Most implementations of TBL in clinical disciplines are modified versions missing one or more TBL steps, with the peer-review step most often omitted¶

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? Of 49 included studies, 44 (90%) implemented a modified version of TBL with one or more steps missing, and only four implemented the full concept. → Sterpu Irene 2024 q2 i? The peer-review step was missing or not described in 39 of the 49 studies. → 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

Scoping review of 49 peer-reviewed studies on TBL in clinical disciplines; the review's descriptive synthesis reports that "one or more TBL steps were missing" in 44 of 49 studies, with only four describing full-concept TBL.

"Most of the studies (n = 44, 90%) described the implementation of a modified version of TBL in which one or more TBL steps were missing, and one study had undefined protocol for the implementation."

Discussion¶

Related Claims¶

• Student perceptions of pre-clinical TBL are generally favourable, but peer feedback is sometimes met with hesitation — related
• TBL remains largely supplementary in pre-clinical medical education, with only a few institutions using it as the primary teaching method — related
• TBL in clinical disciplines is associated with increased knowledge acquisition in many studies, but findings on long-term knowledge retention are contradictory — related
• Individual readiness assurance tests (i-RATs) in pre-clinical TBL are almost universally MCQ-based, mostly closed-book, typically 5 to 30 items lasting 10 to 30 minutes — related