Scientific Application and Structuring Interdisciplinary Learning Using TBL through PBL in Cardiovascular Diseases Case University of Algiers

The study aims to show how can add a wide dimension to interdisciplinary learning using team-based
learning (TBL) through problem-based learning (PBL) and facilitate the process of integration for
cardiovascular disease (CVD) courses. However, the use of team-based learning through PBL as a
pedagogical strategy also served to deepen learners’ understanding of CVD use real world problems
in an undergraduate course of CVD. There were (60) preventive medicine learners who were selected
and randomly divided into 2 groups: Group 1 (n=30) with traditional teaching method and
experimental group 2 (n=30) with team-based learning through PBL teaching methodology. The
results of questionnaire showed that more than (90%) of experimental group learners thought teambased
learning through PBL teaching approach could help to improve learning interest, independent
thinking, and team collaboration. The most of learners had a positive attitude towards using teambased
learning through PBL. To further their explanation of a topic or problem that needs two or more
disciplines to solve problems related to risk factors of CVD. Learners combine, determine and develop
information, concepts, methodologies and procedures from two or more disciplines to obtain deep
knowledge, interpretation, abilities and very often also to diagnose or solve real world problems. The
perceptions of the university members for introduction of interdisciplinary learning using team-based
learning through PBL at University of medicine Algiers were positive and encouraging. However, more
workshops, online learning and virtual presentations emphasizing more on practical demonstrations
were the felt need for successful structure of interdisciplinary learning.