We introduced the TBL in 2010 and this approach became one of the most popular teaching method among students in Medical Biology and Embryology and Developmental Biology subjects, respectively. TBL teaching strategies included appropriate group allocation, out of class preparation, problem solving intra-group activities, inter-group competition and frequent assessment and feedback. For assessment of the TBL we use a feedback model based on a written survey, which measures student approaches to their learning.

In this study, the goal was to identify changes in awareness and value of the TBL, to motivate students to self-learn and to correlate the TBL assessment with the final exam scores.

One hundred and seventy two medical students of the second year participated in TBL class of practical works (molecular genetics and human developmental biology) in 2014. After subject examination, students completed a survey that can analyse the option of each group member. We analysed relationships between the students TBL assessment and individual exam results in final exam (score, number of attempts, mark in the test of practical, TPK).

No student found the e-learning training in medical and developmental biology as inappropriate. They concluded the new approach helped them comprehend the relatively difficult objectives of molecular genetics and developmental biology.

Statistical analysis of the questionnaire results showed a significant correlation between student exam assessment and positive evaluation of the TBL. The general TBL assessment (results shown in the tables, cc = correlation coefficient), team work awareness and students motivation (result not shown) are closely related to individual exam scores in the final exam and in the TBL. The correlation of the TBL evaluation with the number of exam attempts was lower.

Yes, it does. Student exam success was closely related to positive assessment of the TBL, awareness of the TBL and student motivation.

Our feedback model allows us to verify usefulness of the TBL, to identify its advantages and drawbacks and to improve our pedagogical attitude.

The project was supported by IP 111005 grant and DiaAna Lucina, sro.