Team-Based Learning and Lecture-Based Learning: Comparison of Sudanese Medical Students’ Performance

Figures & data

Figure 1 Comparison of students’ scores in the tests following TBL and LBL.

Table 1 Paired t-Test Comparing Scores of TBL and LBL Among Male (n=66) and Female (n=312) Students

Variable	Mean		Standard Error		95% CI
	M	F	M	F	M	F
TBL	68.1	71.02	1.3	0.63	65.4–70.7	69.78–72.25
LBL	62.8	65.96	1.9	0.93	59.0–66.5	64.13–67.80
Difference	5.3	5.05	1.6	0.89	2.1–8.5	3.29–6.81
Paired t-test	3.3	5.6
2-Sided P value	<0.01	<0.001

Abbreviations: CI, confidence interval; TBL, team-based learning; LBL, lecture-based learning; M, male; F, female.

Table 2 Paired t-Test Comparing Scores of TBL and LBL Among Students of Class 6 (n=202) and Class 4 (n=176)

Variable	Mean		Standard Error		95% CI
	Class 6	Class 4	Class 6	Class 4	Class 6	Class 4
TBL	77.18	62.84	0.41	0.80	76.37–77.99	61.25–64.42
LBL	70.21	59.89	1.01	1.26	68.22–72.20	57.39–62.38
Difference	6.97	2.95	0.97	1.26	5.05–8.88	0.46–5.43
Paired t-test	7.16	2.34
2-Sided P value	< 0.001	< 0.05

Abbreviations: TBL, team-based learning; LBL, lecture-based learning.

Table 3 Multiple Linear Regression for Expected Performance Score

Model	Coefficients		t	P value	95.0% Confidence Interval
	B	Standard Error
Constant*	59.1	0.85	69.7	<0.001	57.5 to 60.8
Gender	−1.5	1.20	−1.2	0.229	−3.8 to 0.9
Class	12.2	0.92	13.3	<0.001	10.4 to 14.0
Method	5.1	0.91	5.6	<0.001	3.3 to 6.9

Notes: Gender: Male = 1, Female = 0; Class: 6th = 1, 4th = 0; Method: TBL = 1, LBL = 0. *Constant = mean score of fourth-class female student in LBL.