Comparison of Lecture Based and Modified Team Based Learning in Achieving Cognitive Skills in Medical Education
Keywords:Lecture based learning, Team based learning, Cognitive domains
Current study was designed to compare effectiveness of lecture-based and modified team-based learning in achieving cognitive skills in resident doctors.
Methodology: This comparative cross sectional study was conducted on medical floor in Mayo Hospital, Lahore. Resident doctors (RDs) including house officers (HOs) and postgraduate residents (PGRs) were divided into two groups for lecture based learning (LBL) and modified team based learning (mTBL) on the topic of “health promotion and disease prevention”. All RDs undertook individual readiness assurance test (IRAT) and final (FT) tests where FT pertained to six cognitive domains. Statistical testing for IRAT and FT scores and performance in early and advanced domains were performed taking p-value < 0.05 as significant.
Results: A total of 53 RDs including 58.49% HOs and 41.51% PGRs participated in the study with similar distribution among mTBL and LBL groups. The mean IRAT scores for LBL and mTBL groups were 41.03±17.79&44.17±19.54, respectively (p-value 0.272). The overall FT scores were 40.26±15.17 &48.02±17.57 for LBL and mTBL respectively (p-value 0.045). The FT scores in early domains were 34.81±14.93&56.12±15.1 for LBL and mTBL groups (p-value 0.000). The scores of advanced domains were 35.53±12.65 and 30.56±14.73 for LBL and mTBL (p-value 0.301). PGRs performed better than HOs in early domains (p-value 0.043) but not in advanced domains. There was no difference in performance of male and female RDs. Conclusion: After a single session, mTBL significantly improved performance in early cognitive domains but not in advanced cognitive domains.
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