A comparative study of student’s performance based upon TBL among two colleges in Khartoum, Sudan 2020 | ||||
| Journal of Bioscience and Applied Research | ||||
| Article 4, Volume 7, Issue 2, June 2021, Page 71-76 PDF (308.09 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/jbaar.2021.176408 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
Safinaz I Khalil  1; Hiba Elzaki2; Mohammed EA Elameen2
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| 1Department of Pharmacology, Alfajr College of sciences and Technology, Sudan | ||||
| 2Department of Community Medicine, Alfajr College of Sciences and Technology POBox 234 Alfajr College of Sciences and Technology, Sudan | ||||
| Abstract | ||||
| Introduction: Team-Based Learning establishes as a potential ramification educational strategy that ensures student’s high performance. TBL guarantees active learning and critical thinking this impacts student’s competency and improves their future achievements. This study aims to evaluate the effectiveness of TBL as a powerful educational strategy that fosters them for Problem based learning Curriculum. Methodology: Study Design: Descriptive prospective study. Study Area: College A and College B, Pharmacology course, Medicine, Khartoum, Sudan. Study duration from July 2019 –January 2020. Study Population Medical students in College A and College B in an introductory Pharmacology Course. Sample size: All students in the second year, college of Medicine attending the Pharmacology course will be included in college A and all students in the third year, college of Medicine attending the Pharmacology course included in college B. Methods: Purposeful convenient sampling method all second-year medical students who attended the introductory Pharmacology course in College A and all students in the third year who attended Pharmacology course in College B taught by the same Pharmacology Staff facilitator and received the same final exam questions. College A, students were taught in integrated course student-centered, team-based learning where they have a traditional lecture hall strategy. They are examined using best of four as a tool for assessment College B, students were taught in a traditional lecture hall method, teacher-centered. They are examined using the best of four as a tool for assessment. Final results were collected from each group in College A and college B and compared. Results: showed that the mean ranks for the subclasses of the final examination performance that there was a significant result 0.001 obtained in college A students and college B students grade F with a mean rank of 7.08 and 16.22 respectively. For students who had grade C also this is a significant result of 0.019 where students in college A mean rank was 25.89 and 38.46 respectively. For students who had grade A again, there is a significant result of 0.004 where a student in college A mean rank was 61 in comparison to students in college B where the student's mean rank was 43.88. In the other subclasses C+, B, and B+ there were no significant differences 0.952, 0.419, and 0.837 respectively. Conclusion: TBL improved the outcome of the students at the exam in the extremes of marks those with category mark C and those in category mark A. | ||||
| Keywords | ||||
| GRAT Group readiness assurance test; IRAT Individual readiness assurance test; TBL. Team-Based Learning | ||||
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