ReviewJournal of medical education and curricular development
Implementing Team-Based Learning in Basic Sciences Education in Pakistan: A Contextual Rationale for Low-Resource Settings.
Review in Journal of medical education and curricular development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Objective: The education of basic sciences in Pakistan encounters various problems, such as large classroom sizes, insufficient faculty, and a lack of institutional resources. These limitations have fostered a dependence on passive, lecture-centric pedagogies, leading to diminished student engagement and critical analysis. Similar tendencies are observed worldwide in resource-limited higher education settings. Therefore, this study aims to investigate the justification and feasibility of implementing team-based learning (TBL) in basic sciences education in Pakistan, utilising global literature to evaluate its adaptability, relevance, and efficacy in similar educational contexts. Methods: A literature-based methodology was utilised, referencing 29 peer-reviewed publications from databases such as MEDLINE, PubMed, ERIC, Scopus, and Web of Science. Studies were chosen with a modified PEOT (Population, Exposure, Outcome, Type of study) framework and subjected to thematic analysis. The Confidence in the Evidence from Reviews of Qualitative Research (CERQual) and the Kirkpatrick New World Model (KNWM) were employed to assess confidence in findings and educational effects. Results: Two analytical themes emerged: (1) TBL as a facilitator of active and collaborative learning, and (2) its function in augmenting critical thinking and knowledge application. High confidence substantiated TBL's efficacy in enhancing engagement, collaboration, and profound learning. Moderate confidence was attributed to themes related to implementation issues in resource-limited environments. Conclusion: TBL offers a feasible educational solution for tackling systemic difficulties in Pakistan. Through adequate faculty training, curricular alignment, and gradual implementation, TBL can markedly improve the quality and efficacy of basic sciences education in the country.
Indexed as
Identifiers
What OpenQuestion holds
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.