Implementing and Evaluating Team-Based Learning in Undergraduate Medical Education: An Action Research Approach
Keywords:
Innovative Teaching Learning Methods, Team Based Learning, Undergrdaute Curriculum
Abstract
Background: Traditional teaching methods are often perceived as monotonous by students, limiting engagement, opportunities for clarification, and assessment of understanding. The NMC curriculum also mandates that two-thirds of theory teaching hours be through small group teaching (SGT). However, large batch sizes and inadequate faculty make SGT challenging. Thus, there is a need to innovate methods, like Team-Based Learning (TBL), for large group settings to promote active student engagement.
References
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2. Rajalingam P, Rotgans JI, Zary N, Ferenczi MA, Gagnon P, Low-Beer N. Implementation of team-based learning on a large scale: Three factors to keep in mind. Med Teach. 2018; 40(6): 582-588. doi: 10.1080/0142159X.2018.1451630.
3. Burgess A, van Diggele C, Roberts C, Mellis C. Team-based learning: design, facilitation and participation. BMC Med Educ. 2020; 20(2): 461. doi: 10.1186/s12909-020-02287-y.
2. Rajalingam P, Rotgans JI, Zary N, Ferenczi MA, Gagnon P, Low-Beer N. Implementation of team-based learning on a large scale: Three factors to keep in mind. Med Teach. 2018; 40(6): 582-588. doi: 10.1080/0142159X.2018.1451630.
3. Burgess A, van Diggele C, Roberts C, Mellis C. Team-based learning: design, facilitation and participation. BMC Med Educ. 2020; 20(2): 461. doi: 10.1186/s12909-020-02287-y.
Published
2026-05-02
Section
Abstract
