Effectiveness of team-based learning versus small group discussion using buzz groups for teaching operative dentistry to second year undergraduate dental students

Date of Award

8-20-2025

Degree Type

Thesis

Degree Name

Master of Health Professions Education

First Advisor

Dr Amber Sultan

Second Advisor

Dr Rahila Ali

Third Advisor

Dr Azam Afzal

Department

Educational Development

Abstract

Background Team-based learning (TBL) and Small group discussion (SGD) using Buzz Groups (BGs) as an engagement technique are active-learning strategies known to promote leaner engagement and interaction, facilitate cooperative learning, and develop problem-solving skills. They are known to positively affect academic performance when individually compared with lecture-based learning (LBL). However, the comparative effectiveness of TBL and SGD using BGs has not been evaluated in health professions education. Therefore, the current study aimed to compare the effectiveness of TBL versus SGD using BGs as an engagement strategy for teaching Operative Dentistry to second-year undergraduate dental students at Dow International Dental College (DIDC), Karachi.
Methodology An experimental pretest and posttest design study was carried out involving second year undergraduate dental students (2024-2025) with a total sample of 50 participants at DIDC for teaching Operative Dentistry. Two groups, TBL and BGs, with 25 students each, were formed. The groups were further subdivided into five smaller groups, each having five students. Both groups attended four sessions each of the respective teaching strategies and were taught the same material. Before the first session, a pretest containing 40 multiple choice questions (MCQs) was taken. The test was repeated as a posttest after the fourth session and as a delayed posttest after one month. The scores of the three tests were compared using independent sample and paired sample t-tests.
Results intergroup comparison showed no statistical difference (p-value: 0.34) in the pretest mean scores between the groups, with a mean difference of 0.76 marks. However, the TBL group scored significantly higher marks in both the posttest and delayed posttest compared to BGs, with mean differences of 4.28 and 3.04 marks and p-values of 0.000 and 0.006, respectively. Intragroup comparison revealed significantly higher posttest scores than the pretest scores within each group. With p-values of 0.000 for both TBL and BGs and a mean increase of 9.84 and 6-32 marks, respectively. The delayed posttest scores were higher than: The posttest scores for the same group. with a mean difference of 1.52 marks (p-value = 006) for the TBL group and 2.76 marks (p-value= 0.000) for the BGs.
Conclusion TBL and SGD using BGs as an engagement strategy are effective methods for teaching Operative Dentistry; however, TBL might be regarded as a more effective pedagogy based on higher posttest scores.

First Page

1

Last Page

68

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