Background: The study aimed to assess Team Based Learning (TBL) as an instructional method using a validated and reliable TBL-Student Assessment Instrument (TBL-SAI) from female medical students perspective during their pre- clinical phase (First, Second and Third years).
Methods: A cross sectional descriptive design was applied in this study, and a comprehensive sample (n=93) was taken. The TBL-SAI, used to collect data, consists of 33 items and was divided into 3 subscales, namely, Accountability, Preference for Lecture or TBL, and Student Satisfaction. A -5graded rating scale was used, where 1= Strongly Disagree and 5= Strongly Agree.
Results: The students response rate was 75.26% (n=70). Overall, 77.27% of the students preferred TBL over lectures. This represented 78.94% , 82.75% and 77.27% of the first, second and third-year students, respectively. In addition, 80% of the students expressed a high level of satisfaction with TBL, even though there were statistically significant differences between the three-year students (P = 0.004).
Conclusion: According to the findings obtained from the study, the majority of pre-clinical years students are accountable to TBL, preferring it over lectures, and are satisfied with their teamwork experience of TBL activities.
Key words: Students assessment instrument, Accountability, Preference, Team based learning
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