The Effectiveness and Student Perceptions of Peer-Conducted Team-Based Learning Compared to Faculty-Led Teaching in Undergraduate Teaching

Figures & data

Figure 1 Study groups and arrangement of the instruction in faculty-led and peer-conducted team based learning (pTBL).

= repeated until all clinical cases have been presented/solved.

Table 1 Participants’ Opinions Regarding the Teaching Method

			Faculty-Led Design % (n)	pTBL Design % (n)	p-value
Participated students			n=44	n=50	0.500
Females			n=25	n=24
Advance material	Did you study the pre-material?		n=44	n=31
		Studied thoroughly	9.1% (4)	25.8% (8)
		Only a little	56.8% (25)	61.3% (19)
		Did not study at all	34.1% (15)	12.9% (4)
	Estimate how demanding the pre-material was		n=44	n=31
		Not at all demanding	20.5% (9)	22.6% (7)
		A little demanding	43.2% (19)	64.5% (20)
		Very demanding	4.5% (2)	0% (0)
		Did not study it	31.8% (14)	12.9% (4)
	How was the volume of the pre-material?		n=43	n=30
		Suitable	65.1% (28)	93.3% (28)
		Excessive	33.6% (14)	6.7% (2)
		Insufficient	4.7% (1)	0% (0)
	How useful was the reading the pre-material for your learning?		n=43	n=29
		Very useful	7.0% (3)	20.7% (6)	0.084
		Useful	34.9% (15)	48.3% (14)
		Fairly useful	27.9% (12)	24.1% (7)
		Fairly useless	4.7% (2)	0% (0)
		Useless	0% (0)	0% (0)
		Did not read the material	30.2% (13)*	13.8% (4)*
Learning	Did you benefit from the teaching method used at the seminar?		n=43	n=31	0.054
		Yes	74.4% (34)	93.5% (29)
		No	20.9% (9)	6.5% (2)
Free riders	Was it possible to free-ride through the seminar?		n=44	n=31
		Not possible	22.7% (10)	9.7% (3)
		Possible but difficult	47.7% (21)	77.4% (24)
		Possible	29.5% (13)	12.9% (4)

Notes: *Two students had answered both “Did not read material” and “Useless”.

Abbreviation: n, number.

Table 2 Students’ Performance in Exams Related to the Topic Covered in the Seminar

	Immediate Results (Max 35pts)	Delayed Results (Max 15 pts)	Mean Difference (pts)
Faculty-led design, mean	25.4	8.0	−0.9
pTBL-design, mean	25.0	8.8	−1.0

Abbreviation: pts, points.

Figure 2 Comparison of different teaching methods based on students’ opinions. (A) pTBL compared to faculty-lead seminar and (B) pTBL compared to lectures by those participated to peer-conducted team-based learning (pTBL) (n=31) (C) Faculty-led seminar compared to lectures by those participated to faculty-led seminar (n=44).