News And Events

Department of Community Medicine

DEPARTMENT OF COMMUNITY MEDICINE “TEAM BASED LEARNING VERSUS TUTORIAL TEACHING LEARNING” FOR MEDICAL STUDENTS

The comparative analysis explores the efficacy of Team-Based Learning (TBL) versus Tutorial Teaching methodologies in medical education. Dr. D. Gunasingh, Dean and Chairman of Arunai Medical College, provided invaluable support, followed by Dr. P. Kuppuraj, Medical Superintendent of AMCH. Dr. A. Balaji, esteemed Professor and Head of the Community Medicine Department at Arunai Medical College and Hospital, spearheaded this endeavor with dedication to enhancing the educational experience of medical students.

The programme was conducted on the following days and places:

Introduction

In the realm of medical education, two distinct instructional methodologies, team-based learning (TBL) and tutorials, offer contrasting approaches. TBL is defined as “an active learning and small group instructional strategy that provides students to apply knowledge through a sequence of activities that includes individual work, teamwork, and immediate feedback. In contrast, tutorials promote independent learning, where students take ownership of their educational journey under the guidance of faculty. Despite their differences, both methodologies share common elements of teamwork and collaboration. A comparative study was conducted to assess the effectiveness of TBL versus tutorials among Bachelor of Medicine and Bachelor of Surgery (MBBS) students. This research aims to inform evidence-based practices in medical education, striving to optimize teaching methodologies and enhance student learning outcomes.

Methodology:

The study was conducted over two sessions, with Phase I students at Arunai Medical College and Hospital. The sessions were held on October 28, 2023, and November 25, 2023, respectively, at the Lecture Hall of the institution. Both TBL and Tutorial Teaching methodologies were employed, with equal emphasis placed on each approach. Pre and post-test assessments were administered to measure immediate knowledge acquisition, while the Individual Readiness Assurance Test (IRAT) and Team Readiness Assurance Test(TRAT) were utilized to assess individual and team performance, respectively. Long-term knowledge retention was evaluated through a follow-up assessment conducted one week after the sessions.

Results

Conclusion

The study indicates that TBL is more effective than Tutorial teaching based on pre, post, and TRAT scores, while both methodologies exhibit similar long-term effectiveness. Student feedback favoured Tutorial teaching (98.6%) over TBL (94%) due to its facilitator-guided approach. These findings underscore the importance of employing diverse teaching strategies in medical education to cater to the varied learning preferences of students. Further research is recommended to explore the long-term impact of these methodologies on medical students' professional development.

---

"Capturing Collaborative Learning: Moments from our TBL and Tutorial Sessions "

---

Team based learning method

---

---

Tutorial teaching learning method