So sánh hiệu quả ngắn hạn giữa hai phương pháp dạy học giải phẫu tại trường Đại học Y dược Thái Bình năm học 2025 - 2026

Abstract

A comparative cross-sectional study was conducted on 472 first-year medical students at Thai Binh University of Medicine and Pharmacy during the 2025 – 2026 academic year to evaluate knowledge retention, the application of anatomical knowledge, and student satisfaction using two teaching methods: PowerPoint-based lectures with visual illustrations and Team-Based Learning (TBL). The results showed that the PowerPoint method enabled students to achieve significantly higher scores immediately after the lesson compared with the TBL method (8.36 ± 1.85 vs. 7.29 ± 2.44; p < 0.001). However, after two weeks, the TBL group demonstrated significantly higher mean scores than the PowerPoint group (8.95 ± 1.67 vs. 8.15 ± 2.03; p < 0.001). In addition, the scores of the TBL group increased significantly over time. The proportion of students achieving grade A after two weeks was also markedly higher in the TBL group. These findings suggest that the PowerPoint method is more effective for short-term knowledge retention, whereas TBL is more beneficial for long-term retention and the application of anatomical knowledge.