Evidence on TBL's long-term knowledge retention is mixed¶

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

Subclaims¶

q2 i? Of four reviews reporting long-term retention, two found no significant difference or advantage, one reported mixed results, and one reported knowledge retained for several months. → Alizadeh Maryam 2024

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 reviews (17.39%) reported long-term retention; results were mixed, with one review reporting "knowledge obtained through TBL was retained for several months". No effect sizes printed.

"The results of these studies were mixed. Two out of the four reviews (50%) reported no significant difference or advantage in long-term retention of knowledge [19, 28]."

Discussion¶

Learner Variables¶

• Long-Term Memory — outcome: instruction changes it

Related Claims¶

• TBL in clinical disciplines is associated with increased knowledge acquisition in many studies, but findings on long-term knowledge retention are contradictory — possibly the same claim (merge candidate)
• Group testing shows advantages in some studies but mixed results overall for long-term retention and transfer — related
• TBL in medical ethics education improves knowledge retention compared to lectures — reports the opposite