Team-based learning or problem-based learning: which is the best learner-centered approach for undergraduate dental students?

Background: Team-based learning (TBL) is a relatively recent approach in contrast to problem-based learning (PBL), which has long been established. Both approaches support learner-centered, peer-assisted education in interactive small-group settings. The objective of this study was to evaluate and compare the effectiveness of TBL and PBL in promoting active learning, critical thinking and improving overall academic performance among undergraduate dental students. Methods: This was a mixed-methods quasi-experimental study which included first-year Bachelor of Dental Surgery (BDS) students from January to September 2022. This study was conducted at a private dental institute in Abbottabad, Pakistan. A purposive sampling technique was used, dividing the 42 included students into two independent cohorts (n=21 for PBL and n=21 for TBL). The data collection tool consisted of 3 sections, the first was a structured, pre-tested questionnaire comparing effectiveness of the two methodologies, the second section consisted of peer-review and team evaluation and the third section contained open-ended questions for students’ feedback. The scores of the PBL and TBL were calculated and compared, along with a questionnaire comparing students’ satisfaction with their teams and their perceptions regarding PBL and TBL. The statistical analysis for quantitative data, such as the means of test scores and facilitators’ assessments, was performed using Student’s independent samples t-test. Thematic analysis was used to quote and characterize qualitative data. Results: Among 45 enrolled students, 42 met the inclusion criteria. TBL scores [team readiness assurance test (tRAT) and post-assessment] were significantly higher than those of PBL (P<0.001). Students reported that PBL promoted group discussion and teamwork, while TBL was more effective in time management (P=0.005), motivation (P=0.02), and perceived challenge (P<0.001). Pre-reading material in TBL was cited as particularly beneficial for in-session efficiency. Conclusions: Both TBL and PBL fostered active learning and critical thinking. TBL showed greater effectiveness in improving academic performance, likely due to its structured format and emphasis on preparation. PBL, however, excelled in enhancing teamwork, leadership, and application to clinical scenarios. TBL may be considered a more effective strategy for achieving broader learning outcomes in dental education.