Evaluation of Team-Based Learning (TBL) Sessions Among Medical Students at the College of Medicine, Tikrit University

Abstract

Background: Team-Based Learning (TBL) is an active-learning pedagogy increasingly adopted in medical education. This study evaluated medical students' perceptions of TBL sessions at Tikrit University and examined associations with gender.
Methods: A cross-sectional survey (n=95) with seven Likert-type items and open-text feedback was administered. Responses were mapped to a 5- point Likert scale. Descriptive statistics, mean item scores, Cronbach's alpha, and chi-square tests were used where applicable. Figures display item distributions.
Results:  Students  generally  reported  positive  perceptions  of  TBL.The highest mean scores were for ( instructor support ) mean = 4.82 and ( Clarity of session objectives ) mean= 4.57. Areas of improvement were identified in( fairness of team evaluation) mean= 4.12 and ( Clarity of questions ) mean= 4.19. The scale demonstrate high internal consistency ( Cronbachs alpha=0.89). Qisquare test revealed no statistically significant gender based references in perception across all item ( p> 0.05 for all).
Conclusion: TBL is valued by students; enhancing question clarity and assessment fairness is recommended.