Abstract
Background Team-based learning (TBL) is a student-centered and teacher-directed teaching strategy. In contrast to the traditional lecture-based learning (LBL), TBL is committed to promoting self-directed learning and teamwork among students. A systematic review and meta-analysis of the literatures was performed to compare the teaching effects between TBL and LBL in dental students. Methods: Literature review was conducted from electronic databases including PubMed, Ovid, Web of science, Embase, China National Knowledge Infrastructure (CNKI), VIP and Wanfang Database up to January 12, 2020. Results: A total of 12 articles with 831 students were included in this meta-analysis. The results showed that students in the TBL group performed better than those in the LBL group in terms of theoretical grades (SMD: 1.29, p=0.002, 95%CI: 0.46-2.13), case analysis (SMD: 2.50, p<0.05, 95%CI 1.44-3.55) and grades of practice ability (SMD: 1.90, p=0.002, 95%CI: 0.68-3.12). However, the results of each parameter followed a significantly high heterogeneity (I2=96%, 92%, 93%, respectively). The quality of included studies was mostly good. Conclusion: TBL might be more effective to increase the absorption of theoretical knowledge and improve the ability of case analysis and practice. More well-designed and rigorous studies are required to validate this conclusion.
Highlights
In the past decades, medical education in China has been constantly reforming and innovating
lecture-based learning (LBL) can increase the efficiency of classroom teaching, which is conducive to helping students master the contents of teaching materials comprehensively and accurately (Schaefer et al, 2018)
Following scrutinizing the full texts, 12 randomized controlled trials (RCT) were determined to be included in this meta-analysis
Summary
Medical education in China has been constantly reforming and innovating. To provide the teaching methods suitable for medical students, a variety of innovative teaching methods including team-based learning (TBL) has been introduced. We conducted a systematic review and meta-analysis to compare the teaching effects between TBL and LBL for dental students, aiming to provide robust evidence for its potential application in dental education. Team-based learning (TBL) is a student-centered and teacher-directed teaching strategy. A systematic review and meta-analysis of the literatures was performed to compare the teaching effects between TBL and LBL in dental students. The results showed that students in the TBL group performed better than those in the LBL group in terms of theoretical grades (SMD: 1.29, p=0.002, 95%CI: 0.46-2.13), case analysis (SMD: 2.50, p
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