| ORIGINAL ARTICLE |
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| Year : 2022 | Volume
: 9
| Issue : 2 | Page : 92-98 |
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Active learning by means of team-based versus traditional learning methods in undergraduate dental students: A cross-sectional pilot study
Md Zahid Hossain1, Saeed Ali Alsareii2, Khaled Mashoor Hyderah1, M M Iqbal Hossain3, Abdulrahman Aseri1, Siraz D. A. A. Khan1
1 Department of Preventive Dental Sciences, College of Dentistry, Najran University, Najran, Kingdom of Saudi Arabia
2 Department of Surgery, College of Medicine, Najran University, Najran, Kingdom of Saudi Arabia
3 Department of Restorative Dental Sciences, College of Dentistry, Najran University, Najran, Kingdom of Saudi Arabia
Correspondence Address:
Dr. Md Zahid Hossain
Department of Preventive Dental Sciences, Division of Periodontics, College of Dentistry, Najran University, King Abdulaziz Road, P.O. box. 1988, Postal Code 61441, Najran
Kingdom of Saudi Arabia
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/sjoralsci.sjoralsci_9_22
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Introduction: Team-based learning (TBL) is gaining popularity because it allows students to achieve desired intellectual tasks through teamwork, discussion, and professionalism, in contrast to traditional (Trad) learning, which fails to keep the students' continued attention throughout the teaching session, resulting in low grades and retention rates.
Aims: Comparing the outcomes between TBL and Trad learning sessions.
Materials and Methods: A cross-sectional pilot study was carried out. Seventy-two undergraduate dental students were grouped as TBL and Trad. Each group consisted of 36 students and was made up of good, average, and below-average achievers based on their most recent exam results. The control group (Trad) received lecture-based teaching on a topic, while the case group (TBL) received discussion-based teaching on the same topic using the TBL approach. Allocated time slot for each method was equal. Following the completion of the teaching, a test was taken in the same session, consisting of 20 well-constructed multiple-choice questions (MCQs). The outcomes of the MCQ tests were subjected to item analysis. Chi-squared test was used to compare test parameters between the control and case groups using SPSS (v. 23).
Results and Discussion: Overall, the TBL groups yielded significantly higher (58.33%) learning outcomes than the Trad groups (44.4%) (P = 0.01). In general, the TBL approach showed highly significant performance results (P = 0.000) compared to Trad approach. The Cronbach's alpha for TBL and trad learning was 0.967 and 0.949, respectively, indicating an excellent reliability of our findings.
Conclusion: TBL approach has a potential to improve learning outcome by increasing knowledge and encouraging self-directed learning.
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