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Exploring equity and inclusion in team-based learning: A critical pedagogy perspective.
Shafeena Anas1, Joanne Selway2, Pauldy Otermans3
1Brunel Medical School, College of Health, Medicine and Life Sciences, Brunel University of London, Uxbridge, UK.
Medical Teacher
|April 1, 2026
Summary
Team-Based Learning (TBL) fosters collaboration but requires intentional design to ensure cultural inclusivity and address participation barriers for international medical students. Educators must facilitate critical dialogue and equity for truly emancipatory learning.
Area of Science:
- Medical Education
- Critical Pedagogy
- Cultural Responsiveness
Background:
- Team-Based Learning (TBL) is a common medical education strategy promoting active engagement.
- Its structured format prompts investigation into power dynamics, student voice, and cultural inclusion.
- Critical pedagogy offers a lens to analyze these student experiences.
Purpose of the Study:
- To explore international medical students' experiences with inclusion, participation, and cultural responsiveness in a TBL curriculum.
- To analyze the negotiation of power, voice, and cultural dynamics within TBL.
Main Methods:
- Mixed-methods study involving Year 2 international medical students.
- Quantitative data from a 13-item survey (n=42) analyzed descriptively.
- Qualitative data from focus groups (n=11) analyzed thematically.
Main Results:
- Students valued TBL for collaboration, critical thinking, and peer dialogue.
- Students appreciated diverse perspectives and agency to critique content and educators.
- Inconsistent cultural examples from educators and language/accent barriers impacted participation.
Conclusions:
- TBL classrooms can embody critical pedagogy through dialogic engagement and facilitator roles.
- Inclusive and culturally responsive outcomes in TBL are not automatic; they require intentional design and facilitation.
- Achieving emancipatory education necessitates educator commitment to reflection, safe dialogue, and disrupting power imbalances.
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