Team based learning pedagogy enhances the education quality: a systematic review and meta-analysis
Abstract Background In medical education, Lecture Based Learning (LBL) is the most common way of disseminating information. Team Based Learning (TBL), a new teaching method, is a teacher-guided method that employs teams in a class, showing suitability for medical education. Two teaching methods repr...
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| Format: | Article |
| Language: | English |
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BMC
2025-04-01
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| Series: | BMC Medical Education |
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| Online Access: | https://doi.org/10.1186/s12909-025-07175-x |
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| author | Zhi-Bo Xie Xin-Yu Cheng Xiao-Yan Li Yi-Fan Zhang |
| author_facet | Zhi-Bo Xie Xin-Yu Cheng Xiao-Yan Li Yi-Fan Zhang |
| author_sort | Zhi-Bo Xie |
| collection | DOAJ |
| description | Abstract Background In medical education, Lecture Based Learning (LBL) is the most common way of disseminating information. Team Based Learning (TBL), a new teaching method, is a teacher-guided method that employs teams in a class, showing suitability for medical education. Two teaching methods represent distinct educational approaches, each with its own set of advantages and limitations. In this study, we performed a systemic review on the efficacy of TBL pedagogy in medical education. Methods MEDLINE, EMBASE, the Cochrane Library, and Web of Science database were searched through July 2022. Standard mean difference (SMD) and 95% confidence intervals (CIs) were calculated. Results The analysis included 33 studies. Our analysis revealed that students utilizing the TBL method exhibited significantly higher pre-( SMD = 0.51, 95%CI 0.11 to 0.92) /post-test (SMD = 0.96, 95%CI 0.70 to 1.22) scores than students with LBL. Students in TBL classes had better development of scores, retention (SMD = 1.03, 95%CI 0.38 to 1.69), engagement (SMD = 2.26, 95%CI 0.23 to 4.29) and higher satisfactory rate (SMD = 1.08, 95%CI 0.87 to 1.29). However, students required more time to independently complete reading materials and preparatory tasks. Conclusion Our study indicates the gratifying effectiveness of TBL application in medical education. TBL pedagogy is compatible with the present medical education and should be generalized in more classrooms. |
| format | Article |
| id | doaj-art-94f0ec2db3484d52b5ffa49afa35f039 |
| institution | DOAJ |
| issn | 1472-6920 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-94f0ec2db3484d52b5ffa49afa35f0392025-08-20T03:15:12ZengBMCBMC Medical Education1472-69202025-04-0125111310.1186/s12909-025-07175-xTeam based learning pedagogy enhances the education quality: a systematic review and meta-analysisZhi-Bo Xie0Xin-Yu Cheng1Xiao-Yan Li2Yi-Fan Zhang3Department of Otorhinolaryngology Head and Neck Surgery, Shanghai Children’s Hospital, School of Medicine, Shanghai Jiao Tong UniversityDepartment of Anesthesiology, Shanghai Tongji Hospital, Tongji University School of MedicineDepartment of Otorhinolaryngology Head and Neck Surgery, Shanghai Children’s Hospital, School of Medicine, Shanghai Jiao Tong UniversityDepartment of Plastic & Reconstructive Surgery, Shanghai Ninth People’s Hospital, School of Medicine, Shanghai Jiao Tong UniversityAbstract Background In medical education, Lecture Based Learning (LBL) is the most common way of disseminating information. Team Based Learning (TBL), a new teaching method, is a teacher-guided method that employs teams in a class, showing suitability for medical education. Two teaching methods represent distinct educational approaches, each with its own set of advantages and limitations. In this study, we performed a systemic review on the efficacy of TBL pedagogy in medical education. Methods MEDLINE, EMBASE, the Cochrane Library, and Web of Science database were searched through July 2022. Standard mean difference (SMD) and 95% confidence intervals (CIs) were calculated. Results The analysis included 33 studies. Our analysis revealed that students utilizing the TBL method exhibited significantly higher pre-( SMD = 0.51, 95%CI 0.11 to 0.92) /post-test (SMD = 0.96, 95%CI 0.70 to 1.22) scores than students with LBL. Students in TBL classes had better development of scores, retention (SMD = 1.03, 95%CI 0.38 to 1.69), engagement (SMD = 2.26, 95%CI 0.23 to 4.29) and higher satisfactory rate (SMD = 1.08, 95%CI 0.87 to 1.29). However, students required more time to independently complete reading materials and preparatory tasks. Conclusion Our study indicates the gratifying effectiveness of TBL application in medical education. TBL pedagogy is compatible with the present medical education and should be generalized in more classrooms.https://doi.org/10.1186/s12909-025-07175-xLecture based learningTeam based learningMeta-analysisMedical education |
| spellingShingle | Zhi-Bo Xie Xin-Yu Cheng Xiao-Yan Li Yi-Fan Zhang Team based learning pedagogy enhances the education quality: a systematic review and meta-analysis BMC Medical Education Lecture based learning Team based learning Meta-analysis Medical education |
| title | Team based learning pedagogy enhances the education quality: a systematic review and meta-analysis |
| title_full | Team based learning pedagogy enhances the education quality: a systematic review and meta-analysis |
| title_fullStr | Team based learning pedagogy enhances the education quality: a systematic review and meta-analysis |
| title_full_unstemmed | Team based learning pedagogy enhances the education quality: a systematic review and meta-analysis |
| title_short | Team based learning pedagogy enhances the education quality: a systematic review and meta-analysis |
| title_sort | team based learning pedagogy enhances the education quality a systematic review and meta analysis |
| topic | Lecture based learning Team based learning Meta-analysis Medical education |
| url | https://doi.org/10.1186/s12909-025-07175-x |
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