SynthesisBMC medical education2024
Comparing the effects of team-based and problem-based learning strategies in medical education: a systematic review.
Synthesis 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 19 papers, 2 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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
19 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Innovative Didactic Learning Formats: Have They Improved Dental Education? A Systematic Review and Meta-Analysis.International endodontic journal · 2026Pooled it
- Is the use of standardized patients more effective than role-playing in medical education? A meta-analysis.Frontiers in medicine · 2025Pooled it
- Mechanism of an integrated PBL-KAP-AI spiral health education model for breast cancer patients.Frontiers in public health · 2025Trial
- Using interactive learning activities to predict learning outcomes in medical education: a mixed-methods study.BMC medical education · 2026Article
- Use of case-based, problem-based and team-based learning in public health education - a scoping review.BMJ open · 2026Article
- Does medical students' perception of team-based learning have an impact on achieving planned learning outcomes?BMC medical education · 2026Article
- Comparison of progress test performance between PBL and TBL curricula.Journal of Taibah University Medical Sciences · 2026Article
- The Current State of Global Scientific Production on Problem-based Learning in Medical Education: A Bibliometric Analysis.Annals of African medicine · 2026Article
- Application of problem-based learning in EBERs-ISH theoretical and practical teaching.BMC medical education · 2026Article
- Team-based learning in clinical pharmacology: a 5-year journey to a new course and increased students' self-confidence.BMC medical education · 2026Article
- Peer-assisted learning combined with problem-based learning enhances clinical reasoning and knowledge application among medical students.BMC medical education · 2026Article
- Effect of case-based learning biochemistry among first-year medical students.Bioinformation · 2026Article
- Application effect and teaching evaluation of case-based learning combined with ChatGPT in ophthalmology clinical teaching.Frontiers in medicine · 2026Article
- Evaluating the Effectiveness of an Integrated PBL-CBL-TBL Teaching Model in Postgraduate Clinical Training.Advances in medical education and practice · 2026Article
- Review
- Simplified ABO-OGS orientation improves training of orthodontic bracket positioning for undergraduate dental students.BMC medical education · 2025Article
- Integrating problem-based and team-based learning: A hybrid approach for advancing medical education pedagogy.Journal of Taibah University Medical Sciences · 2025Article
- Efficacy of Flipped Classroom and Didactic Lecture Approaches in Undergraduate Respiratory Medicine Education.Journal of pharmacy & bioallied sciences · 2024Article
- Adapting to Gen Z: Innovative educational strategies in medical education.Journal of Taibah University Medical Sciences · 2024Article
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.
Funding
Abstract
backgroundRecently, there has been a concerted effort within medical schools to depart from conventional lecture-based learning approaches to alternative teaching methods such as team-based learning (TBL) and problem-based learning (PBL), with the aim of enhancing both student engagement and instructional efficacy. Despite this shift, a comprehensive review that directly compares the impacts of PBL and TBL methods in medical education is lacking. This study seeks to address this gap by conducting a meta-analysis that compares the effects of TBL and PBL in the context of medical education.
methodsStudies from Embase, PubMed, Web of Science, China National Knowledge Infrastructure, and Chinese Wanfang Database were searched, from inception to July 11, 2023. A meta-analysis was performed using Stata 14.0, and a total of 10 studies (including 752 participants) were included. The standardized mean difference (SMD) was used to estimate pooled effects. Heterogeneity was detected using the I2 statistic and further explored using meta-regression analysis.
resultsCompared with PBL, TBL significantly increased the number of theoretical tests (SMD = 0.37, 95% CI: 0.02-0.73). Additionally, TBL greatly improved teamwork skills compared with PBL. However, there were no significant differences between the TBL and PBL groups concerning practical skill scores, learning interest, or understanding skills.
conclusionTBL in the theoretical aspects of medical education appears to be more effective than PBL in improving theoretical test scores and teamwork skills, providing evidence for the implementation of TBL in medical education.
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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.