The Impact of Team Based Learning in Learning Outcome of Pharmacology Among II MBBS Students

Abstract

Objective: To evaluate the effectiveness of Team-Based Learning (TBL) in improving learning outcomes among second-year MBBS students in Pharmacology. Methods: A descriptive cross-sectional study was conducted among second-year MBBS students at Government Medical College, Nagapattinam. Students were oriented to the TBL process and informed of the learning objectives related to antianginal drugs. The TBL session, comprising Individual Readiness Assurance Test (IRAT), Team Readiness Assurance Test (TRAT), immediate feedback, and clinical problem-solving exercises, was conducted over a three-hour period following pre-class preparation. A delayed post-test (Delayed IRAT) was administered 10 d later to assess knowledge retention. Student feedback on TBL was collected using a validated 17-item Likert scale questionnaire. Data were analysed using the Friedman test followed by Wilcoxon signed-rank test for pairwise comparisons. Results: With the Sample size of 141, using Friedman test, there is statistically significant difference in student scores across the three point times: IRAT (mean Rank = 1.05), TRAT (2.33), and Delayed IRAT (2.63); p<0.001. Post-hoc analysis using Wilcoxon Signed-Rank Tests showed significant improvements between: IRAT vs TRAT (p<0.001), TRAT vs Delayed IRAT (p = 0.002), IRAT vs Delayed IRAT (p<0.001). Conclusion: Team-Based Learning significantly improved immediate learning outcomes and knowledge retention among second-year MBBS students. The strategy also enhanced student engagement, teamwork, and confidence in applying pharmacological concepts. Incorporating TBL into the undergraduate pharmacology curriculum may promote active learning and better achievement of competency-based medical education objectives.