Effectiveness of Teaching with Riddles Using Team-Based Learning: A Prospective Study on Third Phase (1) Medical Students
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Abstract
Background and Objectives: The study aimed to evaluate the effectiveness of teaching toxicology using "Toxic Riddles" in a Team-Based Learning (TBL) format compared to traditional didactic lectures (TDL). The objectives were to assess the impact of this novel teaching approach on student learning outcomes and to explore student perceptions and attitudes toward TBL in the context of clinical toxicology education. Materials and Methods: This prospective study was conducted on third-year medical undergraduates at a tertiary medical institution. Ethics approval was obtained from the institutional ethics committee. A controlled comparison between TBL and TDL was performed using a modified crossover design. Two critical topics from chemical toxicology, Pesticides Poisoning (PP) and Corrosives Poisoning (CP), were selected for the TBL sessions. These topics were chosen due to their high incidence in our hospital. TBL sessions were structured around clinical scenarios where students worked in teams to analyze cases, make evaluative decisions, and formulate management plans for poisoned patients. The effectiveness of TBL was assessed through pre- and post-intervention tests, while student perceptions were gathered using structured questionnaires. Results: The results indicated that students in the TBL group showed a statistically significant improvement in their post-test scores compared to the TDL group (10.61% vs 4.23%, mean difference 6.38%, 95% CI 0.7-8.3%, p = 0.021). Conclusion: The use of toxic riddles in a TBL format proved to be an effective and engaging method for teaching clinical toxicology, outperforming traditional didactic lectures in both student learning outcomes and satisfaction.
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Copyright (c) 2025 Richa Choudhary, Pradeep Kumar Yadav, Krishna Kumar Singh, Madhulika Shukla, Vivek Pathak, Satendra Mohan, Dileep Kumar Yadav
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