Title

Team-Based Learning May Promote Active Learning

Clinical Question

In a didactic teaching situation, does Team-Based Learning (TBL) provide better student performance than lectures?

Clinical Bottom Line

Team-Based Learning (TBL) demonstrates more active learning in the classroom but more high quality studies are needed to assess student learning and cost effectiveness.

Best Evidence

PubMed ID	Author / Year	Patient Group	Study type (level of evidence)
22007709	Sisk/2011	17 articles, no RTCs included. Two prospective crossover trails	Systematic Research Review
Key results	Higher quality studies needed to determine if TBL positively correlates with higher examination scores, learning outcomes, and ability to function in groups.
22035246	Tan/ 2011	39 third year medical students	Modified crossover
Key results	Students who participated in the TBL study showed greater knowledge on both Post-test 1 and 2 compared to Passive Learning group. Post-test 1 8.8% vs. 4.3%, p=0.023. Post-test 2 11.4% vs. 3.4%, p= .001
22345723	Persky/2011	153 first year pharmacy students taking a physiology course	Historical cohort comparison
Key results	Greater than 90% of students agreed that TBL or integrative cases, quizzes, and tests facilitated their learning. 70% said they learned more because of the course format.

Evidence Search

team-based[All Fields] AND (“learning”[MeSH Terms] or “learning” [All Fields])

Comments on
The Evidence

Most of the research on TBL is descriptive with relatively weak outcome measures. There is need for a good quality Randomized Trial with assessment of student learning and cost effectiveness.

Applicability

Applicable to institutions wanting to implement Team-Based Learning.

Specialty

(Public Health) (Dental Hygiene) (Behavioral Science)

Keywords

Team-Based Learning, Active learning, Education.

ID#

2215

Date of submission

04/21/2012

E-mail

Umrani@livemail.uthscsa.edu

Author

Momal Umrani

Co-author(s)

Co-author(s) e-mail

Faculty mentor

John D. Rugh, PhD

Faculty mentor e-mail

Rugh@uthscsa.edu

Basic Science Rationale
(Mechanisms that may account for and/or explain the clinical question, i.e. is the answer to the clinical question consistent with basic biological, physical and/or behavioral science principles, laws and research?)

None available

Comments and Evidence-Based Updates on the CAT
(FOR PRACTICING DENTISTS', FACULTY, RESIDENTS and/or STUDENTS COMMENTS ON PUBLISHED CATs)

None available