ArticleJournal of Taibah University Medical Sciences2024
Student feedback on team-based learning in a preclinical oral surgery course: A pilot study.
Article in Journal of Taibah University Medical Sciences, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers, 1 of them a synthesis that pooled it.
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Who cites it
5 citing papers in PubMed, 1 synthesis or guideline pooled it.
- TBL alone or combined with other teaching methods for neurology education in China: a meta-analysis of randomized controlled trials.BMC medical education · 2026Pooled it
- Comparison of progress test performance between PBL and TBL curricula.Journal of Taibah University Medical Sciences · 2026Article
- The value of team-based learning in dental education as a driver of multidisciplinary competencies.Journal of education and health promotion · 2026Article
- Team-based learning as a catalyst for interdisciplinary competencies in dental education.Journal of Taibah University Medical Sciences · 2024Article
- Team-based learning versus traditional lectures in local anesthesia course: A cross-sectional study exploring dental students' perception and performance.Saudi journal of anaesthesiaArticle
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Authors and funding
1 author.
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Abstract
Objectives: Team-based learning (TBL) is a student-centered method where learning can be promoted and facilitated by changing the traditional teaching lecture into an active, dynamic, and more engaging problem-solving 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 second-year 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 post-session questionnaire sought students' feedback and satisfaction to assess four parameters related to students' knowledge acquirement, interpersonal skills enhancement, learning environment, and teacher-student 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; 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.
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Registered trials
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