Learning behaviors and preferences for lecture versus team-based learning among preclinical students in a Caribbean medical school

Dev K. Shah; Yuliya Modna; Nagadharshan  Devendra; Julia Akcayli

doi:10.18203/2320-6012.ijrms20262599

Authors

Dev K. Shah Department of Physiology, Trinity Medical Sciences University, Saint Vincent and The Grenadines, West Indies
Yuliya Modna Department of Physiology, Trinity Medical Sciences University, Saint Vincent and The Grenadines, West Indies
Nagadharshan Devendra Department of Biochemistry and Genetics, Trinity Medical Sciences University, Saint Vincent and The Grenadines, West Indies
Julia Akcayli Department of Behavioral Sciences, Trinity Medical Sciences University, Saint Vincent and The Grenadines, West Indies

DOI:

https://doi.org/10.18203/2320-6012.ijrms20262599

Keywords:

Learning behaviors, Lecture, Medical education, TBL

Abstract

Background: Medical students exhibit diverse learning behaviors that influence their engagement with instructional formats. This study investigated how preclinical students’ learning styles influence preferences for lectures versus team-based learning (TBL) and their impact on academic performance.

Methods: All preclinical students at Trinity Medical Sciences University were invited to participate voluntarily. Learning behaviors avoidant, participant, competitive, collaborative, dependent, and independent were classified using the Grasha-Riechmann questionnaire, while instructional preferences were assessed through a 14-item survey. GPA data were collected, and analyses performed using various statistics tests, and thematic analysis.

Results: A total of 108 students participated (mean age 24.9 years; 42.5% male, 57.5% female). dependent (27.8%) and independent (21.3%) were the most common learning behaviors, while competitive style was absent. Collaborative learners demonstrated a strong preference for TBL over lectures (p<0.001, d=1.816). Avoidant learners moderately favored TBL, whereas Independent and Participant learners showed comparable preferences, and Dependent learners displayed parity across formats. GPA differences across groups were not statistically significant, though small mixed-style cohorts (e.g., collaborative+dependent) had higher averages. Gender analysis revealed males more often exhibited independent and avoidant styles, while females favored dependent and participant behaviors, with mixed profiles more prevalent among female learners. Qualitative themes highlighted nuanced preferences: collaborative students valued frequent TBL, dependent learners preferred lecture-led curricula, and participant learners favored balanced approaches.

Conclusions: This study underscores that students’ instructional preferences vary by learning behavior and gender. Tailoring teaching strategies to these profiles can foster adaptive, inclusive curricula that enhance engagement, efficiency, and academic outcomes.

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