Dynamics of Team-Based Learning in Molecular Biology: Insights and Reflections From Undergraduate Medical Students

Abstract

Objective: To investigate the dynamics of collaborative learning in team-based learning (TBL) through students’ reflections and feedback.

Methods: A phenomenological mixed-methods approach was adopted where the survey and reflections were conducted concurrently after the TBL session and the results were analyzed. The study employed a mini-cluster technique to include all first-year MBBS students of batch 2023-24 with an age range between 19 and 22 years. Qualitative and quantitative data were collected from feedback and reflections submitted by 107 first-year MBBS students at the end of the TBL session.

Results: The study found five main themes related to students’ engagement with the session, i.e., (1) conceptual clarity as the foundation, (2) collaborative learning culture, (3) communication skills, (4) informative and useful team discussions, and (5) interactive learning for team development. The majority of the respondents, 93 (87%), listened to classmates and coordinated with group members in discussion; 77 (72%) were willing to learn from other group members and contribute ideas to them; 79 (74%) came prepared for the session; and 75 (70%) found learning material assigned to them as appropriate. Respondents had positive perceptions regarding their participation in group work and were strongly inclined to agree with the statements provided.

Conclusion: The study highlights the positive effects of TBL in promoting peer-to-peer engagement, active engagement, teamwork skills, and knowledge sharing among undergraduate medical students, ultimately contributing to an effective learning experience.