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<p>Team-Based Learning (TBL) is an active learning and small group instructional strategy that provides students with opportunities to apply conceptual knowledge through a sequence of activities that includes individual work, teamwork, and immediate feedback. The aim of this study is to investigate an interactive approach to teaching medical terminology based on the use of team-based learning. The participants for this study were randomly selected from first year paramedical students. Sixty anesthesiology students were randomly assigned into two groups; namely, the experimental group (Team-Based Learning) and the control group (Lecture-Based Learning) (<i>N</i> = 30). The experimental group were tested by individual and team readiness assurance tests after sixteen TBL sessions were held. To compare, the other 30 students were evaluated by individual readiness assurance test after sixteen lecture-based learning (LBL) sessions. The results of the study showed a significant increase in the students’ scores on medical terms through team readiness assurance test (TRAT) as compared to individual readiness assurance test (IRAT) (<i>P</i> &lt; 0.01). TBL group members outperformed those in the LBL group demonstrating that the paramedical students learned how to be collaborative and productive in the team process (<i>P</i> &lt; 0.05). These findings suggest that the TBL intervention had a beneficial effect and was a successful strategy when learning medical terminology in the classroom for paramedical students. Thus, it can be concluded that TBL can complement a lecture-based learning approach.</p>

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Using team-based learning to teach medical terminology

  • 期刊论文

  • 发表日期：

    2025年11月26日

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  • Ehsanollah Azimian,
  • Afsar Rouhi,
  • Manouchehr Jafarigohar

摘要

Team-Based Learning (TBL) is an active learning and small group instructional strategy that provides students with opportunities to apply conceptual knowledge through a sequence of activities that includes individual work, teamwork, and immediate feedback. The aim of this study is to investigate an interactive approach to teaching medical terminology based on the use of team-based learning. The participants for this study were randomly selected from first year paramedical students. Sixty anesthesiology students were randomly assigned into two groups; namely, the experimental group (Team-Based Learning) and the control group (Lecture-Based Learning) (N = 30). The experimental group were tested by individual and team readiness assurance tests after sixteen TBL sessions were held. To compare, the other 30 students were evaluated by individual readiness assurance test after sixteen lecture-based learning (LBL) sessions. The results of the study showed a significant increase in the students’ scores on medical terms through team readiness assurance test (TRAT) as compared to individual readiness assurance test (IRAT) (P < 0.01). TBL group members outperformed those in the LBL group demonstrating that the paramedical students learned how to be collaborative and productive in the team process (P < 0.05). These findings suggest that the TBL intervention had a beneficial effect and was a successful strategy when learning medical terminology in the classroom for paramedical students. Thus, it can be concluded that TBL can complement a lecture-based learning approach.