Team Based Learning Versus Small Group Learning in Teaching Clinical Skills in Ent

INTRODUCTION- The conventional approach to teaching clinical skills in medical training primarily relies on small group learning methods such as bedside clinics, seminars, and tutorials. These approaches tend to focus on the teacher, often resulting in limited student engagement. Team-based learning (TBL) represents an interactive strategy wherein students collaborate as a group, guided by a facilitator, to acquire specific skills. In fields like, Ear, Nose, Throat (ENT) mastering clinical skills is particularly challenging as it requires a high level of proficiency to ensure patient comfort. There is a scarcity of research exploring the application of TBL for teaching clinical skills within medical education. This study seeks to evaluate the effectiveness of TBL compared to traditional small group learning in developing clinical skills in otorhinolaryngology. Additionally, the study assesses students' perspectives on team-based learning using a standardized feedback survey. MATERIALS AND METHODS - A total of 60 MBBS students in their third phase, part two, during their clinical rotation in ENT were selected and divided randomly into two groups. One group was subjected to TBL while the other engaged in conventional small group learning. The TBL group focused on mastering the clinical skill of performing tuning fork tests collaboratively. Both groups underwent pre-test and post-test Objective Structured Clinical Examinations (OSCE), which were evaluated using a checklist. The scores obtained in the post-test were compared between the groups. Students' perceptions of team-based learning were measured with a standardized questionnaire and reported as percentages. RESULTS – Results were analysed using Analysis of Covariance (ANCOVA). The mean difference between TBL and Small Group Learning is 0.755, and this difference is significant (p < .001). The small Group Learning group performs significantly worse than the TBL group by 0.755 points on the post-test. The post-test outcomes for the team-based learning group were significantly superior to those of the small group learning group. Students’ perception questionnaire about TBL expressed greater satisfaction and a sense of responsibility with TBL, which enable them for future collaboration in healthcare settings. CONCLUSION - Team-based learning proves to be a more effective learning method than traditional small group learning for achieving mastery of clinical skills in medical training. Furthermore, students felt that TBL offered a more rewarding experience and facilitated their learning of clinical skills effectively.