Effects of TBL on clinical decision-making and clinical reasoning are mixed across studies and seminar topics¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In one study, an intervention group receiving supplementary TBL performed significantly better than controls on a key-feature problem examination of clinical decision-making. → Sterpu Irene 2024

Evidence¶

Sterpu Irene 2024¶

Sterpu Irene, Herling Lotta, Nordquist Jonas, Rotgans Jerome, Acharya Ganesh. (2024). Team-based learning (TBL) in clinical disciplines for undergraduate medical students—a scoping review. BMC Medical Education. https://doi.org/10.1186/s12909-023-04975-x

q2 · i? · review · r3

The review reports Ong et al.'s use of a validated Script Concordance Test for neurological clinical reasoning: TBL participants scored significantly higher than interactive-lecture participants in one seminar but scored similarly in another, a within-study non-replication. No effect sizes are printed.

"In a neuroanatomical localization seminar, the SCT scores of TBL participants were significantly higher than those who participated in interactive lectures. In neurological emergencies seminar, the SCT scores of TBL participants were similar to those of participants who attended interactive lectures."

Discussion¶

Related Claims¶

• Non-technical skill outcomes of TBL are mixed, with positive findings for communication, decision-making, self-study and emotional intelligence — related
• Blended teaching (TBL plus feedback and reflection) outperformed traditional bedside teaching on clinical reasoning performance — related
• Multiple-choice question scores may not fully represent medical students' overall performance — related