ORAL HEALTH EVIDENCE-BASED PRACTICE PROGRAM
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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 |
(you may view more info by clicking on the PubMed ID link) |
PubMed ID |
Author / Year |
Patient Group |
Study type
(level of evidence) |
#1) 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. | #2) 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 | #3) 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/Discipline |
(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) |
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Co-author(s) e-mail |
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Faculty mentor/Co-author |
John D. Rugh, PhD |
Faculty mentor/Co-author 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?) |
post a rationale |
None available | |
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Comments and Evidence-Based Updates on the CAT
(FOR PRACTICING DENTISTS', FACULTY, RESIDENTS and/or STUDENTS COMMENTS ON PUBLISHED CATs) |
post a comment |
None available | |
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