Effectiveness of Team-Based Learning (TBL) as a Teaching-Learning Method for Medical Students at a Private Malaysian Medical University: A Pilot Study

Authors: Brinnell Annette Caszo, Heethal Jaiprakash, Vijayalakshmi Sitanadhi Bhojaraja, Sunil Pazhayanur Venkateswaran, Joachim Perera, Madawa Chandratilake

ABSTRACT

Purpose: Team-based learning (TBL) helps students develop critical thinking, communication skills, and teamwork. This pilot study aimed to introduce TBL as a teaching-learning tool and evaluate its effectiveness on student learning in terms of educational impact and perception.

Methods: This pilot educational interventional study was conducted among Year 2 medical students. The prereading materials were published online to the students one week prior to the session. Pre- and post-Individual Readiness Assurance Test (i-RAT) scores, done online using 20 one-best-answer questions each, were used to assess student learning. The Team Readiness Assurance Test (t-RAT), a discussion of a case scenario with integrated Structured Essay questions (SEQ), was done in small groups. Facilitators clarified issues that cropped up in group discussions. Perceptions of the students were taken at the end of the session using a questionnaire.

Results: Fifty-seven second-year medical students volunteered and consented to participate in the study. The mean age of the participants was 20.27±0.84 years, and 26% were males. The average pretest i-RAT score was 58.5 ± 13.5 and was significantly higher (p < 0.01) than the post-test scores (45.4 ± 12.3). The average t-RAT (Team Readiness Assurance Test) score was 42.6%. The students responded positively and agreed that the t-RAT helped develop their overall knowledge around the areas covered (82%) and that they learned from their peers during the discussion (92%).

Conclusion: Although post-test scores were significantly lower than pre-test scores, students reported positive perceptions of TBL, particularly regarding peer learning, collaborative discussion, and integration of knowledge. These findings suggest that TBL was feasible and well accepted within an integrated curriculum; however, further studies are needed to determine its educational impact. These findings suggest that although the perception of the students may be good for teaching activity, this may not always align with the educational impact in terms of outcome scores.

Keywords: Medical students, team-based learning, teaching-learning method

Citations: IeJSME 2026 Vol 20 (1): 34-42