Difference Between Learning Strategıes of Team- Based Learning and Case-Based Collaborative Learning Methods In Intern Physicians

Abstract

The aim of this study was to investigate the effects of intern physicians' participation in team -based learning (TBL) and case-based collaborative learning (CBCL) methods on their learning strategies and motivation. Our study is a mixed study in which both qualitative and quantitative data collection tools were used. Both methods were appl ied over a four-week period in the practices carried out on 169 intern physicians in the Public Health Internship at xxxxx University Faculty of Medicine in the 2021-2022 academic year, and the results were evaluated using the Motivation and Learning Strategies Scale (MLSS). Frequency and percentage calculations were used to interpret the data. A correlation test was performed to determine whether the re was a relationship between the scale scores. In addition, a focus group study was conducted by interviewing the students face -to-face after the application. Our study showed that the CBCL method obtained higher scale scores than the TBL method in terms of internal goal organisation and self-efficacy (p<0.05), but no significant difference was found in terms of other sub -dimensions. Results indicated that CBCL had a slightly higher effect on students' internal goal organization and self -efficacy compared to TBL. However, both methods were similarly effective in other learning aspects like peer collaboration, critical thinking, and me tacognitive strategies. Focus group feedback highlighted that CBCL's realistic case approach enhanced students' motivation and practical understanding. Conversely, TBL wa s appreciated for making theoretical knowledge more engaging through clinical case tra cking. Both TBL and CBCL fostered a supportive, collaborative learning environment, with CBCL having a stronger impact on motivation .