The moderating effect of team-based learning participation frequency on the relationship between medical students’ perception of systematic team-based learning class management and active class participation

Purpose: This study aimed to examine the moderating effect of team-based learning (TBL) participation frequency on the relationship between medical students’ perception of the systematic management of TBL classes and their active class participation. Methods: To achieve this purpose, feedback data from 575 students who participated in TBL-based courses at Ewha Womans University College of Medicine during the second semester of the 2022 academic year and the first semester of the 2023 academic year were analyzed. Descriptive statistics, correlation analysis and moderation analysis were conducted. Results: The results of the study are as follows. First, students’ perception of systematic TBL class management showed a significant positive correlation with active class participation. Second, the frequency of TBL participation was found to play a moderating role in the relationship between the perception of systematic TBL class management and active class participation. Conclusion: This study highlights that both systematic TBL class management and the frequency of participation are key factors in promoting student engagement in medical education. Based on these findings, educational implications are discussed.