Perceptions and Peer-Feedback of Team-Based Learning Activities in a Pediatric Module among Fifth-Year Medical Students.
We implemented a team-based learning activity, using small-group of medical students. The goal was to determine the students' perceptions and peer feedback towards the activity. This cross-sectional study conducted from August 2021 to January 2022 for fifth-year medical students at the Medical College, University of Tabuk, Saudi Arabia. The topic of “Acute and Chronic Abdominal Pain” selected for TBL activity. The steps were pre-class preparation, in-class readiness tests, and group discussion activities—a structured questionnaire used to evaluate student perceptions and peer feedback. Out of 110 students enrolled in the study, more than 50% agreed or strongly agreed that TBL helped to gain additional information and to focus on core information, and learning objectives were well discussed. The peer-feedback experiences showed positive attitudes towards teamwork and well-being with peers, and they agreed that solving the case scenarios within the team is an effective way of learning. TBL is a useful learning method for students to gain practical skills. Students are active participants and build a collaborative attitude with peers. Instructors encouraged being aware of TBL components and efficiently organizing the process to overcome to greatly impact students’ thinking skills, teamwork, and leadership.