Trial reportBMC medical education2021
A comparison of team-based learning and lecture-based learning on clinical reasoning and classroom engagement: a cluster randomized controlled trial.
Trial report in BMC medical education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT07732959 (Effectiveness of Augmented Reality-Based Education on Public Knowledge, Attitudes, Behaviors, and Acceptance of Hospital Fire Safety), which is not on this map. Cited by 16 papers, 3 of them syntheses that pooled 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.
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.
Effectiveness of Augmented Reality-Based Education on Public Knowledge, Attitudes, Behaviors, and Acceptance of Hospital Fire Safety
Who cites it
16 citing papers in PubMed, 3 syntheses or guidelines pooled it, 51 citations in OpenAlex.
- Identifying the most recommended novel teaching strategy in orthopaedics education: a systematic review and network meta-analysis.Frontiers in medicine · 2026Pooled it
- Team based learning pedagogy enhances the education quality: a systematic review and meta-analysis.BMC medical education · 2025Pooled it
- Team-based learning vs. lecture-based learning in nursing: A systematic review of randomized controlled trials.Frontiers in public health · 2022Pooled it
- Article
- Implementing digital-supported team-based learning for large undergraduate cohort in a resource-limited setting: a pilot study developed through an international academic partnership.BMC medical education · 2026Article
- A systematic seminar-based model improves learning and research competence in an immunology graduate course: a quasi-experimental mixed-methods study.Frontiers in medicine · 2026Article
- Enhancing clinical reasoning skills in medical students through team-based learning: a mixed-methods study.BMC medical education · 2025Article
- The impact of the educational environment on student engagement and academic performance in health professions education.BMC medical education · 2024Article
- Pharmacy students' perceptions and attitudes toward face-to-face vs. virtual team-based learning (TBL) in the didactic curriculum: A mixed-methods study.Medical education online · 2023Article
- Comparison of the Effect of Education Using Team-based Learning Method and Lecture Method on Controlling Diabetes in the Elderly: A Quasi-Experimental Study.International journal of community based nursing and midwifery · 2023Article
- Using team-based learning to optimize undergraduate family medicine clerkship training: mixed methods study.BMC medical education · 2023Article
- Measurement of student engagement in health professions education: a review of literature.BMC medical education · 2023Review
- The effects of an active learning mechanism on cognitive load and learning achievement: A new approach for pharmacology teaching to Taiwanese nursing students.Nurse education today · 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
- Awareness of Universal Design for Learning among anatomy educators in higher level institutions in the Republic of Ireland and United Kingdom.Clinical anatomy (New York, N.Y.) · 2023Article
- Humanistic Spirit Training of Medical Students Based on Multisource Medical Data Fusion.Computational and mathematical methods in medicine · 2022Article
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 at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe lecture-based learning (LBL) implemented in most Indonesian nursing/midwifery schools underlies the students' lack of ability in clinical reasoning. Team-based learning (TBL) was proposed to improve the students' ability in clinical reasoning as it is applying a course concept of real complex scenarios. In this study, we aimed to assess and compare the effects of TBL and LBL of postpartum hemorrhage topics on the clinical reasoning and classroom engagement of midwifery students in Indonesia.
methodsWe conducted a cluster randomized controlled trial to compare the effects of TBL and LBL. The unit was schools and random allocation was conducted using a simple random sampling method (i.e., coin flipping). There was 1 cluster in the intervention group (n = 62 students) and 1 cluster in the control group (n = 53 students). The students in the intervention group participated in a TBL class (90 min) three times, whereas the students in the control group attended an LBL class on postpartum hemorrhage topics. The primary outcome was the clinical reasoning on postpartum hemorrhage score measured at pre-test, post-test, and 2 weeks post-test. The secondary outcome was Classroom Engagement Survey (CES) score measured after each class finished. We used an unpaired t-test to evaluate the differences between the two groups. The baseline characteristics of the participants were compared using standardized difference.
resultsWe evaluated a total of 115 participants. Regarding the baseline characteristics, there was a small difference in the age, Grade Point Average and knowledge at pre-test between the intervention and control groups. The mean clinical reasoning on postpartum hemorrhage scores were significantly higher in the TBL students than in the LBL students at post-test (p < .001; Cohen's d = 1.41) and 2 weeks post-test (p < .001; Cohen's d = 1.50). The CES showed a significantly higher in the intervention group than in the control group.
conclusionsTBL is an effective learning method for enhancing the clinical reasoning ability of students. This learning method allows for more independent and active learning. Having a strong background knowledge, and discussing cases comprehensively with peers can sharpen the clinical reasoning ability of students.
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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.