team-based learning in medical ethics education: evaluation and preferences of students in oman

Objectives: the purpose of this study was to explore the impact of integrating team-based learning sessions in undergraduate medical ethics education. though used effectively in other pre-clinical courses, team-based learning is not frequently used in medical ethics education. student’s accountability for learning, preference for team-based learning, and satisfaction were studied. methods: three team-based learning sessions covering focal topics in medical ethics was introduced in the preclinical health care ethics course for students at the college of medicine and health sciences, national university of science and technology. on the completion of three modules, the team-based learning student assessment instrument (tbl-sai) by heidi mennenga was used to evaluate student perceptions. to this aim, 118 students who had registered for the health care ethics course completed the survey. results: the findings indicated that students reported a positive experience of team-based learning in medical ethics education. students also indicated high accountability for their learning, a high preference for teambased learning to lectures in the medical ethics course, and high satisfaction. conclusions: team-based learning is thus preferred by students to cover topics and courses in medical ethics. integrating team-based modules in medical ethics education will enhance self-directed learning, improve teamwork, and help students effectively recall and apply information. it is therefore recommended to integrate team-based learning sessions in medical ethics education.