ArticleFrontiers in medicine2026
Return to the unknown normal: transition of team-based learning from a COVID-19 enforced online version to an on-site version.
Article in Frontiers in medicine, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Authors and funding
6 authors.
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Abstract
Background: During the Covid-19 lock-down, educational institutions had to implement novel educational formats in an online form without having any prior experience with the on-site counterparts. These online formats then had to transition to an on-site format once the lockdown restrictions were lifted. Here, we describe a dentistry faculty's transition of online team-based learning (TBL), a form of active learning initiated during Covid-19, to an on-site format. Methods: To analyze students' and teachers' experiences and possible preferences for one of the formats, we adopted a mixed methods research approach, using both questionnaires and interviews. Students were from the second year of the Bachelor program. They started university when TBL and all classes were delivered online. Following this online year, they had spent one academic year attending fully on-site TBL after the Covid-19 restrictions were lifted. Teachers' initial training and experience with TBL was also online followed by on-site. Both groups filled in a 1-5 Likert scale questionnaire on various aspects of TBL, with paired questions comparing the online vs. on-site format. Both questionnaires addressed the three phases of TBL (preparatory self-study phase, readiness assurance phase (RAT), and application phase) as well as the teacher's role. Additionally, the student questionnaire included questions related to their engagement. Complementary structured interviews with students and teachers were chosen to provide deeper insights into these topics. A paired Results: Out of 134 s year bachelor students 54 filled in the questionnaire (response rate = 40%). Out of 19 TBL teachers 11 teachers filled in the questionnaire (response rate = 57.8%). Two group interviews with teachers ( Conclusion: After their experiences with the online version of TBL, both students and teachers adapted organically to the on-site version. Overall, both students and teachers appreciated a familiar environment for interactions, which is essential for active learning.
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