Department of Medical Education, School of Medicine, Education Development Center, Health Professions Education Research Center, Tehran University of Medical Sciences, Tehran, Iran.
Independent Researcher, Tehran, Iran.
BMC Med Educ. 2024 Oct 11;24(1):1131. doi: 10.1186/s12909-024-06147-x.
Team-Based Learning (TBL) has garnered considerable attention in education research. To consolidate the existing evidence, we conducted an umbrella review with four objectives: to identify TBL review characteristics, to synthesize findings from previous reviews regarding TBL effectiveness and outcomes, to determine which student groups benefit most, and to identify the most and least researched elements.
The Joanna Briggs Institute (JBI) methodology was followed: [1] Search strategy and literature search [2] Screening and Study Selection [3] Assessment of methodological quality [4] Data collection, and [5] Data summary. We utilized Endnote, Excel, and MAXQDA for efficient project management and analyzing data.
Analyzing twenty-three reviews spanning from 2013 to 2024, we found a peak in TBL research in 2022 including more than 312 unique primary studies involving more than 63,987 participants. Notably, the United States and China accounted for over 61% of the total primary articles focused on students from medicine, nursing, pharmacy, and dentistry. Evidence supports the superiority of TBL in enhancing cognitive outcomes. However, findings related to retention are mixed. Insufficient evidence exists to draw robust conclusions when comparing TBL with other active learning methods. TBL demonstrates favorable outcomes in terms of clinical performance and engagement. Non-technical skills show mixed results. Notably, TBL positively impacts self-study, learning ability, decision-making, and emotional intelligence. Faculty experiences reveal an initial increase in workload, but generally hold positive attitude. Faculty development remain limited in duration and scope. Freshmen, academically weaker students, undergraduates, Chinese female students, and nursing students appear to benefit most from TBL. Team formation and size are the most frequently studied elements.
TBL holds promise for improving learning outcomes, but ongoing investigation is essential to maximize its impact in diverse educational contexts. This umbrella review underscores the need for further research in specific areas i.e. effective pre-class learning methods and faculty workload.
团队学习（TBL）在教育研究中受到了广泛关注。为了整合现有证据，我们进行了一项伞式综述，有四个目的：确定 TBL 综述的特征；综合以往关于 TBL 效果和结果的综述结果；确定哪些学生群体受益最大；确定研究最多和最少的要素。
采用 Joanna Briggs 研究所（JBI）的方法：[1] 搜索策略和文献搜索 [2] 筛选和研究选择 [3] 方法学质量评估 [4] 数据收集，和 [5] 数据总结。我们使用 Endnote、Excel 和 MAXQDA 进行高效的项目管理和数据分析。
分析了 2013 年至 2024 年的 23 篇综述，我们发现 TBL 研究在 2022 年达到了高峰，包括超过 312 项独特的初级研究，涉及超过 63987 名参与者。值得注意的是，美国和中国占了总初级文章的 61%以上，这些文章主要关注来自医学、护理、药学和牙科学的学生。有证据支持 TBL 在提高认知结果方面的优越性。然而，关于保留的发现则喜忧参半。当将 TBL 与其他主动学习方法进行比较时，没有足够的证据得出强有力的结论。TBL 在临床表现和参与度方面表现出良好的结果。非技术技能的结果喜忧参半。值得注意的是，TBL 对自学、学习能力、决策能力和情商产生积极影响。教师的经验表明工作量最初增加，但总体上持积极态度。教师发展在时间和范围上仍然有限。新生、学习能力较弱的学生、本科生、中国女学生和护理学生似乎从 TBL 中受益最大。团队形成和规模是研究最多的要素。
TBL 有望改善学习成果，但需要进一步研究以在不同的教育环境中最大限度地发挥其影响力。这项伞式综述强调了在特定领域进一步研究的必要性，例如有效的课前学习方法和教师工作量。
