TBL in clinical disciplines is associated with increased knowledge acquisition in many studies, but findings on long-term knowledge retention are contradictory¶

Claim · All claims
Evidence · 1 study (2 entries) · review r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Twenty-three of the included studies reported higher exam grades, knowledge-test scores, or board scores for students who participated in TBL. → Sterpu Irene 2024 q2 i? At least two studies found no difference in long-term knowledge retention between TBL and non-TBL groups. → Sterpu Irene 2024 (2)

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's synthesis of the knowledge-acquisition outcome (reported in 38 of 49 studies) counts 23 studies in which TBL participants had "higher final exam grades, mean scores on knowledge tests, or board exam scores"; assessment methods varied across studies.

"Twenty-three studies reported that students who participated in TBL had either higher final exam grades, mean scores on knowledge tests, or board exam scores."

Sterpu Irene 2024 (2)¶

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, citing Langer et al. and Krase et al., no difference in long-term knowledge retention versus non-TBL groups; the authors call this finding quite surprising given TBL's application exercises. No effect sizes are printed.

"While most of the studies showed that knowledge increased after undertaking a TBL module, Langer et al. [53] and Krase et al. [31] found that there was no difference in long-term knowledge retention."

Discussion¶

Learner Variables¶

• Long-Term Memory — outcome: instruction changes it

Related Claims¶

• Most implementations of TBL in clinical disciplines are modified versions missing one or more TBL steps, with the peer-review step most often omitted — related
• TBL in medical ethics education improves knowledge retention compared to lectures — related
• The long-term impact of simulation-based learning on knowledge retention and clinical practice remains uncertain — related
• All studies measuring student engagement reported higher engagement when TBL was used in clinical disciplines — related
• Most studies report positive student satisfaction with TBL in clinical disciplines, but firm conclusions are limited by uncontrolled designs — related
• Evidence on TBL's long-term knowledge retention is mixed — possibly the same claim (merge candidate)