ReviewJournal of medical education and curricular development
Interprofessional Team-based Learning: Building Social Capital.
Review in Journal of medical education and curricular development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
10 citing papers in PubMed.
- From Theory to Practice: The Impact of Team-Based Learning on Medical Students' Communication Skills.Perspectives on medical education · 2025Article
- Article
- Comparing PBL and TBL: Insights into effectiveness and efficiency in medical education.Journal of Taibah University Medical Sciences · 2024Article
- Dynamics of Team-Based Learning in Molecular Biology: Insights and Reflections From Undergraduate Medical Students.Cureus · 2024Article
- Beyond communication: an update on transforming healthcare teams.Frontiers in medicine · 2024Article
- Enhancing students' online collaborative PBL learning performance in the context of coauthoring-based technologies: A case of wiki technologies.Education and information technologies · 2023Article
- Implementation of Team-Based Learning for a Clinical Module of the Ethiopian Undergraduate Anesthesia Curriculum and Students' Perspectives: A Pilot Cross-Sectional Study.Advances in medical education and practice · 2023Article
- Student Interprofessional Facilitator Training (SIFT) program: building capacity in clinical education leadership.BMC medical education · 2022Article
- How does interprofessional education influence students' perceptions of collaboration in the clinical setting? A qualitative study.BMC medical education · 2022Article
- Teaching Intellectual Humility Is Essential in Preparing Collaborative Future Pharmacists.American journal of pharmaceutical education · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Often the first-time health professionals work together is as new graduates, with a paucity of shared learning among the various health disciplines within university curricula. This is largely due to the complexities of delivering interprofessional education (IPE) and the preference of individuals to work within their established silos. With its ability to nurture collaboration among students, there is a developing trend to use team-based learning (TBL) as a teaching method to engage health care students in IPE. Using the conceptual lens of social capital theory, the purpose of this article is to provide readers with an overview and evidence for the use of TBL within the interprofessional health care education setting, highlighting the benefits and challenges.
Indexed as
Identifiers
What 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.