Related Experiment Video
Updated: May 2, 2026
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
Applying established guidelines to team-based learning programs in medical schools: a systematic review
Annette W Burgess1, Deborah M McGregor, Craig M Mellis
1Dr. Burgess is executive officer, Central Clinical School, Faculty of Medicine, University of Sydney, Sydney, New South Wales, Australia. Ms. McGregor is research project officer, Workforce Education and Development Group, Faculty of Medicine, University of Sydney, Sydney, New South Wales, Australia. Professor Mellis is professor of medicine and associate dean, Central Clinical School, Faculty of Medicine, University of Sydney, Sydney, New South Wales, Australia.
Purpose:
Team-based learning (TBL), a structured form of small-group learning, has gained popularity in medical education in recent years. A growing number of medical schools have adopted TBL in a variety of combinations and permutations across a diversity of settings, learners, and content areas. The authors conducted this systematic review to establish the extent, design, and practice of TBL programs within medical schools to inform curriculum planners and education designers.
Method:
The authors searched the MEDLINE, PubMed, Web of Knowledge, and ERIC databases for articles on TBL in undergraduate medical education published between 2002 and 2012. They selected and reviewed articles that included original research on TBL programs and assessed the articles according to the seven core TBL design elements (team formation, readiness assurance, immediate feedback, sequencing of in-class problem solving, the four S's [significant problem, same problem, specific choice, and simultaneous reporting], incentive structure, and peer review) described in established guidelines.
Results:
The authors identified 20 articles that satisfied the inclusion criteria. They found significant variability across the articles in terms of the application of the seven core design elements and the depth with which they were described. The majority of the articles, however, reported that TBL provided a positive learning experience for students.
Conclusions:
In the future, faculty should adhere to a standardized TBL framework to better understand the impact and relative merits of each feature of their program.
Related Concept Videos
01:18The Scientific Method in Nursing Process
When using research findings to change practice, one must understand the process used to guide a study. The scientific method is a systematic, step-by-step process that supports the data's validity, reliability, and generalizability. As a result, findings can be...
01:15Methods of Documentation VI: Case Management Model
For example, a patient with a chronic...
01:20Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
01:18Interdisciplinary Care: The Health Care Team-II
Physical Therapist
A physical therapist (PT) aims to restore function or prevent additional impairment in a patient following an injury or disease. Massage, heat, cold, water, sonar waves, exercises, and electrical stimulation are some treatments used by PTs to treat...
01:21Interdisciplinary Care: The Health Care Team-I
Physicians
The physician's primary responsibility is to diagnose illness and direct the medical or surgical treatment of the condition. The authority to admit patients to a healthcare agency or institution and practice care within that setting is granted to physicians by the healthcare agency or institution...
01:15Nursing Implementation
The five steps to implementing effective nursing care include reassessing the patient, reviewing and revising the existing nursing care plan, organizing the resources and care delivery, anticipating and preventing complications, and implementing nursing interventions.