Team‐Based Learning in a Preclinical Removable Denture Prosthesis Module in a United Arab Emirates Dental School

The purpose of this article is to describe the implementation of a team‐based learning (TBL) approach in a removable denture prosthesis (RDP) module and present the results of students’ performance in individual and group TBL activities and exam scores, students’ experience with TBL and end of course evaluations, and faculty feedback. Course material at the College of Dentistry, University of Sharjah, United Arab Emirates, was transformed into seven conventional lectures and seven TBL sessions. Each TBL session consisted of pre‐assigned reading (self‐directed learning), in‐class individual and group readiness tests (accountability), team problem‐solving of patient RDP cases, and faculty‐led class discussion (knowledge application). The course was assessed through scores from TBL session activities and course examinations, student satisfaction survey, and faculty feedback. Course grades were found to be higher using the TBL method then the traditional lecture‐based method. Student evaluation data and faculty response indicated strong support for TBL as it was implemented in the course. The faculty noted a higher level of student engagement with team learning than in conventional class lecturing. TBL is an active‐learning instructional strategy for courses with high student‐to‐faculty ratios. This approach provides regular feedback and the opportunity for students to develop higher reasoning skills.