Table 3 Students’ feedback regarding lecture and TBL as instructional strategies

Overall course evaluation

(Overall scale = 1–6)

4.8

5

What do you think was most interesting in the interactive lecture?

Interaction

16

15

Content

6

7

Teacher’s attitude

9

8

Videos

5

3

Others

1

2

Suggestions for improvement in lecture

More interaction

13

13

More clinical examples

10

9

More videos

5

5

Reduce content

6

6

Others

3

2

Should Interactive lectures be used as an instructional strategy in the future?

Yes/ No response

Yes

31

30

No

6

5

Experience of the interactive lecture as an instructional strategy (Overall scale = 1–6)

4.1

4.6

Experience of TBL as an instructional strategy (Overall scale = 1–6)

5.2

5.1

What do you think was most interesting in TBL?

Advance assignment

3

3

Readiness Assurance Test (RAT)

3

5

Team Application (tAPP)

21

17

Peer feedback

8

9

Others

2

1

Suggestions for improvement in TBL

Increase time for advance assignment

9

4

Increase time for readiness assurance test

3

6

Increase time for Instructor Clarification Review

2

5

Increase time for Team Application

19

17

Others

4

3

Should TBL be used as an instructional strategy in the future?

Yes/ No response

Yes

31

29

No

6

6

Which strategy, interactive lecture or TBL, is better for active learning?

IL

11

10

TBL

26

25

How much percentage of a course should include interactive lectures as an instructional strategy? (From 0 to 100%)

100%

10

4

75%

11

8

50%

8

15

25%

5

6

None

3

2

How much percentage of a course should include TBL as an instructional strategy:

(From 0 to 100%)

100%

8

3

75%

9

7

50%

13

17

25%

4

6

None

3

2

Which strategy, interactive lecture or TBL, do you think is better to achieve learning outcomes?

IL

19

15

TBL

18

20

Which strategy, interactive lecture or TBL, do you think is better for clinical reasoning skills?

IL

10

11

TBL

27

24