The moderating effect of team-based learning participation frequency on the relationship between medical students’ perception of systematic team-based learning class management and active class participation

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Moderation analysis reveals team-based learning frequency enhances medical students' perceptions of class management and engagement.

Active class participation significantly correlates with students' perception of class management, emphasizing the need for effective teaching strategies.
Moderation analysis indicates that higher frequency of team-based learning participation enhances the positive relationship with class management perception.
Data from 575 medical students in TBL courses provides comprehensive insights into educational dynamics within medical training.
Findings suggest that both structured TBL management and participation frequency are crucial for fostering student engagement in medical education.

Jeong et al. (2025) studied this question.

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View Full Paper

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Authors

Moderation analysis reveals team-based learning frequency enhances medical students' perceptions of class management and engagement.

Active class participation significantly correlates with students' perception of class management, emphasizing the need for effective teaching strategies.
Moderation analysis indicates that higher frequency of team-based learning participation enhances the positive relationship with class management perception.
Data from 575 medical students in TBL courses provides comprehensive insights into educational dynamics within medical training.
Findings suggest that both structured TBL management and participation frequency are crucial for fostering student engagement in medical education.

Jeong et al. (2025) studied this question.

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