Impact of an integrated interdisciplinary team-based learning session of medicine and health sector programs at Galala University

Background and Aim Active learning, especially through interdisciplinary approaches, is increasingly recognized as a means to enhance the effectiveness of health promotion programs. This study evaluated the impact of introducing a team-based learning (TBL) session, structured as an interdisciplinary experience, on students from health-related faculties. The primary aim was to demonstrate the effects of an interdisciplinary TBL session across five faculties at Galala University. Methods Using a quasi-experimental pre-post design, an interdisciplinary TBL session was conducted at Galala University, involving students from the Faculties of Medicine, Pharmacy, Physical Therapy, Applied Health Sciences, and Nursing. Twenty-five students volunteered and were divided into five teams. The session, centered on bronchial asthma, followed a three-phase structure: an initial mini-lecture, readiness assurance tests (administered individually and in teams), a debriefing session, and a group application task. At the third phase, students completed a satisfaction survey. Results Team-based readiness assurance test (t-RAT) scores consistently exceeded individual readiness assurance test (i-RAT) scores across nine multidisciplinary questions, indicating improved performance through teamwork. The satisfaction survey revealed that the majority of students perceived benefits from participating in the interdisciplinary session. Conclusion TBL may play a valuable role in adopting hands-on involvement, peer-assisted learning, critical thinking, and could enrich the student-centered learning through collaborative problem-solving in bronchial asthma.