Faculty experience an initial workload increase with TBL but generally hold positive attitudes, while faculty development is limited¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Three of four reviews examining faculty workload reported an initial increase, offset over time by experience and familiarity. → Alizadeh Maryam 2024 q2 i? Only one review addressed facilitator training, reporting it was minimal and limited in duration and scope. → Alizadeh Maryam 2024 (2)

Evidence¶

Alizadeh Maryam 2024¶

Alizadeh Maryam, Masoomi Rasoul, Mafinejad Mahboobeh Khabaz, Parmelee Dean, Khalaf Rusul Jasim, Norouzi Ali. (2024). Team-based learning in health professions education: an umbrella review. BMC Medical Education. https://doi.org/10.1186/s12909-024-06147-x

q2 · i? · quant-synthesis · r2

Umbrella review synthesis: one study reported TBL required more time (12 h versus 5 h) than lecture; three studies reported positive educator attitudes toward the TBL class atmosphere.

"Out of these four reviews, three reported an increase in workload in the beginning [17, 19, 34]. However, these reviews also highlighted that with experience and familiarity, faculty members were able to optimize their workload related to TBL."

Alizadeh Maryam 2024 (2)¶

Alizadeh Maryam, Masoomi Rasoul, Mafinejad Mahboobeh Khabaz, Parmelee Dean, Khalaf Rusul Jasim, Norouzi Ali. (2024). Team-based learning in health professions education: an umbrella review. BMC Medical Education. https://doi.org/10.1186/s12909-024-06147-x

q2 · i? · quant-synthesis · r2

Umbrella review synthesis: only one review mentioned facilitator or educator training prior to implementing TBL, finding training "limited in duration and scope".

"This particular review reported that the training provided to facilitators was minimal, often limited to reading about the TBL method or attending a one-day workshop."

Discussion¶

Related Claims¶

• TBL is associated with higher satisfaction, positive attitudes and motivation versus lecture, but preferences are mixed — related
• Most studies report positive student satisfaction with TBL in clinical disciplines, but firm conclusions are limited by uncontrolled designs — related
• Non-technical skill outcomes of TBL are mixed, with positive findings for communication, decision-making, self-study and emotional intelligence — related