Evaluation of Students’ Satisfaction about a Team-based Learning Fixed Prosthodontics Course in Tunisia: A Pilot Study

Background: The learning process is constantly evolving. In order to improve this process, we need to keep pace with changes in learning methods. In this context, the socio constructivist model has been implemented to replace the traditional transmissive model. The integration of these approaches into medical studies in particular means that students can better manage clinical situations and develop greater self-confidence. The learner becomes the actor of his own learning.  Aim: The aim of this study is to evaluate 4 th year students’ satisfaction with a team-based learning session of fixed prosthodontics, during the academic year 2023/2024.  Methods: A cross-sectional descriptive study using a satisfaction questionnaire sent to learners via google forms. The responses were formulated according to the Likert scale.  Results: All the students of the Group 2 of the 4 th year of Dental students were included in the study. According to the results, about 37% of learners felt that the duration of the session was insufficient. 68% of learners felt that the allocation of time during the session was appropriate. Also 68% found the atmosphere favorable to learning and 81% were satisfied with the interactivity of the session.  Clinical Significance: The establishment of active learning methods is a new strategy in the dental faculty in Tunisia. To enhance this process we need all the participants’ (students and teachers) feedbacks. In fixed prosthodontics courses, we opted for small groups experiences, feedbacks and briefings before moving to larger groups of students.  Conclusion: Learner feedback is of major importance. It is the learners' opinion that will enable us to rectify aspects of the TBL session and adapt it to the required objectives of this session.