Background: Team-based learning (TBL) has been introduced into teaching of fourth and fifth-year medical students in the
Department of Surgery, Faculty of Medicine Siriraj Hospital.
Objective: To investigate the outcomes of this instructional strategy.
Material and Method: We retrospectively reviewed data collected from TBL sessions during academic year 2013 and 2014, including (1) scores of individual and group readiness assurance tests (iRAT and gRAT), and (2) student survey composing of a 15-item five-point satisfaction rating and five open-ended questions.
Results: The analysis of 3,552 sets of iRAT and gRAT scores revealed average scores of 62 and 94%, respectively. Fifth-year
students had higher scores than fourth-year students. From 888 questionnaires distributed, we received 775 questionnaires back (87% response rate). The satisfaction ratings yielded Cronbach’s Alpha of 0.89. The rating ranged from 3.58 to 4.36
with average of 4.11.
Conclusion: TBL is a useful learning strategy for undergraduate surgical education that led to improved students’ preparation
for class and acquisition of important skills including self-directed learning, critical thinking, decision making, communication, and information literacy. Some areas for improvement were reading materials, class scheduling and involvement of more teachers.

Keywords: Team-based learning, Outcomes, Surgical education, Student satisfaction