Xie Zhi-Bo, Cheng Xin-Yu, Li Xiao-Yan, Zhang Yi-Fan
Department of Otorhinolaryngology Head and Neck Surgery, Shanghai Children's Hospital, School of Medicine, Shanghai Jiao Tong University, Shanghai, 200062, China.
Department of Anesthesiology, Shanghai Tongji Hospital, Tongji University School of Medicine, Shanghai, 200065, China.
BMC Med Educ. 2025 Apr 21;25(1):580. doi: 10.1186/s12909-025-07175-x.
In medical education, Lecture Based Learning (LBL) is the most common way of disseminating information. Team Based Learning (TBL), a new teaching method, is a teacher-guided method that employs teams in a class, showing suitability for medical education. Two teaching methods represent distinct educational approaches, each with its own set of advantages and limitations. In this study, we performed a systemic review on the efficacy of TBL pedagogy in medical education.
MEDLINE, EMBASE, the Cochrane Library, and Web of Science database were searched through July 2022. Standard mean difference (SMD) and 95% confidence intervals (CIs) were calculated.
The analysis included 33 studies. Our analysis revealed that students utilizing the TBL method exhibited significantly higher pre-( SMD = 0.51, 95%CI 0.11 to 0.92) /post-test (SMD = 0.96, 95%CI 0.70 to 1.22) scores than students with LBL. Students in TBL classes had better development of scores, retention (SMD = 1.03, 95%CI 0.38 to 1.69), engagement (SMD = 2.26, 95%CI 0.23 to 4.29) and higher satisfactory rate (SMD = 1.08, 95%CI 0.87 to 1.29). However, students required more time to independently complete reading materials and preparatory tasks.
Our study indicates the gratifying effectiveness of TBL application in medical education. TBL pedagogy is compatible with the present medical education and should be generalized in more classrooms.
在医学教育中，基于讲座的学习（LBL）是传播信息最常见的方式。基于团队的学习（TBL）作为一种新的教学方法，是一种由教师指导、在课堂上采用团队形式的方法，显示出适用于医学教育。两种教学方法代表了不同的教育方式，各有其优缺点。在本研究中，我们对TBL教学法在医学教育中的效果进行了系统评价。
检索了截至2022年7月的MEDLINE、EMBASE、Cochrane图书馆和科学网数据库。计算了标准平均差（SMD）和95%置信区间（CI）。
分析纳入了33项研究。我们的分析表明，采用TBL方法的学生在课前（SMD = 0.51，95%CI 0.11至0.92）/课后测试（SMD = 0.96，95%CI 0.70至1.22）中的成绩显著高于采用LBL的学生。TBL课程的学生在成绩提升、知识保留（SMD = 1.03，95%CI 0.38至1.69）、参与度（SMD = 2.26，95%CI 0.23至4.29）方面表现更好，满意度也更高（SMD = 1.08，95%CI 0.87至1.29）。然而，学生需要更多时间独立完成阅读材料和准备任务。
我们的研究表明TBL应用于医学教育具有令人满意的效果。TBL教学法与当前的医学教育相契合，应在更多课堂中推广。
