# Team-based vs. problem-based learning in undergraduate surgery: a randomized controlled trial in Saudi Arabia

## TL;DR

A study in Saudi Arabia compared team-based and problem-based learning for medical students and found both methods similarly effective for knowledge acquisition.

## Contribution

This study provides empirical evidence comparing TBL and PBL in a Saudi Arabian medical education context.

## Key findings

- TBL students scored higher on post-tests but results were not statistically significant in summative assessments.
- Both TBL and PBL were found to be equally preferred by final-year medical students.
- TBL showed a statistically significant improvement in knowledge acquisition during learning sessions.

## Abstract

The primary objective measured in our study is to determine whether Team-Based Learning (TBL) is a superior pedagogical approach compared to Problem-Based Learning (PBL) or not. We focused on our secondary objectives, which include promoting problem-solving, facilitating independent learning, and engaging students. The study was conducted among sixth-year clinical students at the Faculty of Medicine, University of Tabuk.

In this interventional study, we targeted 66 medical students in the final clinical year in our faculty of medicine at the University of Tabuk during the period from 15/10/2024 to 15/01/2025. The control group (PBL) comprised 32 students, whereas the case group (TBL) comprised 34 students. At the end of the clinical sessions, all 66 students took a summative test to assess their knowledge using 14 multiple-choice questions (MCQs) that were part of an online self-administered, voluntary questionnaire. Independent-samples statistical tests were used to compare the outcomes of perception, skills, attitude, and practical competency scores. All analyses were performed using SPSS software (Version 27), and statistical significance was defined as two-tailed p < 0.05.

The study revealed that students in the TBL group achieved an average score of 9.94 out of 14 on MCQs, with a standard deviation of 2.28. In contrast, the PBL group had an average score of 8.84 and a standard deviation of 2.24, with a p-value of 0.053 for both groups. The cumulative knowledge derived from summative test results was not statistically significant for either group. In the (TBL) case-control experiment, the pre-class test mean score was 7.42 (SD = 2.50), while the post-test scores averaged 9.94 (SD = 2.35). This difference was statistically significant (P = 0.001). This demonstrates the effectiveness of the TBL pedagogical loop in enhancing knowledge acquisition during the learning experience.

The TBL and PBL methodologies yielded comparable summative outcomes for both student cohorts. The systematic implementation of TBL as a pedagogical tool can enhance students’ knowledge acquisition. Our study found that final-year MBBS students prefer both PBL and TBL.