Return to the unknown normal: transition of team-based learning from a COVID-19 enforced online version to an on-site version

Background: During the Covid-19 lock-down, educational institutions had to implement novel educational formats in an online form without having any prior experience with the on-site counterparts. These online formats then had to transition to an on-site format once the lockdown restrictions were lifted. Here, we describe a dentistry faculty’s transition of online team-based learning (TBL), a form of active learning initiated during Covid-19, to an on-site format. Methods: To analyze students’ and teachers’ experiences and possible preferences for one of the formats, we adopted a mixed methods research approach, using both questionnaires and interviews. Students were from the second year of the Bachelor program. They started university when TBL and all classes were delivered online. Following this online year, they had spent one academic year attending fully on-site TBL after the Covid-19 restrictions were lifted. Teachers’ initial training and experience with TBL was also online followed by on-site. Both groups filled in a 1–5 Likert scale questionnaire on various aspects of TBL, with paired questions comparing the online vs. on-site format. Both questionnaires addressed the three phases of TBL (preparatory self-study phase, readiness assurance phase (RAT), and application phase) as well as the teacher’s role. Additionally, the student questionnaire included questions related to their engagement. Complementary structured interviews with students and teachers were chosen to provide deeper insights into these topics. A paired t-test was used to analyze the outcomes of the 1–5 Likert scale questions. A Wilcoxon signed rank test was used as a ranked post-test. All recorded interviews were transcribed verbatim and analyzed using an inductive thematic analysis approach. Results: Out of 134 s year bachelor students 54 filled in the questionnaire (response rate = 40%). Out of 19 TBL teachers 11 teachers filled in the questionnaire (response rate = 57.8%). Two group interviews with teachers (N = 5) and three individual interviews with students were carried out. The questionnaire data showed that the teachers were more vocal about their preference for the on-site format than students. When analyzing the outcomes per theme, both students and teachers favored the on-site version of the readiness assurance phase. Furthermore, teachers clearly preferred the on-site application phase (p < 0.05). Students experienced more engagement in the on-site format. When asked about their overall preference, 66% of the students and 72% of the teachers preferred on-site TBL, no teacher preferred online TBL (p < 0.0001). The interviews revealed that students appreciated the possibility to follow classes without having to travel to university in the online format. While discussions were easier to perform on-site, both teachers and students valued the serenity of group work in the online breakout rooms compared to the noisier TBL lecture hall and saw this as a positive take-away of the online version. Furthermore, teachers valued the ease of sharing information during the TBL mini-lecture. Finally, teachers noted that on-site teaching allowed them more control during the application phase. Conclusion: After their experiences with the online version of TBL, both students and teachers adapted organically to the on-site version. Overall, both students and teachers appreciated a familiar environment for interactions, which is essential for active learning.