Team-based learning (TBL) in health professions education: A systematic review on its conceptual elements and outcomes.
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| Title: | Team-based learning (TBL) in health professions education: A systematic review on its conceptual elements and outcomes. |
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| Authors: | Roossien, Linda1 (AUTHOR) l.roossien@amsterdamumc.nl, van Klaveren, Lisa-Maria1 (AUTHOR), de Vos, Rien2 (AUTHOR), Dolmans, Diana H. J. M.3 (AUTHOR), Boerboom, Tobias B. B.4 (AUTHOR) |
| Source: | Medical Teacher. Dec2025, Vol. 47 Issue 12, p1933-1947. 15p. |
| Subject Terms: | *Student satisfaction, *Medical education, *Philosophy of education, *Interprofessional relations, *Educational outcomes, *Undergraduates, *Health occupations students, *Confidence, *Experience, *Students, *Academic achievement, *Learning strategies, *Student attitudes, *ERIC (Information retrieval system), Medical information storage & retrieval systems, Affinity groups, Descriptive statistics, Systematic reviews, MEDLINE, Online information services, Group process, Psychology information storage & retrieval systems |
| Abstract: | Context: Team-Based Learning (TBL) is increasingly applied in health professions education (HPE), both offline and online, to stimulate deeper learning and develop of important skills for healthcare. Since research on TBL is accumulating recently, a comprehensive overview of investigated elements and outcomes is necessary. Aim: To outline elements of Michaelsen's conceptual model of TBL that have already been investigated and their outcomes, and to guide future research and practice. Methods: PRISMA guidelines were used to conduct and report this systematic review. PubMed, Medline, Embase, ERIC and PsychInfo databases were searched for in-person and online TBL in undergraduate and graduate HPE published between June 2016 and June 2023. Two authors independently extracted and coded using Michaelsen's conceptual model for TBL and Kirkpatrick's New World model for evaluating learning outcomes. JBI checklists were used to evaluate the quality of the selected studies. Results: The search resulted in 1904 studies of which 179 studies met the inclusion criteria. Eight studies examined online TBL (4.47%) Most studies (171, 95.53%) investigated learning outcomes of TBL (element G), demonstrating positive effects of TBL on lower levels such as student experience and academic performance. Higher level outcomes (e.g. communication skills and clinical reasoning) were rarely studied. Moreover, research on elements A through F of the model remains scarce (1.12–12.29%) Discussion: Much of the existing research on TBL examines the effect of TBL on learning outcomes, leaving the remaining elements of the conceptual model underexplored. This calls for more rigorous and comprehensive investigations to better understand the potential of TBL and to address the gaps in the current literature. Practice points Most of the existing research on TBL examines the effect of TBL on learning outcomes, with a focus on the lower levels of the New World of Kirkpatrick. Other elements of conceptual model underexplored. To address the gaps in current literature and to better understand all elements of the conceptual model of TBL more rigorous research is needed. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Context: Team-Based Learning (TBL) is increasingly applied in health professions education (HPE), both offline and online, to stimulate deeper learning and develop of important skills for healthcare. Since research on TBL is accumulating recently, a comprehensive overview of investigated elements and outcomes is necessary. Aim: To outline elements of Michaelsen's conceptual model of TBL that have already been investigated and their outcomes, and to guide future research and practice. Methods: PRISMA guidelines were used to conduct and report this systematic review. PubMed, Medline, Embase, ERIC and PsychInfo databases were searched for in-person and online TBL in undergraduate and graduate HPE published between June 2016 and June 2023. Two authors independently extracted and coded using Michaelsen's conceptual model for TBL and Kirkpatrick's New World model for evaluating learning outcomes. JBI checklists were used to evaluate the quality of the selected studies. Results: The search resulted in 1904 studies of which 179 studies met the inclusion criteria. Eight studies examined online TBL (4.47%) Most studies (171, 95.53%) investigated learning outcomes of TBL (element G), demonstrating positive effects of TBL on lower levels such as student experience and academic performance. Higher level outcomes (e.g. communication skills and clinical reasoning) were rarely studied. Moreover, research on elements A through F of the model remains scarce (1.12–12.29%) Discussion: Much of the existing research on TBL examines the effect of TBL on learning outcomes, leaving the remaining elements of the conceptual model underexplored. This calls for more rigorous and comprehensive investigations to better understand the potential of TBL and to address the gaps in the current literature. Practice points Most of the existing research on TBL examines the effect of TBL on learning outcomes, with a focus on the lower levels of the New World of Kirkpatrick. Other elements of conceptual model underexplored. To address the gaps in current literature and to better understand all elements of the conceptual model of TBL more rigorous research is needed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0142159X |
| DOI: | 10.1080/0142159X.2025.2506723 |
