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Randomized, controlled study evaluating multi-disciplinary team-based learning (MDTBL) as optimal teaching paradigm

Runyi Tao1, Shan Gao1, Jinteng Feng1

  • 1Department of Thoracic Surgery, The First Affiliated Hospital of Xi'an Jiaotong University, Xi'an, Shaanxi, China.

BMC Medical Education
|January 8, 2026
PubMed
Summary

Multi-disciplinary team-based learning (MDTBL) significantly improved medical students' knowledge and skills in diagnosing pulmonary nodules compared to problem-based and lecture-based learning. MDTBL also enhanced student engagement and satisfaction.

Keywords:
Adult EducationMDTMDTBLMulti-disciplinary team-based learningTeaching method

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Area of Science:

  • Medical Education
  • Clinical Skills Training
  • Pulmonary Medicine

Background:

  • Comparing multi-disciplinary team-based learning (MDTBL), problem-based learning (PBL), and lecture-based learning (LBL) for medical students.
  • Assessing impact on learning outcomes and student experiences.

Purpose of the Study:

  • To compare the effectiveness of MDTBL, PBL, and LBL on medical students' learning outcomes and experiences.
  • To evaluate the acquisition of clinical diagnosis and evaluation skills for pulmonary nodules.

Main Methods:

  • A randomized controlled study involving 75 medical students with varying clinical experience.
  • Participants were assigned to MDTBL, PBL, or LBL groups for a clinical diagnosis course.
  • Identical theoretical assessments and learning progress scores were used; group discussions were allowed in MDTBL and PBL.

Main Results:

  • All groups improved in diagnosing pulmonary nodules, with MDTBL showing significantly higher gains in knowledge and case analysis (P<0.05).
  • Student engagement was highest in the MDTBL group (P<0.05).
  • MDTBL participants reported higher course engagement and enjoyment.

Conclusions:

  • Multi-disciplinary team-based learning (MDTBL) is an effective model for enhancing medical students' knowledge acquisition and clinical application skills.
  • MDTBL fosters collaborative skills and offers a valuable approach for future medical education and specialist training.