Perception of students about Team-based learning (TBL) Problem-based learning (PBL)

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Khizar Ansar Malik
Maria Shakeel


Introduction: Medical teaching has evolved over the past few years, from traditional teaching methods such as lectures and practical classes using blackboard, slide projector to more student-centered activities such as self-directed learning,problem-based learning (PBL), and team-based learning (TBL) Problem based learning is an integral part of our MBBS curriculum. We introduced TBL to 2nd-year MBBS students in the Pharmacology department, who are also practicing PBB in the 2nd year. 
Objective: The study aimed to know students’ perceptions about TBL and PBL.
Methods: Students were asked to anonymously fill the questionnaire regarding each teaching strategy using both open and closed-ended questions. The data were analyzed by using SPSS version 21.
Results: A total of 120 students filled the questionnaire regarding their perception of TBL, and 94 students filled the questionnaire regarding PBL. Students found the readiness assurance tests and immediate feedback useful for their learning in TBL. While for PBL, students found that group members respected different points of view, and there is better integration among different disciplines.
Conclusion: It is the need of the hour to include new strategies in our curriculum which promote teamwork and effective communication skills. Both PBL and TBL have advantages of their own and can provide better student learning if incorporated in a medical curriculum, keeping in view the students’ responses in our study.
Team-based learning (TBL), Problem-based learning (PBL).

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How to Cite
Malik, K., & Shakeel, M. (2022). Perception of students about Team-based learning (TBL) Problem-based learning (PBL). Health Professions Educator Journal, 3(2).