Because my interests and training are primarily in undergraduate and pre-clinical basic science training, most of the papers I’ve chosen to include here (although not all) are also weighted toward those interests. For a much more complete list of teaching literature relating to Team-Based Learning, go here.
The effectiveness of TBL with real patients in neurology education in terms of knowledge retention, in-class engagement, and learner reactions by Alimoglu et al. 2017. Strong support for the assertion that TBL improves retention of knowledge over time; one year after the end of clerkship, neurologists-in-training remembered much more neurology from their clerkship than those trained using a lecture method. tbl-retention-neurology-2017
Team-Based Learning in the Gross Anatomy Laboratory Improves Academic Performance and Students’ Attitudes Toward Teamwork by Huitt et al. 2014. A surprising result in which TBL improved student performance in an anatomy exam even when it partially replaced dissection time. TBL Gross Anatomy
A modified approach to team-based learning in linear algebra courses by Kal Nanes. 2014. Stunning improvement in student learning with implementation of TBL. Nanes – TBL in LinAlg. pdf
A controlled study of team-based learning for undergraduate clinical neurology education by Tan et al. 2011.
Team-Based Learning Enhances Long-Term Retention and Critical Thinking in an Undergraduate Microbial Physiology Course by McInerney and Fink. 2003.
The effectiveness of team-based learning on learning outcomes in health professions education by Mim Fatmi et al. TBL Review Medical Education. A useful review especially for those in medical education.
Team-Based Learning in Anatomy: An Efficient, Effective, and Economical Strategy by Vasan et al. 2011.
Transforming a clinical clerkship with team learning by Levine et al. 2004.
Team-Based Learning: Systematic Research Review. 2011. TBL Review
Using Team-based Learning in an Endocrine Module Taught Across Two Campuses by Letassy et al. 2008.
Team-based learning, a learning strategy for clinical reasoning, in students with Problem-Based Learning clinical experiences by Okubo et al. 2012.
The effect of team-based learning in medical ethics education by Chung et al. 2009.