A comparison of conventional lecture and team-based learning methods in terms of student learning and teaching satisfaction

Background: Team-based learning (TBL) is a structured type of cooperative learning that has growing applica-tion in medical education. This study compares levels of student learning and teaching satisfaction for a neu-rology course between conventional lecture and team-based learning. Methods: The study incorporated 70 students aged 19 to 22 years at the school of rehabilitation. One half of the 16 sessions of the neurology course was taught by lectures and the second half with team-based learning. Teaching satisfaction for the teaching methods was determined on a scale with 5 options in response to 20 questions. Results: Significant difference was found between lecture-based and team-based learning in final scores (p < 0.001). Content validity index of the scale of student satisfaction was 94%, and external and internal con-sistencies of the scale were 0.954 and 0.921 orderly (p < 0.001). The degree of satisfaction from TBL compared to the lecture method was 81.3%. Conclusion: Results revealed more success and student satisfaction from team-based learning compared to conventional lectures in teaching neurology to undergraduate students. It seems that application of new teach-ing methods such as team-based learning could be effectively introduced to improve levels of education and student learning.