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Use of Established Guidelines When Reporting on Interprofessional Team-Based Learning in Health Professions Student
Annette W Burgess1, Deborah M McGregor2
1A.W. Burgess is associate professor, Medical Education, Sydney Medical School, Faculty of Medicine and Health, The University of Sydney, Sydney, New South Wales, Australia.
Summary
Team-based learning (TBL) is popular in health professions education. This review found variability in TBL implementation and challenges integrating interprofessional education (IPE) into TBL programs.
Area of Science:
- Health Professions Education
- Interprofessional Education
- Pedagogical Research
Background:
- Team-based learning (TBL) is increasingly adopted in health professions education.
- Its application in interprofessional contexts aims to enhance collaborative practice readiness.
Purpose of the Study:
- To systematically review the evidence on the extent, design, and practice of interprofessional TBL in health professions degree programs.
- To inform interprofessional education (IPE) educators and curriculum designers.
Main Methods:
- A systematic search of PubMed Central, CINAHL, Web of Science, and ERIC was conducted for articles published between January 2010 and June 2020.
- Included studies described TBL programs with students from multiple health professions.
- Data extraction focused on study characteristics and the seven core TBL design elements.
Main Results:
- Twelve articles met the inclusion criteria.
- Significant variability was observed in the application and reporting of TBL's core design elements.
- These variations highlighted challenges in implementing interprofessional TBL.
Conclusions:
- TBL's structured format is suitable for IPE.
- Challenges include student distribution, varied TBL experience, resource needs, timetabling, single-session limitations, case design, curriculum alignment, grading inequities, and limited peer review opportunities.
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