, fourth, and fifth years were taught prosthodontics courses through traditional and TBL pedagogies. TBL sessions consisted of preparation, readiness assurance, and application. At the end of each prosthodontics course, the students were asked to complete a self-administered questionnaire that was divided into four sections to assess the effect of TBL on the following parameters: information acquisition, interpersonal skills improvement, classroom environment, and the students-instructors interaction. The responses of the questionnaire followed the Likert scoring method (scaled from 1 to 5). The t-test and ANOVA statistical analyses were performed using SPSS. Results. The response rate to the questionnaire was 86%. There were a significant relationship and correlation between TBL pedagogy and student satisfaction (P values ≤ 0.05) for all levels. The means of the responses for the second and fifth years were 4.36 and 4.56, respectively, where the means for the third and fourth years were 3.54 and 3.59, respectively. The parameter notably affected by TBL was interpersonal skills enhancement. All students strongly agreed that TBL enhances personal flexibility and boosts their self-esteem. Conclusion. Students showed positive perceptions about TBL pedagogy in terms of active engagement, knowledge acquisition, and improvement of interpersonal skills leading to more efficient learning outcome.
Highlights
Team-based learning (TBL) shifted the learning pendulum from passive faculty-centered learning to active studentcentered learning
Our study aims to assess dental students’ satisfaction regarding TBL pedagogical methodology in prosthodontics courses taught at the College of Dentistry, Princess Nourah bint Abdulrahman University (PNU), Riyadh, Saudi Arabia
E TBL sessions were either three-hours (3h-TBL) that were taught for D2 and D5 or one-hour (1 h-TBL) that were taught to D3 and D4 because D3 and D4 have tight schedules that are mixed between clinical and sim-clinical sessions, so the allocated time for didactic was 1 hour only; researchers of the current study decided to modify the TBL session for D3 and D4 to compare between the traditional TBL sessions that usually last for hours and modified TBL that is 1 hour only
Summary
Team-based learning (TBL) shifted the learning pendulum from passive faculty-centered learning to active studentcentered learning. Larry Michaelsen originated TBL in the 1970s [1]. Traditional education centers on the educators, where the students’ role in didactic lecture-based education is limited to listening, understanding, and retaining the information. With the team-based learning, learning responsibility falls on students to prepare beforehand and participate actively in the classroom. TBL develops a mature, confident class-participation and interaction and enhances students’ critical thinking, team-work, and communication skills [2, 3] ese skills contribute to improve clinical performance [4, 5]. TBL is used extensively in several countries across the world for healthcare education of physicians, dentists, nurses, and other health care professionals [6].
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
