Impact of an integrated interdisciplinary team-based learning session of medicine and health sector programs at Galala University
Résumé
BACKGROUND AND AIM: Active learning, especially through interdisciplinary approaches, is increasingly recognized as a means to enhance the effectiveness of health promotion programs. This study evaluated the impact of introducing a team-based learning (TBL) session, structured as an interdisciplinary experience, on students from health-related faculties. The primary aim was to demonstrate the effects of an interdisciplinary TBL session across five faculties at Galala University. METHODS: Using a quasi-experimental pre-post design, an interdisciplinary TBL session was conducted at Galala University, involving students from the Faculties of Medicine, Pharmacy, Physical Therapy, Applied Health Sciences, and Nursing. Twenty-five students volunteered and were divided into five teams. The session, centered on bronchial asthma, followed a three-phase structure: an initial mini-lecture, readiness assurance tests (administered individually and in teams), a debriefing session, and a group application task. At the third phase, students completed a satisfaction survey. RESULTS: Team-based readiness assurance test (t-RAT) scores consistently exceeded individual readiness assurance test (i-RAT) scores across nine multidisciplinary questions, indicating improved performance through teamwork. The satisfaction survey revealed that the majority of students perceived benefits from participating in the interdisciplinary session. CONCLUSION: TBL may play a valuable role in adopting hands-on involvement, peer-assisted learning, critical thinking, and could enrich the student-centered learning through collaborative problem-solving in bronchial asthma.
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