SynthesisBMC medical education2025
Team based learning pedagogy enhances the education quality: a systematic review and meta-analysis.
Synthesis in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 15 papers, 1 of them a synthesis that pooled it.
What it found
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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
15 citing papers in PubMed, 1 synthesis or guideline pooled it.
- TBL alone or combined with other teaching methods for neurology education in China: a meta-analysis of randomized controlled trials.BMC medical education · 2026Pooled it
- Article
- Transforming Clinical Skills Training: Integrating OSCE into Team-Based Learning for teaching undergraduate medical students.Pakistan journal of medical sciences · 2026Article
- SPARK: making ethical and societal tensions explicit in AI-supported precision medicine education.BMC medical ethics · 2026Article
- Enhancing rational prescribing skills in pharmacy students: a blended learning model of flipped classroom and think-pair-share for cardiovascular pharmacology.BMC medical education · 2026Article
- Convergent thinking, divergent thinking, and openness to experience as predictors of academic success among high-achieving and typical-achieving medical students.BMC medical education · 2026Article
- Flipped classroom integrated with team-based learning enhances surgical skills in ophthalmology residency training: a randomized controlled trial.Frontiers in medicine · 2026Article
- Enhancing Learning and Connection in Medical Illustration Student Exchanges through Team-Based Activities, a Design Sprint Approach.The Journal of biocommunication · 2026Article
- Using an Analog Multifunctional Model to Develop Cognitive Skills in Dental Implants.International journal of dentistry · 2026Article
- Efficacy of an integrated case-based learning and team-based learning model within the subjective, objective, assessment, and plan framework in physical therapy education.Frontiers in medicine · 2026Article
- Effect of case-based learning biochemistry among first-year medical students.Bioinformation · 2026Article
- Teaching Python with team-based learning: using cloud-based notebooks for interactive coding education.FEBS open bio · 2025Article
- Understanding how medical students learn in the era of artificial intelligence: a mixed methods study.BMC medical education · 2025Article
- The moderating effect of team-based learning participation frequency on the relationship between medical students' perception of systematic team-based learning class management and active class participation.Korean journal of medical education · 2025Article
- Continuous Flipped Classroom in Anesthesiology: Enhancing Learning Outcomes and Anesthesiology Major Selection in Eight-Year Program Students.Advances in medical education and practice · 2025Article
Corrections and comments
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Authors and funding
4 authors.
Funding
Abstract
backgroundIn medical education, Lecture Based Learning (LBL) is the most common way of disseminating information. Team Based Learning (TBL), a new teaching method, is a teacher-guided method that employs teams in a class, showing suitability for medical education. Two teaching methods represent distinct educational approaches, each with its own set of advantages and limitations. In this study, we performed a systemic review on the efficacy of TBL pedagogy in medical education.
methodsMEDLINE, EMBASE, the Cochrane Library, and Web of Science database were searched through July 2022. Standard mean difference (SMD) and 95% confidence intervals (CIs) were calculated.
resultsThe analysis included 33 studies. Our analysis revealed that students utilizing the TBL method exhibited significantly higher pre-( SMD = 0.51, 95%CI 0.11 to 0.92) /post-test (SMD = 0.96, 95%CI 0.70 to 1.22) scores than students with LBL. Students in TBL classes had better development of scores, retention (SMD = 1.03, 95%CI 0.38 to 1.69), engagement (SMD = 2.26, 95%CI 0.23 to 4.29) and higher satisfactory rate (SMD = 1.08, 95%CI 0.87 to 1.29). However, students required more time to independently complete reading materials and preparatory tasks.
conclusionOur study indicates the gratifying effectiveness of TBL application in medical education. TBL pedagogy is compatible with the present medical education and should be generalized in more classrooms.
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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.