Student feedback on team-based learning in a preclinical oral surgery course: A pilot study

Abstract

Objectives: Team-based learning (TBL) is a studentcentered method where learning can be promoted and facilitated by changing the traditional teaching lecture into an active, dynamic, and more engaging problemsolving process. The present study evaluated the student’s learning experience and satisfaction using a TBL method in a preclinical oral surgery course. Methods: Twelve TBL sessions were designed for secondyear dental students. Six 3-h and 2-h sessions with various preclinical topics were conducted in academic Terms 1 and 2, respectively. Teaching activities such as tests and group discussions were included in the sessions. The last postsession questionnaire sought students’ feedback and satisfaction to assess four parameters related to students’ knowledge acquirement, interpersonal skills enhancement, learning environment, and teacherestudent relationships. Results: Most average scores of the responses agreed with the related statements in the four parameters. The results of the Pearson’s correlation test revealed that there was a significant relationship (r = 0.735; P < 0.05) between the parameters of the 3-h and 2-h sessions. Conclusion: The TBL method yielded positive and high levels of satisfaction, which may be attributed to the proper implementation of TBL methodology by the teacher and students.