Team-Based Learning Among Health Care Professionals: A Systematic Review.

Tilak Joshi,Pravash Budhathoki,Dhan B Shrestha,Anurag Adhikari,Sumit Raut,Ayusha Poudel

doi:10.7759/cureus.21252

Abstract

Introduced in the 1970s to meet the academic needs of a growing number of students with relatively stagnant faculty, team-based learning (TBL) has revolutionized the modern classroom structure. Contrary to the traditional didactic model where the teacher assumes the central role and students are passive listeners, TBL participants are actively involved in the learning process. Teachers act as facilitators while the TBL participants work in groups to solve problems through engagement with their peers. The objective of the article is to conduct a systematic review on team-based learning using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guideline.The studies were searched in databases like PubMed®, Scopus®, Embase®, and PubMed Central® using appropriate keywords. Two authors screened the papers, and a third author resolved the conflicts. This was followed by a bibliographic review based on the references of the selected study and bias assessment using the Joanna Briggs Institute (JBI) critical appraisal tool.The team-based learning model is increasingly being used by different institutions globally. TBL and traditional lecture-based teaching outcomes revealed that TBL participants performed better in academic, clinical, and communication domains. In addition, TBL enhanced learners' engagement, collaborative spirit, and satisfaction. Our study results are similar to the prior meta-analysis and systematic review. Nevertheless, this systematic review remains more comprehensive, up-to-date, and inclusive thus far.Team-based learning is a pragmatic and superior approach to learning among health care professionals. It has resulted in better academic, clinical, and communication outcomes. This finding spans all the medical and allied professions studied in this systematic review.

Highlights

BackgroundIn education, developing and strengthening the skills such as problem-solving, critical thinking, interpersonal communication skills are crucial
In recent decades, problem-based learning (PBL) and team-based learning (TBL) methods are gaining popularity as more engaging and productive learning modalities to improve the theoretical knowledge into practice
This study demonstrated that the academic performance in the examinations showed statistically significant increased scores with an experimental group (77.77 vs. 72.23) [25]

Summary

Introduction

BackgroundIn education, developing and strengthening the skills such as problem-solving, critical thinking, interpersonal communication skills are crucial. Lecture-based teaching was the most common way of disseminating information. Lecture-based learning is widely the mainstream learning method globally due to the constraints of teaching resources. The learners described it as passive and less engaging. In recent decades, problem-based learning (PBL) and team-based learning (TBL) methods are gaining popularity as more engaging and productive learning modalities to improve the theoretical knowledge into practice. Problem-based learning is an instructional method that emphasizes learner-led, small group learning. Learners benefit from working in facilitated groups to solve complex, unstructured problems that simulate "real-world" scenarios [3]. In the didactic lecture method, learners are relatively passive in the knowledge acquisition process, whereas the team-based and problem-based learning pedagogy models demand active involvement and engagement

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Conclusion