TBL shows favorable outcomes for clinical performance, skills and learner engagement¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2–r3 · 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? All four reviews reporting performance scores consistently reported higher clinical performance skills, skill scores, practice ability, and transfer of learning in favor of TBL. → Alizadeh Maryam 2024 q2 i? Five of seven reviews reporting engagement found higher engagement in TBL compared with lecture; learner-to-learner engagement was the most prevalent pattern. → 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: four of 23 reviews (17.39%) included performance scores, all favoring TBL. The article links this to TBL's emphasis on the application phase.

"All four reviews consistently reported higher clinical performance skills [28], skill scores [30], practice ability [31], and transfer of learning in real-world work environments [17] in favor of TBL."

Alizadeh Maryam 2024 (2)¶

q2 · i? · quant-synthesis · r3

Umbrella review synthesis: engagement was reported in 7 of 23 reviews; one review identified three engagement types with learner-to-learner engagement most prevalent in TBL sessions.

"Among these, 71.42% (5 out of 7) reported higher engagement in TBL compared with lecture [19, 28, 29, 36, 37]."

Discussion¶

All studies measuring student engagement reported higher engagement when TBL was used in clinical disciplines — a narrower finding that bears on this claim
TBL is associated with higher practical skill scores than LBL in Chinese neurology education (SMD = 1.72) — a narrower finding that bears on this claim
Student-centered innovative strategies (PBL, EBL, simulation, TBL, blended and online learning) showed positive effects in pharmaceutical care learning — a broader claim this one bears on
TBL is associated with higher theoretical knowledge scores than LBL in Chinese neurology education (SMD = 1.16) — a narrower finding that bears on this claim
TBL outperforms lecture-based learning on short-term cognitive outcomes such as theoretical exam performance — related

Page metadata

Field	Value
`status`	`review`
`generated`	by `process:wiki-ingest` on `2026-10-31`
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