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Area of Science:

  • Medical Education
  • Educational Psychology
  • Curriculum Design

Background:

  • Team-based learning (TBL) is a structured small-group learning strategy gaining traction in medical education.
  • Numerous medical schools are implementing TBL across diverse settings and content areas.
  • Understanding the current landscape of TBL adoption is crucial for curriculum development.

Purpose of the Study:

  • To systematically review the extent, design, and practice of TBL programs in medical schools.
  • To provide insights for curriculum planners and education designers regarding TBL implementation.
  • To identify commonalities and variations in TBL application.

Main Methods:

  • A systematic literature search was conducted in major databases (MEDLINE, PubMed, Web of Knowledge, ERIC) from 2002 to 2012.
  • Articles reporting original research on TBL in undergraduate medical education were selected.
  • Studies were assessed based on seven core TBL design elements.

Main Results:

  • Twenty articles met the inclusion criteria for the review.
  • Significant variability was observed in the application and description of the seven core TBL design elements.
  • The majority of studies reported positive student learning experiences with TBL.

Conclusions:

  • Adherence to a standardized TBL framework is recommended for future faculty.
  • This standardization will facilitate a clearer understanding of the impact and benefits of specific TBL features.
  • Further research should focus on evaluating the relative merits of different TBL components.