ArticleAdvances in medical education and practice2021
Team-Based Learning and Lecture-Based Learning: Comparison of Sudanese Medical Students' Performance.
Article in Advances in medical education and practice, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 18 papers, 2 of them syntheses that pooled it.
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Who cites it
18 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- 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
- Application of the BOPPPS combined with CBL method in clinical clerkship of pediatric dentistry.BMC medical education · 2025Trial
- Application of the BOPPPS-CBL model in emergency chest pain management teaching for resident physicians: a randomized comparison.BMC medical education · 2025Trial
- Comparison of case-based and lecture-based learning in dental fluorosis diagnostic ability with visual analog scale assessment.BMC medical education · 2024Trial
- Escape Intern Orientation! - A Capstone and Team Building Activity for New EM Interns.Journal of education & teaching in emergency medicine · 2026Article
- Effect of Integrated Lecture-, Case-, and Problem-Based Learning on Critical Thinking and Clinical Competence in Gastrointestinal Surgery Trainees: A Randomized Controlled Trial.Gastroenterology research and practice · 2026Article
- Effectiveness evaluation of standardized patient training system on emergency department residents in disposing patients with acute chest pain.BMC medical education · 2025Article
- Assessing and optimizing Team-Based Learning in undergraduate cosmetic dermatology education: an empirical study using interpretable machine learning.BMC medical education · 2025Article
- Study on the effect of simulation-based case teaching method on the preclinical teaching of tooth defects restoration.BMC medical education · 2025Article
- The positive impact of introducing public engagement as a self-directed learning strategy in undergraduate nervous system education.Medical education online · 2024Article
- Comparing students' performance in self-directed and directed self-learning in College of Medicine, University of Bisha.Journal of Taibah University Medical Sciences · 2024Article
- Application of lecture-and-team-based learning in stomatology: in-class and online.BMC medical education · 2024Article
- Team-based learning (TBL) in clinical disciplines for undergraduate medical students-a scoping review.BMC medical education · 2024Article
- Application of PBL combined with traditional teaching in the Immunochemistry course.BMC medical education · 2023Article
- An exploration into the application of specialty-orientated CBL pedagogy in undergraduate teaching in pediatric surgery.Frontiers in pediatrics · 2022Article
- Application of team-based learning to ophthalmology in China.Frontiers in public health · 2022Article
- Team-based learning versus traditional lectures in local anesthesia course: A cross-sectional study exploring dental students' perception and performance.Saudi journal of anaesthesiaArticle
Corrections and comments
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Authors and funding
11 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
aimStudents' performance in TBL compared to LBL needs to be evaluated. This study aimed to compare students' performance in team-based learning and traditional lectures.
methodsA total of 176 class 4 and 202 class 6 medical students from University of Bahri, Khartoum, Sudan, participated in the study during 2018. Experienced staff were selected to conduct the teaching and assessment of the two groups, using the standard team-based learning procedure (iRAT, gRAT and AppT) in the first topic and the lecture-based learning procedure in the second, within the same time limit for the two methods.
resultsThe two classes overall mean score has a significant 5.1 points difference (p<0.001; 95% CI: 3.5, 6.0). Separate analysis showed consistency of superiority of TBL to LBL in either gender. A remarkable difference was observed when we compared the two methods in class 6 separately from class 4. Class 6 mean score was high for both TBL and LBL (77.2 and 70.2, respectively), with a significant mean difference of 7.0 (p<0.001; 95% CI: 5.1, 8.9). In class 4, the score was lower for both methods (mean of 62.8 for TBL and 59.9 for LBL). The mean difference of 2.95 points was still significant (p<0.05; 95% CI: 0.46, 5.43). Separate multivariate linear regression for TBL and LBL showed no significant difference in performance of males and females in either method. Controlling for gender in TBL, class 4 had a mean of -14.26 points, (p<0.001; 95% CI: -12.54, -15.98) less than class 6. Similarly, in LBL, class 4 had a mean of -10.18 points (p<0.001, 95% CI: -7.02, -13.35), less than class 6.
conclusionStudents' performance using team-based learning was superior to lecture-based learning, irrespective of students' gender, noticeable among senior 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.