Investigating the applications of team-based learning in medical education

Abstract

The purpose of this study is to perform a review to account for currently published studies on team-based learning (TBL) in medical education by accredited researchers. In doing so, our two goals included seeking information and critical appraisal. First, the literature was scanned by means of manual and computerized methods to identify pertinent documents. Selected works were then critically appraised to identify the most prevalent themes in the applications and effects of TBL in medical education. After considerable data reduction strategies, six major themes are discussed; 1) experimental TBL approaches; 2) student experiences and perceptions of TBL; 3) student examination performance; 4) faculty impressions; 5) peer evaluations in TBL; 6) TBL in gross anatomy. Although TBL is just beginning to be implemented in medicine, usage of this teaching method is thriving. Students and faculty appear to view TBL favourably and to be highly satisfied with it.