TBL students show significantly higher knowledge retention than LBL students¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Mean knowledge retention test scores were significantly higher in the TBL group than in the LBL group (SMD = 1.03). → Xie Zhi-Bo 2025

Evidence¶

Xie Zhi-Bo 2025¶

Xie Zhi-Bo, Cheng Xin-Yu, Li Xiao-Yan, Zhang Yi-Fan. (2025). Team based learning pedagogy enhances the education quality: a systematic review and meta-analysis. BMC Medical Education. https://doi.org/10.1186/s12909-025-07175-x

q3 · i2 · quant-synthesis · r2

Pooled analysis of four studies measuring knowledge retention, defined as the process by which information is stored and later retrieved from memory. The analysis found retention scores "significantly higher in the TBL group than in the LBL group".

"Four studies [13, 25-27] indicated that the mean test scores of knowledge retention (the process by which information is stored, and later retrieved from memory) were significantly higher in the TBL group than in the LBL group (SMD = 1.03, 95%CI 0.38 to 1.69, I2 = 86.7%, random-effects model)"

Discussion¶

Related Claims¶

• TBL students show significantly higher classroom engagement than LBL students — related
• TBL students achieve significantly higher pre-test scores than LBL students after team-based preparation — related
• TBL alone and TBL combined with other methods both outperform LBL, with no significant difference between the two TBL formats — related
• TBL is associated with higher theoretical knowledge scores than LBL in Chinese neurology education (SMD = 1.16) — related
• TBL students achieve significantly higher post-test final scores than LBL students in medical education — related
• Multiple new teaching methods (PBL + CBL, CBL + WeChat, TBL, PBL, PBL + EBM, CBL) each significantly outperform LBL on theoretical scores — related