A Comparative Study of Two Blended Learning Strategies: Team-Based Learning and Directed Self Learning During COVID-19 in Pakistan

Samina Anjum; Mohammad Iqbal Khan; Madiha Akhwand; Shazia Muazam; Zarmina Saga; Mehreen Arif; Syed Moazzam Hassan Jafri; Iqra Jabeen; Bilal Karim

doi:10.33897/fujd.v3i2.322

Samina Anjum Professor, Department of Anatomy, Rawal Institute of Health Sciences, Islamabad, Pakistan
Mohammad Iqbal Khan Professor of Surgery & Vice-Chancellor, Shifa Tameer-e-Millat University, Islamabad, Pakistan
Madiha Akhwand Assistant Professor, Department of Medical Education, Rawal Institute of Health Sciences, Islamabad, Pakistan
Shazia Muazam Associate Professor, Department of Anatomy, HBS Medical and Dental College, Islamabad, Pakistan
Zarmina Saga Professor, Department of Anatomy, Rawal Institute of Health Sciences, Islamabad, Pakistan
Mehreen Arif House Officer, Rawal Institute of Health Sciences, Islamabad, Pakistan
Syed Moazzam Hassan Jafri Demonstrator, Department of Anatomy, Rawal Institute of Health Sciences, Islamabad, Pakistan
Iqra Jabeen Demonstrator, Department of Anatomy, Rawal Institute of Health Sciences, Islamabad, Pakistan
Bilal Karim Assistant Professor, Department of Biochemistry, Islamabad Medical and Dental College, Islamabad, Pakistan

DOI: https://doi.org/10.33897/fujd.v3i2.322

Keywords: COVID-19, Blended Learning, Directed Self Learning, Team-Based Learning, Test Scores

Abstract

Objective: This study aimed to compare two blended instructional approaches: Online plus Team-Based Learning (TBL) versus Online plus Directed Self Learning (DSL) by evaluating students' post-test assessment scores and their responses on a feedback questionnaire during the COVID-19 in Pakistan.

Materials and Methods: Fifty first-year dental students participated in a quasi-experimental comparative study using a non-probability convenient sampling technique. During the pandemic lockdown, all students received online lectures on anatomy followed by an on-campus pre-test. Two interventional learning approaches TBL & DSL, were used to blend with online lectures followed by a post-test. A feedback questionnaire was given to students and responses were compared. Data were analyzed by using SPSS version 23, with a significant p-value of ≤ 0.05.

Results: The comparison of post-test assessment scores of the TBL group (12.38 ± 2.55) and DSL group (10.70 ± 2.67) revealed a statistically significant difference (p=0.047). Most responses by the TBL group were statistically significant: motivation towards learning (p<0.01), analysis of learning through feedback (p<0.001), preference for collaborative work (p<0.001) and assessment of blended instruction (p <0.001).

Conclusion: Blended TBL proved to be more effective than the blended DSL approach in improving students' test scores in anatomy. The majority of students preferred TBL as a learning approach that motivated them to learn anatomy, promoted collaborative work, and enhanced cognitive and decision-making skills through immediate feedback. Furthermore, students recommended TBL to supplement online lectures and should be offered more frequently in the curriculum.