Implementation strategies of team-based learning in undergraduate medical curricula: a scoping review.

purposeTeam-Based Learning (TBL) has increasingly been recognized as an effective active learning strategy in medical education. However, integrating TBL as a core component of medical curricula, rather than as an adjunct to other educational strategies, remains inadequately explored. This scoping review seeks to map the current literature regarding: (1) how TBL has been integrated either as a curriculum-wide strategy or as a central, transversal component within undergraduate medical curricula, and (2) which human and material resources are required, and how they are used.

methodsWe conducted a scoping review and reported it in accordance with the PRISMA Extension for Scoping Reviews. Searches were run in Scopus, PubMed and Web of Science in June 2025 and updated in February 2026, using the terms (TBL OR "team-based learning") AND ("medical curricul*" OR "curricul*" OR "medical education" OR "medical school*" OR "Schools, Medical"[Mesh] OR "Education, Medical"[Mesh] OR "medical universit*" OR "school of medicine"). We also searched selected grey literature sources (OSF, Preprints.org and medRxiv) and performed reference tracking of included studies. We included original studies, regardless of design, that reported the implementation of TBL as a central, transversal instructional strategy within undergraduate medical curricula and provided information on implementation strategies and the use of human and material resources.

resultsOf 1678 records identified, seven studies met the inclusion criteria. Medical schools incorporated standardized TBL mostly during the preclinical years, as part of an integrated curriculum. Facilitators with basic science and clinical backgrounds were involved, which required a smaller number than other tutorial methods, such as Problem-Based Learning. Student assessment was conducted through tests included in the TBL methodology. Assessing TBL was primarily based on student questionnaires, with short-term follow-up data.

conclusionsTBL integration into medical curricula requires careful curriculum planning, faculty training, and appropriate infrastructure, and can reduce the number of facilitators required compared with other small‑group methods. However, only seven heterogeneous studies met our inclusion criteria, indicating that the current evidence base on curriculum‑wide TBL implementation is very limited. The studies reviewed offer preliminary models for implementation, but further research is required to evaluate long‑term educational and programmatic outcomes.