Two controlled studies found significantly higher examination scores and satisfaction in TBL groups compared with traditional lecture-based instruction¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Mohebi et al and Rajati et al both found significantly higher examination scores and satisfaction in TBL groups compared with traditional lecture-based instruction (p<0.001 and p<0.021 respectively). → Mansoor Javeria 2026

Evidence¶

Mansoor Javeria 2026¶

Mansoor Javeria, Abdul Hameed Ameerali, Zaidi Tahani Waqar, Naeem Farhat Ul Ain, Mansoor Faareah, Bilal Muhammad, Kadir M Masood. (2026). Use of case-based, problem-based and team-based learning in public health education – a scoping review. BMJ Open. https://doi.org/10.1136/bmjopen-2025-108317

q2 · i? · review · r2

The review attributes this to two quasi-experimental studies it includes (Mohebi et al; Rajati et al), reporting significance values only; no effect sizes are printed, so no magnitude is asserted. The review reports, citing these studies, that TBL outperformed lecture.

"Mohebi et al and Rajati et al both found significantly higher examination scores and satisfaction in TBL groups compared with traditional lecture-based instruction (p<0.001 and p<0.021 respectively)."

Discussion¶

Related Claims¶

• Student preference for CBL, PBL or TBL over traditional teaching was reported in 15 of 22 studies (68.1%), but only two studies used a controlled comparison with lecture — related
• Students in TBL groups report higher satisfaction than students in LBL groups — possibly the same claim (merge candidate)
• TBL in medical ethics education improves knowledge retention compared to lectures — related
• TBL increases student satisfaction and engagement in ethics education — related
• Team-based learning showed significantly higher performance than traditional learning in one included study — related