Publication:
Team-based Learning: Benefits On Learning And Students' Perception.

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dc.contributor.authorNoor Fadzilah Zulkiflien_US
dc.contributor.authorAinoon Othmanen_US
dc.contributor.authorHayati Abd Rahmanen_US
dc.contributor.authorNur Syahrina Rahimen_US
dc.contributor.authorNurul Kharmila Abdullahen_US
dc.date.accessioned2024-05-28T04:22:19Z
dc.date.available2024-05-28T04:22:19Z
dc.date.issued2019
dc.date.submitted18/2/2020
dc.description.abstractTeam-based learning (TBL) is relatively new in medical education and has yet to be implemented in Malaysia. The main purpose of TBL is to change the classroom experience from acquiring to applying knowledge in a team. The aim of this study is to identify the student’s perception of TBL and the impact on the student’s learning in Universiti Sains Islam Malaysia (USIM). The TBL pedagogy was imparted into the teaching of Haematology module among the 3rd year medical students of USIM. Part of the face-to-face teaching sessions (25%) was changed to online learning packages while the tutorial and practical sessions were transformed into readiness assurance tests (RATs) and application exercises. The TBL implementation and the students’ performance were observed closely and at the end of the module, a feedback form was distributed to the students (n = 79). Data was analysed using SPSS version 19.0. We found that TBL encouraged students to work more seriously and effectively in teams (93.59%). They are comfortable working in teams and satisfied with the team members’ participation (98.72%). They agreed that TBL enhanced their understanding, evidenced by improvement in the tutorial marks (98.72%). TBL also improves their communication skill and self-confidence (84.42%). In general, they preferred the TBL compared to the traditional method (89.61%). Many are not comfortable with online learning and would appreciate more face-toface lecture sessions (52.56%). However, they commented that adequate facilities are required for an effective TBL (94.87%). In conclusion, students’ perception and outcome assessment showed promising results and should be considered for implementation. Keywords: Medical education, TBL, Pedagogy, Outcome, Assessmenten_US
dc.identifier.citationZulkifli NF, Othman A, Abd Rahman H, Rahim NS, Abdullah NK. Team-based learning: benefits on learning and students’ perception. Education in Medicine Journal. 2019;11(4):61–69. https://doi.org/10.21315/eimj2019.11.4.6en_US
dc.identifier.doi10.21315/eimj2019.11.4.6
dc.identifier.epage65
dc.identifier.issn2180-1932
dc.identifier.issue4
dc.identifier.other588-32
dc.identifier.spage57
dc.identifier.urihttps://eduimed.usm.my/EIMJvol11no4.html
dc.identifier.urihttps://oarep.usim.edu.my/handle/123456789/5410
dc.identifier.volume11
dc.language.isoenen_US
dc.publisherUSM Pressen_US
dc.relation.ispartofEducation In Medicine Journalen_US
dc.subjectMedical education,en_US
dc.subjectTBL,en_US
dc.subjectPedagogy,en_US
dc.subjectOutcome,en_US
dc.subjectAssessmenten_US
dc.titleTeam-based Learning: Benefits On Learning And Students' Perception.en_US
dc.typeArticleen_US
dspace.entity.typePublication

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