TBL in medical ethics education improves knowledge retention compared to lectures¶
Claim · All claims
Evidence · 1 study · reviewr2·q3
Currency · newest study 2025 · checked against its sources 2026-10-31 (automated, 1 of 1 entry) · 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.
q3 i? TBL groups outperformed lecture groups in long-term knowledge retention of medical ethics content. → Alizadeh Maryam 2025
Evidence¶
Alizadeh Maryam 2025¶
Alizadeh Maryam, Bahrami Shirin, Saeedi Zeinabe, Khaninezhad Loghman. (2025). Outcomes of team based learning in teaching medical ethics: a systematic review. BMC Medical Ethics. https://doi.org/10.1186/s12910-025-01329-8
q3 · i? · review · r2
Ozgonul (2017) compared TBL and lecture-based instruction in a medical ethics clerkship and reported that "TBL groups outperformed lecture groups in follow-up exams at 1 year (8.38/10 vs. 7.13/10) and 2 years (8.16/10 vs. 6.62/10, p < 0.001), indicating superior retention". No standardized effect size was printed for this finding.
"TBL groups outperformed lecture groups in follow-up exams at 1 year (8.38/10 vs. 7.13/10) and 2 years (8.16/10 vs. 6.62/10, p < 0.001), indicating superior retention"
Discussion¶
Related Claims¶
- TBL improves ethical reasoning and moral sensitivity — related
- TBL increases student satisfaction and engagement in ethics education — related
- TBL improves team readiness assurance test scores compared to individual tests — related
- Students in TBL groups report higher satisfaction than students in LBL groups — related
- Two controlled studies found significantly higher examination scores and satisfaction in TBL groups compared with traditional lecture-based instruction — related
- In a randomised trial of 80 first-year postgraduate oncology trainees, CBL produced significantly higher examination scores and satisfaction than traditional lecture-based learning, though confidence intervals crossed the null for examination results — related
- 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
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