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) 22007709Sisk/201117 articles, no RTCs included. Two prospective crossover trailsSystematic Research Review
Key resultsHigher quality studies needed to determine if TBL positively correlates with higher examination scores, learning outcomes, and ability to function in groups.
#2) 22035246Tan/ 201139 third year medical studentsModified crossover
Key resultsStudents 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) 22345723Persky/2011153 first year pharmacy students taking a physiology courseHistorical cohort comparison
Key resultsGreater 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)
Keywords Team-Based Learning, Active learning, Education.
ID# 2215
Date of submission: 04/21/2012spacer
E-mail Umrani@livemail.uthscsa.edu
Author Momal Umrani
Co-author(s)
Co-author(s) e-mail
Faculty mentor/Co-author John D. Rugh, PhD
Faculty mentor/Co-author e-mail Rugh@uthscsa.edu
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