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ORIGINAL ARTICLE
Year : 2017  |  Volume : 7  |  Issue : 5  |  Page : 72-77

Team-based learning strategy in biochemistry: Perceptions and attitudes of faculty and 1st-Year medical students


1 Department of Biochemistry, S.S.R. Medical College, University of Mauritius, Réduit, Republic of Mauritius
2 Department of Biochemistry, SGRD Institute of Research and Medical Sciences, Amritsar, Punjab, India
3 Department of Anaesthesiology and Perioperative Medicine, University of Louisville, Louisville, KY, USA
4 Department of Community Medicine, S.S.R. Medical College, University of Mauritius, Réduit, Republic of Mauritius

Correspondence Address:
Dr. Namrata Chhabra
6, Loretto Convent Street, Curepipe
Republic of Mauritius
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/ijabmr.IJABMR_150_17

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Background: Team-based learning (TBL) strategy has been widely adapted by medical schools all over the world, but the reports regarding the perceptions and the attitudes of faculty and undergraduate medical students towards TBL approach have been conflicting. Aim: The study aimed to introduce TBL strategy in curriculum of Biochemistry after evaluating its effectiveness through perceptions and attitudes of faculty and 1st-year medical students. Materials and Methods: One hundred and fifty students of first professional M.B.B.S and five faculty members participated in the study. Their responses regarding perceptions and attitudes towards TBL strategy were collected using structured questionnaires, focus group discussions, and in-depth interviews. Data were analyzed using Wilcoxon signed-rank test, paired sample t-test, and Mann–Whitney U-test. Results: Majority of the students expressed satisfaction with team approach and reported improvement in the academic scores, learning styles, and development of problem-solving, interpersonal, and professional skills. The faculty, however, recommended a modified TBL approach to benefit all sections of the students for the overall success of this intervention. Conclusion: TBL is an effective technique to enable the students to master the core concepts and develop professional and critical thinking skills; however, for the 1st-year medical students, a modified TBL approach might be more appropriate for the effective outcomes.


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