Comparing the efficacy of team based learning strategies in a problem based learning curriculum

We introduced two variants of team based learning ( TBL ) strategies in pathology course to seek their efficacy in a problem based learning ( PBL ) curriculum. The TBL strategy was adopted in two different sessions. One during regular resource session ( RS ‐ TBL ) and other during a weekly review session ( RVS ‐ TBL ) of the PBL curriculum. The study involved 104 second year students during their 8 weeks of cardiovascular‐respiratory units and 3 weeks of hematology units. RS ‐ TBL was adopted for cardiovascular‐respiratory unit and RVS ‐ TBL for hematology unit. The first 8 weeks of the course were implemented as RS ‐ TBL and the last 3 weeks as RVS ‐ TBL . The results showed that the group performance was markedly improved than individual performance in both RS ‐ TBL and RVS ‐ TBL (p < 0.001). Comparison between the RS ‐ TBL and RVS ‐ TBL revealed that individual student and group performance was better in the RVS ‐ BL (p < 0.001). The result of the student attitudinal survey indicated an 88% agreement that TBL enhanced their understanding of pathology concepts and critical analysis. Most of the participants (85%) found RVS ‐ TBL to be more useful. Post‐ TBL , end of semester examination results proved beneficial for the students in risk. The study demonstrated that RVS ‐ TBL may be preferably adopted to enhance the philosophy of TBL in a PBL curriculum.