Implementing Team-Based Learning in Basic Sciences Education in Pakistan: A Contextual Rationale for Low-Resource...

Area of Science:

• Medical Education
• Educational Technology

Background:

• Basic sciences education in Pakistan faces challenges like large class sizes and resource limitations.
• These issues promote passive learning, reducing student engagement and critical analysis.
• Similar challenges exist globally in resource-limited higher education.

Purpose of the Study:

• To investigate the justification and feasibility of implementing team-based learning (TBL) in Pakistan's basic sciences education.
• To evaluate TBL's adaptability, relevance, and efficacy in resource-limited educational contexts using global literature.

Main Methods:

• A literature-based methodology was used, analyzing 29 peer-reviewed publications.
• Studies were selected using a modified PEOT framework and subjected to thematic analysis.
• Confidence in findings and educational effects was assessed using CERQual and KNWM.

Main Results:

• TBL facilitates active, collaborative learning and enhances critical thinking and knowledge application.
• High confidence supports TBL's effectiveness in boosting engagement, collaboration, and deep learning.
• Moderate confidence was found regarding TBL implementation in resource-limited settings.

Conclusions:

• Team-based learning presents a viable educational strategy to address systemic issues in Pakistan.
• Adequate faculty training, curriculum integration, and phased implementation are key to TBL success.
• TBL can significantly enhance the quality and effectiveness of basic sciences education in Pakistan.