EVALUATING THE EFFICACY OF TEAM-BASED LEARNING ON CONCEPTUAL UNDERSTANDING AND APPLICATION OF DENTAL MATERIALS SCIENCE IN A HYBRID CURRICULUM
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Keywords
Team-Based Learning; Dental Materials Science; Hybrid Curriculum; Active Learning; Conceptual Understanding; Clinical Application; Student Perception; Dental Education; Mixed-Methods Study
Abstract
Objectives: There is a significant shift in the Saudi Arabian education system toward implementing innovative teaching and active learning strategies like Problem-Based Learning (PBL) and Team-Based Learning (TBL). At the College of Dentistry, Princess Nourah bint Abdulrahman University (CD-PNU), PBL along with didactic lectures are already part of its hybrid dental program. TBL was incorporated as an instructional strategy from the second to the final year. Since no published study in Saudi Arabia has yet addressed students’ perception of TBL within a dental curriculum, this sequential explanatory mixed-methods study aims to evaluate the efficacy of TBL in fostering conceptual understanding and clinical application of Dental Materials Science. Specifically, we assessed student interest, perceived improvement in learning skills, and attitudes toward TBL as a student-centered methodology.
Methods: This sequential explanatory mixed-methods study was designed to analyze the inclusion of TBL in the Dental Materials Science course. The instrument was a modified, validated questionnaire covering two main areas: (1) teaching and learning in dental subjects, and (2) opinions towards TBL and its components. Quantitative data were collected using a 5-point Likert scale, with responses grouped into three categories for descriptive analysis. Qualitative data were collected via two open-ended questions concerning the strengths and weaknesses of TBL. Descriptive statistics were used for the quantitative analysis, and thematic content analysis was applied to the open-ended responses, with frequency reporting to quantify the themes.
Results: A total of 131 students completed the TBL questionnaire (84% response rate). The results indicate that students found positive outcomes, reporting that TBL improved decision-making skills (74% agreement) and competence in self-directed learning (78% agreement). Qualitative themes highlighted the benefits of teamwork, structured preparation, and skills enhancement. Identified weaknesses included variable tutor involvement, content suitability, and the method of group selection.
Conclusion: TBL can be confidently incorporated with the current teaching methods adopted at CD-PNU. Students largely preferred this active student-centered method and found it satisfactory. The findings support TBL’s utility in improving the conceptual understanding and clinical application skills necessary for Dental Materials Science. However, student concerns regarding session timings, group selection criteria, and need for faculty training require careful attention.
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Ambreen Azam
BDS, MSc (UK), Assistant Professor, Department of Science of Dental Materials, Margalla College of Dentistry, Margalla Institute of Health Sciences
Farhat Kazmi
BDS, PhD, Professor, Department of Oral Pathology, Rashid Latif Dental College, Lahore
Amna Zulfiqar
BDS, General Dentist, Al Shafi hospital, Rawalpindi
Kunza Naveed Asdaq
BDS, M.Phil, Assistant Professor, Department of Science of Dental Materials, Margalla College of Dentistry, Margalla Institute of health sciences Rawalpindi
Saba Farooq
BDS, MHPE Assistant Professor, Department of Medical Education Margalla College of Dentistry, Margalla Institute of health sciences, Rawalpindi
Hanzala Waqar
BDS, CHPE, MHPE (scholar), Lecturer Department of Medical Education Institute of Dental Sciences Kohat, Khyber Medical University
