ArticleJournal of advances in medical education & professionalism2018
The effects of team-based learning on learning outcomes in a course of rheumatology.
Article in Journal of advances in medical education & professionalism, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 20 papers, 1 of them a synthesis that pooled it.
What it found
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The trial behind it
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Who cites it
20 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Team based learning pedagogy enhances the education quality: a systematic review and meta-analysis.BMC medical education · 2025Pooled it
- Collaborative Testing in Medical Education: Insights from a Hybrid Individual-Group Examination Approach.Medical science educator · 2026Article
- Antimicrobial resistance and One Health in the high school biology curriculum.Journal of microbiology & biology education · 2025Article
- Teaching Python with team-based learning: using cloud-based notebooks for interactive coding education.FEBS open bio · 2025Article
- A pre - post quasi-experimental study of team-based learning effectiveness for Vietnamese nursing students.PloS one · 2025Article
- Transforming dental education: interactive and student-centered learning with team-based learning in the undergraduate program.Frontiers in medicine · 2025Review
- The outcomes of team-based learning vs small group interactive learning in the obstetrics and gynecology course for undergraduate students.Acta obstetricia et gynecologica Scandinavica · 2024Article
- Team-based learning (TBL) in clinical disciplines for undergraduate medical students-a scoping review.BMC medical education · 2024Article
- The effects of online Team-Based Learning on undergraduate nursing students' performance, attitudes and accountability during COVID-19 pandemic.Acta bio-medica : Atenei Parmensis · 2022Article
- The impact of tutor expertise on the students' scores in active learning methods: a meta-analysis.Journal of advances in medical education & professionalism · 2022Article
- Knowledge Retention Using "Relay": A Novel Active-Learning Technique.PRiMER (Leawood, Kan.) · 2022Article
- Online anatomy team-based learning using blackboard collaborate platform during COVID-19 pandemic.Clinical anatomy (New York, N.Y.) · 2022Article
- Review
- Variability in tuition and curriculum among allopathic and osteopathic medical schools in the United States.Annals of medicine and surgery (2012) · 2021Article
- A Mapping Review of Teamwork Training and Assessment in Pharmacy Education.American journal of pharmaceutical education · 2021Review
- Enhancing Toxicology Achievement by the VARK and the GRSLSS-mixed Models in Team-Based Learning.Frontiers in public health · 2021Article
- A Shift in Medical Education During the COVID-19 Pandemic.Advances in experimental medicine and biology · 2021Article
- Team-based learning student assessment instrument (TBL-SAI) for assessing students acceptance of TBL in a Saudi medical school. Psychometric analysis and differences by academic year.Saudi medical journal · 2020Article
- Medical students' perspective on the place of team-based learning in the curriculum.Advances in medical education and practice · 2018Article
- Does team-based learning affect test scores of the basic medical sciences students in a modular curriculum?International journal of health sciencesArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionWe evaluated the effects of implementing Team-Based Learning (TBL) on student engagement, accountability, satisfaction, and preference for lecture or team-based learning. Moreover, we assessed the effect of TBL on knowledge retention and application over time through short answer questions based on clinical scenarios addressing history taking and diagnosis skills in medical students.
methodsThe study was conducted in a quasi-experimental design. The study population were all of the third-year medical students (n = 84) participating in a course of rheumatology in Shariati Hospital, which is a teaching hospital affiliated to Tehran University of Medical Sciences. We compared TBL with the conventional lecture-based method. The assessments were performed after implementation of TBL by the Classroom Engagement Survey (CES) and Team-Based Learning Student Assessment Instrument (TBL-SAI). The assessment for application of knowledge was conducted in 3 time-points through short answer questions on rheumatic diseases. The comparison of results was made by Student's t-test and repeated-measures analysis of variance (RM-ANOVA) using SPSS software, version 16.
resultsThe CES scores indicated a high level of engagement in TBL (Mean±SD=26.7±3.70, p=0.0001) but not in the lecture-based sessions (Mean±SD=23.80±4.35, p=0.09). The total mean score (SD) for TBL-SAI was 159.68 (14.14) for TBL sessions indicating a favorable outcome (p=0.0001). The student scores obtained from the short answer questions showed that over time the students' scores had declined significantly less for the TBL sessions in comparison to the lecture-based sessions, F (2, 166) = 4.624, p=0.011.
conclusionThe results indicated higher student engagement, satisfaction and long term learning by TBL.
Indexed as
Identifiers
29344526PMC5757153What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.