
Exploring Student Learning in Team-based Physiology Tutorials: A Quasi-experimental Study
Correspondence Address :
Dr. Arun Kumar Mohan,
Associate Professor, Department of Physiology, Sri Siddhartha Institute of Medical Sciences and Research Centre, SSAHE, T Begur, Bengaluru Rural-562123, Karnataka, India.
E-mail: drarunkm@gmail.com
Introduction: Team-based Learning (TBL) has gained recognition as an effective pedagogical approach in medical education, particularly within tutorial settings. It fosters individual accountability, as students are required to prepare independently before engaging in group discussions, thereby reinforcing their understanding of the material. Additionally, TBL promotes the development of critical teamwork and communication skills among students, both of which are essential for medical practice.
Aim: To explore the implementation of TBL in physiology tutorials for MBBS Phase I students, focusing on its impact on student learning outcomes and critical thinking abilities.
Materials and Methods: A quasi-experimental study was conducted with 48 students from the Physiology Department. Participants were informed one week prior to the tutorial about the topics to be prepared for TBL. The individual Readiness Assurance Test (iRAT) was assessed using multiple-choice questions administered through Google Forms. Each group of six students completed a team Readiness Assurance Test (tRAT) and a team Application (tAPP) exercise. Descriptive statistics, such as the mean and standard deviation, were used to represent the scores of the study participants.
Results: The performance of eight teams was assessed across the iRAT, tRAT and tAPP components. Team 3 achieved the highest average total score of 36.50±2.88 (77.65±6.13%) out of a possible 47, with a score of 14.50±0.83 out of 17 in the tRAT. In contrast, Team 4 scored the lowest average total of 29.17±3.49 (62.05±7.42%), which associated with their lower individual and team RAT scores, indicating varying levels of engagement and collaboration.
Conclusion: The results suggest that TBL effectively enhances learning outcomes; however, variations in team cooperation and comprehension highlight the need for targeted interventions to support teams in achieving consistent academic success.
Critical thinking, Individual readiness assurance test, Peer-to-peer learning, Team application
DOI: 10.7860/JCDR/2025/77216.20698
Date of Submission: Dec 10, 2024
Date of Peer Review: Dec 31, 2024
Date of Acceptance: Jan 28, 2025
Date of Publishing: Mar 01, 2025
AUTHOR DECLARATION:
• Financial or Other Competing Interests: None
• Was Ethics Committee Approval obtained for this study? Yes
• Was informed consent obtained from the subjects involved in the study? Yes
• For any images presented appropriate consent has been obtained from the subjects. NA
PLAGIARISM CHECKING METHODS:
• Plagiarism X-checker: Dec 12, 2024
• Manual Googling: Jan 09, 2025
• iThenticate Software: Jan 25, 2025 (7%)
ETYMOLOGY: Author Origin
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