Evidence map›Paper›PMID 33272267›Full record

ReviewBMC medical education2020

Team-based learning: design, facilitation and participation.

Annette Burgess, Christie van Diggele, Chris Roberts, Craig Mellis

Open access · goldAbstract readReview
PubMed Full text at PMC Publisher
In one paragraph

Review in BMC medical education, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 114 papers, 5 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
114citing papers in PubMed, 5 pooled it
39.8field-weighted citation impact, top 1% of its field
1 · What the graph read from it

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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

114 citing papers in PubMed, 5 syntheses or guidelines pooled it, 257 citations in OpenAlex.

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  18. Rallying for Reflection: Pilot Use of Rubric to Facilitate Self-Reflection in Dental Education.European journal of dental education : official journal of the Association for Dental Education in Europe · 2026
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54 more citing papers are in PubMed but not listed here.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors at 1 institution in 1 country.

Annette BurgessThe University of Sydney, Faculty of Medicine and Health, Sydney Medical School, Education Office, The University of Sydney, Edward Ford Building A27, Sydney, NSW, 2006, Australia. annette.burgess@sydney.edu.au.
Christie van DiggeleThe University of Sydney, Faculty of Medicine and Health, Sydney Health Professional Education Research Network, The University of Sydney, Sydney, Australia.
Chris RobertsThe University of Sydney, Faculty of Medicine and Health, Sydney Medical School, Education Office, The University of Sydney, Edward Ford Building A27, Sydney, NSW, 2006, Australia.
Craig MellisThe University of Sydney, Faculty of Medicine and Health, Sydney Medical School, Central Clinical School, Sydney, Australia.
University of Sydney · AU

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Team-based learning (TBL) provides an active, structured form of small group learning, that can be applied to large classes. Student accountability is achieved through the specific steps of TBL, including pre-class preparation, readiness assurance testing, problem-solving activities, and immediate feedback. Globally, a growing number of healthcare faculties have adopted TBL in a variety of combinations, across diverse settings and content areas. This paper provides a succinct overview of TBL and guidance for teachers towards successful design and implementation of TBL within health professional education. It also offers guidance for students participating in TBL. The paper is informed by both educational theory, and the extensive, seven year experience of the first and last authors in designing, implementing, facilitating and evaluating TBL at a large medical school.

Indexed as

Group ProcessesProblem-Based LearningEducational MeasurementFeedbackHumansLearningSchools, MedicalClinical problem-solvingMedicine and health curriculumProblem based learningTeam-based learning

Identifiers

PMID33272267
PMCPMC7712595
OpenAlexW3109705051

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

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.