Fostering TBL Success at Alfaisal University: A Complex Adaptive Systems Approach

Sadia Qazi,1 Muhammad Atif Mazhar,1 Abdul Ahad Shaikh,2 Abdul Jabar Rasool,2 Kanza Atif,3 Akef Obeidat1 1Anatomy Department, College of Medicine, Alfaisal University, Riyadh, Saudi Arabia; 2Physiology Department, College of Medicine, Alfaisal University, Riyadh, Saudi Arabia; 3College of Medicine, Alfaisal University, Riyadh, Saudi ArabiaCorrespondence: Sadia Qazi, Anatomy Department, College of Medicine, Alfaisal University, Riyadh, Saudi Arabia, Email [email protected]: This study explores the implementation of Team-Based Learning (TBL) at Alfaisal University’s College of Medicine through the lens of Complex Adaptive Systems (CAS) theory. The research question investigates how the application of CAS principles can enhance the implementation and effectiveness of TBL in medical education. The study employed a convergent parallel mixed methods longitudinal design, integrating quantitative performance metrics and qualitative themes. Quantitative analysis revealed modest improvements in individual and team-based learning scores, with a promising trend of students moving from the lower to the higher quartiles over time. Qualitative insights aligned with CAS principles, highlighting the adaptive implementation, emergent outcomes, self-organization, positive feedback loops, and depth of learning facilitated by TBL. The findings demonstrate the value of a CAS-informed approach in navigating the complexities of educational change and fostering a more resilient and adaptive educational model. The study contributes to the understanding of how CAS theory can guide the successful implementation of innovative pedagogies like TBL in medical education.Keywords: educational change, adaptive implementation, emergent behaviors, feedback loops, self-organization