Team-Based Learning and Collaborative Competencies among Undergraduate Medical Students

Abstract

Background: Team-based learning is an active learning approach that encourages active learning, student-to-student discussion, knowledge sharing, and problem solving. Collaborative competencies are crucial in medical education as they are key to how any doctor is expected to function in the future as part of a multidisciplinary health care team.

Objective: To assess team-based learning and collaborative competencies among undergraduate medical students.

Methods: The study was descriptive, cross sectional, which was carried out in Prime Medical and Dental College, Islamabad, from 1^st December, 2024 to 31^st May, 2025. The number of students included was 85 undergraduate medical students who were obtained by non-probability convenience sampling. The data were gathered by using a structured questionnaire which included the following information: Demographic data, students' perceptions of team-based learning, and domains of collaborative competency. Shared skills involved collaboration, communication skills, teamwork, leadership, mutual respect, shared decision making, accountability, conflict resolution, peer learning and problem solving skills. All the data was analyzed in SPSS version 26. Data were analyzed for frequencies, percentages, means and standard deviations. Where appropriate, the following tests were used: chi-square test, paired sample t-test and Pearson correlation. Statistically significant p value was < 0.05.

Results: Out of 85 students, 36 (42.4%) were male and 49 (57.6%) were female. Most students showed a positive perception of team-based learning. Overall, 54 (63.5%) students had good collaborative competency, 25 (29.4%) had moderate competency, and 6 (7.1%) had poor competency. Students with a positive perception of team-based learning were significantly more likely to demonstrate good collaborative competency compared with students having neutral or negative perception (p = 0.001). The mean team readiness assurance test score was higher than the individual readiness assurance test score (p < 0.001). A significant positive correlation was found between team-based learning perception score and overall collaborative competency score (r = 0.61, p < 0.001).

Conclusion: Team-based learning was positively associated with collaborative competencies among undergraduate medical students. Students who perceived team-based learning favorably showed better teamwork, communication, peer learning, accountability, and shared decision-making. Regular use of team-based learning in undergraduate medical education may help improve collaborative skills required for future clinical practice.