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Meta-Analysis
. 2025 Apr 21;25(1):580.
doi: 10.1186/s12909-025-07175-x.

Team based learning pedagogy enhances the education quality: a systematic review and meta-analysis

Zhi-Bo Xie #  1 , Xin-Yu Cheng #  2 , Xiao-Yan Li  3 , Yi-Fan Zhang  4
Affiliations
Meta-Analysis

Team based learning pedagogy enhances the education quality: a systematic review and meta-analysis

Zhi-Bo Xie et al. BMC Med Educ. .

Abstract

Background: 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.

Methods: 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.

Results: 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.

Conclusion: 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.

Keywords: Lecture based learning; Medical education; Meta-analysis; Team based learning.

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Conflict of interest statement

Declarations. Ethical approval: This article does not contain any studies with human participants or animals performed by any of the authors. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests.

Figures

Fig. 1
Fig. 1
Selection process for trials
Fig. 2
Fig. 2
The final scores and pre-test scores in students with TBL or LBL methods. A. Pooled results of final scores in students with TBL or LBL methods; B. Study with/without randomization of pooled results of final scores in students with TBL or LBL methods; C. Pooled results of pre-test scores in students with TBL or LBL methods
Fig. 3
Fig. 3
The benefits in students with TBL methods. A. Pooled results of engagement in students with TBL or LBL methods; B. Pooled results of retention in students with TBL or LBL methods; C. Pooled results of satisfaction in students with TBL or LBL methods; D. Pooled results of Chinese and other countries’ students with TBL or LBL methods
Fig. 4
Fig. 4
Funnel plots
See this image and copyright information in PMC

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