Published date: Mar 31 2021

Journal Title: Sudan Journal of Medical Sciences

Issue title: Sudan JMS: Volume 16 (2021), Issue No. 1

Pages: 101-110

DOI: 10.18502/sjms.v16i1.8941

Mohamed Elnajid TahirDepartment of Physiology, Sudan International University, Khartoum, Sudan

Daffalla Mohammed Elamean Alam ElhudaDepartment of Community Medicine, University of Khartoum, Khartoum, Sudan

Hosam Eldeen Elsadig GasmallaDean, Deanship of Quality and Research, Sudan International University, Khartoum, Sudan

Background: Team-based Learning (TBL) is a teaching approach that fosters active learning and promotes the application of knowledge; its implementation remains sporadic and on a volunteering basis in Sudan. The aim of this study was to investigate the perception of Sudanese physiologist concerning the implementation of TBL.

Methods: This descriptive cross-sectional study included all physiologists in Sudan during 2018. Data were collected using qualitative and quantitative methods, namely, questionnaire and nominal group technique (NGT), respectively.

Results: This study was the first national-scale study on TBL in Sudan, the study adds to the evidence of the benefits of TBL: improving the engagement of students, enhancing deep learning, and providing better instructor–student interaction. Furthermore, TBL was perceived to be of good use in tutorials. However, although TBL is perceived well by instructors, its implementation revealed two main challenges: first, the attendance of the students (and therefore their engagement) is a place of concern mostly because TBL is not well-allocated in the curricula of most medical schools and second, the substantial effort of preparation of TBL material and sessions will put a burden on the staff, rendering them less enthusiastic.

Conclusion: Fostering TBL requires administrative support and training to the staff, as well as proper incorporation of TBL in the curriculum.

Keywords: education, team-based learning, deep learning, physiology

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