Abstract:

A year since the COVID-19 pandemic has transformed the online medical education landscape including the implementation of online team-based learning (TBL). Hence, this study aims to share how conventional, face-to-face TBL was redesigned towards remote learning with the importance of the social presence. One hundred fifty first-year medical students were involved in this study with a lecturer who conducted the online TBL of Medical Biochemistry topics. The basic principles of TBL were abided including the individual (iRAT) and team readiness assurance tests (tRAT). The students were divided into sixteen small groups and the discussions were done in a break-out room for each group. All learning materials were uploaded a week before the online TBL session. Students’ queries were discussed through a chatroom on the learning management system. During the TBL session, students played an online quiz consisted of twenty multiple-choice questions. Any misunderstandings towards the knowledge were addressed by the lecturer. The application questions were discussed among students (tRAT) and further with the lecturer. The findings revealed that the students can perform active learning remotely and answered the questions better when they were in teams. The interaction among peers in a small group and with the lecturer has increased students’ understanding to achieve the learning outcomes.

Keywords:

Team-based learning, online, flipped learning, active learning, dynamic.