Student perceptions of pre-clinical TBL are generally favourable, but peer feedback is sometimes met with hesitation¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Of 37 studies, 19 included qualitative insights; student perceptions emphasised enhanced engagement, collaboration, and critical thinking, with recurring themes of increased confidence, motivation, and appreciation for peer learning. → Ahmad-Naik Danish 2026 q2 i? Students had difficulty offering constructive criticism, indicating a need for more training in delivering professional feedback. → Ahmad-Naik Danish 2026 (2)

Evidence¶

Ahmad-Naik Danish 2026¶

Ahmad-Naik Danish, Webb Alexandra, Namboothiri Vaishnavi Krishnan, Valter Krisztina. (2026). The practices and strategies for implementing team-based learning in pre-clinical medical education: a systematic review. BMC Medical Education. https://doi.org/10.1186/s12909-026-08713-x

q2 · i? · review · r2

Narrative synthesis of qualitative outcomes from 19 of the 37 included studies; recurring themes included "increased confidence, motivation, and appreciation for peer learning".

"Of 37 studies, 19 included qualitative insights on student outcomes related to TBL participation. Studies on student perceptions of TBL were generally favourable, emphasising enhanced engagement, collaboration, and critical thinking."

Ahmad-Naik Danish 2026 (2)¶

Ahmad-Naik Danish, Webb Alexandra, Namboothiri Vaishnavi Krishnan, Valter Krisztina. (2026). The practices and strategies for implementing team-based learning in pre-clinical medical education: a systematic review. BMC Medical Education. https://doi.org/10.1186/s12909-026-08713-x

q2 · i? · review · r2

The review attributes peer-feedback hesitation to Burgess et al. and Lerchenfeldt et al., reporting students' "difficulty in offering constructive criticism" and a need for training in professional feedback.

"Studies by Burgess et al. [15] and Lerchenfeldt et al. [20] have highlighted students’ difficulty in offering constructive criticism, indicating a need for more training in delivering professional feedback."

Discussion¶

Related Claims¶

• TBL remains largely supplementary in pre-clinical medical education, with only a few institutions using it as the primary teaching method — related
• Pre-clinical TBL research is dominated by first-year, in-person implementations, with most studies using classical rather than modified TBL — related
• Reporting of the 4S framework in application design and of peer evaluation is limited: only 3 of 37 studies used 4S principles and about one-third reported peer evaluation — related
• Students perceived peer group feedback as contextually rich but sometimes subjective, and ChatGPT-4o feedback as more objective and well structured but occasionally lacking contextual sensitivity — related
• Most implementations of TBL in clinical disciplines are modified versions missing one or more TBL steps, with the peer-review step most often omitted — related