Most studies report positive student satisfaction with TBL in clinical disciplines, but firm conclusions are limited by uncontrolled designs¶
Claim · All claims
Evidence · 1 study · reviewr3·q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Thirty-one of 34 studies reporting satisfaction found positive attitudes toward TBL or high satisfaction. → Sterpu Irene 2024
q2 i? More than half of the satisfaction studies had no comparator, and three studies showed no difference or lower satisfaction with TBL. → 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's synthesis of the satisfaction outcome (34 studies, 21 with comparators, 13 without) reports positive self-reported attitudes in 31 studies; the authors state it is difficult to draw firm conclusions because of the uncontrolled designs and three contrasting studies.
"Thirty-one of the studies reported that students had positive attitudes toward TBL and a high level of satisfaction with the TBL sessions or that TBL facilitated deeper learning, was better at fulfilling learning objectives, or was a valuable experience according to students’ self-reporting."
Discussion¶
Related Claims¶
- All studies measuring student engagement reported higher engagement when TBL was used in clinical disciplines — related
- TBL is associated with higher satisfaction, positive attitudes and motivation versus lecture, but preferences are mixed — related
- TBL in clinical disciplines is associated with increased knowledge acquisition in many studies, but findings on long-term knowledge retention are contradictory — related
- Faculty experience an initial workload increase with TBL but generally hold positive attitudes, while faculty development is limited — related
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