ArticleBMC medical education2024
Team-based learning (TBL) in clinical disciplines for undergraduate medical students-a scoping review.
Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 28 papers, 3 of them syntheses that pooled it.
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Who cites it
28 citing papers in PubMed, 3 syntheses or guidelines pooled it, 29 citations in OpenAlex.
- Outcomes of team based learning in teaching medical ethics: a systematic review.BMC medical ethics · 2025Pooled it
- Which novel teaching strategy is most recommended in medical education? A systematic review and network meta-analysis.BMC medical education · 2024Pooled it
- Team-based learning in health professions education: an umbrella review.BMC medical education · 2024Pooled it
- A quasi-experimental crossover study on student engagement and performance in a gamified team-based learning module in physiology.Medical education online · 2026Article
- Teamwork Attitudes and Perceptions Following Team-Based Learning in Undergraduate Medical Students: An Educational Evaluation.Indian pediatrics · 2026Article
- Article
- Montessori Principles in Medical Education: Training Innovative and Compassionate Physicians.Medical science educator · 2026Article
- Transforming Clinical Skills Training: Integrating OSCE into Team-Based Learning for teaching undergraduate medical students.Pakistan journal of medical sciences · 2026Article
- 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
- Implementation strategies of team-based learning in undergraduate medical curricula: a scoping review.BMC medical education · 2026Article
- Endless justification: A scoping review of team-based learning research in medical education.Medical education · 2026Article
- Enhancing nurses' clinical decision-making confidence through dual pathways of self-directed learning: A structural equation model.PloS one · 2026Article
- Team-based vs. problem-based learning in undergraduate surgery: a randomized controlled trial in Saudi Arabia.Frontiers in medicine · 2026Article
- Assessing LLM-generated vs. expert-created clinical anatomy MCQs: a student perception-based comparative study in medical education.Medical education online · 2025Article
- The cost-analysis of Team-Based Learning versus small group interactive learning in undergraduate medical education.BMC medical education · 2025Article
- Integration of team-based learning and simulation-based learning in clinical education of infant feeding and swallowing assessment and management of speech-language pathology students: a retrospective pre-post intervention study.BMC medical education · 2025Article
- Unveiling barriers of introverts to collaborative learning: an exploratory mixed-methods study across medical student personalities.BMC psychology · 2025Article
- Validating the Turkish version of the team-based learning assessment scale: a psychometric evaluation.BMC medical education · 2025Article
- Enhancing clinical reasoning skills in medical students through team-based learning: a mixed-methods study.BMC medical education · 2025Article
- Translation and Validation of the Italian Version of the Team-Based Learning Student Assessment Instrument (TBL-SAI) in Nursing Students.Nursing reports (Pavia, Italy) · 2025Article
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 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundTeam-based learning (TBL) is an evidence-based pedagogical method that has been used in undergraduate medical education since 2001. However, its use in clinical disciplines is rarely reported, and the impact of its implementation is not known. The aim of this study was to explore and map the published literature on the impact of implementing TBL in clinical disciplines in undergraduate medical education.
methodsA comprehensive search of Medline, Education Resources Information Center (ERIC), and Web of Science databases was performed on November 24, 2021 and updated April 6, 2023, using relevant Medical Subject Headings (MeSH) and free-text terms. Original research studies reporting on the implementation of TBL in clinical disciplines in undergraduate medical education published in peer-reviewed English language journals were included irrespective of their methodological design.
resultsThe initial search identified 2,383 records. Of these, 49 met the inclusion criteria. Most of the studies (n = 44, 90%) described the implementation of a modified version of TBL in which one or more TBL steps were missing, and one study had undefined protocol for the implementation. The most reported outcomes were knowledge acquisition (n = 38, 78%) and students' satisfaction or attitudes toward TBL (n = 34, 69%). Despite some differences in their results, the studies found that implementing TBL is associated with increased knowledge acquisition (n = 19, 39%), student engagement (n = 6, 12%), and student satisfaction (n = 31, 63%).
conclusionsMost of the studies reported positive results in students' satisfaction and students' engagement, whilst the results on knowledge acquisition and retention were more contradictory. In most of the studies, TBL was implemented in a modified form and diverse comparators were used. The methodological quality also varied. Thus, no unequivocal conclusions could be drawn regarding the value of implementing TBL in clinical disciplines. More studies with rigorous methodologies are needed in this field.
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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.