A systematic review of the published literature on team-based learning in health professions education

Purpose: Summarize the published literature on team-based learning (TBL) in health professions education (HPE) using the TBL conceptual framework to identify gaps that can guide future research Methods: PubMed, Web of Science, ERIC, and Google Scholar were searched through May 2016 for English-langu...

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Vydáno v:Medical teacher Ročník 39; číslo 12; s. 1227 - 1237
Hlavní autoři: Reimschisel, Tyler, Herring, Anna L., Huang, Jennifer, Minor, Tara J.
Médium: Journal Article
Jazyk:angličtina
Vydáno: England Taylor & Francis 02.12.2017
Taylor & Francis Ltd
Témata:
Academic achievement
Allied Health Occupations Education
Attitude of Health Personnel
College students
Education
English language
Faculty - organization & administration
Frame analysis
Group Processes
Health education
Health Occupations
Health Personnel - education
Humans
Interprofessional Relations
Learning
Learning outcomes
Literature reviews
Medical personnel
Medical students
Problem-Based Learning - methods
Professions
Research methodology
Systematic review
Teacher attitudes
Teachers
Teaching - organization & administration
Teams
Teamwork
ISSN:0142-159X, 1466-187X, 1466-187X
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Shrnutí:Purpose: Summarize the published literature on team-based learning (TBL) in health professions education (HPE) using the TBL conceptual framework to identify gaps that can guide future research Methods: PubMed, Web of Science, ERIC, and Google Scholar were searched through May 2016 for English-language articles regarding the use of TBL in HPE. Reviewers independently extracted data and coded for the seven elements in Michaelsen's Model of TBL. Results: A total of 118 articles met inclusion criteria. The number of articles published yearly on TBL has grown steadily, more than tripling between 2011 and 2016. Most studies (55; 47%) involved undergraduate medical students and took place in the US (72; 61%). The most commonly studied framework component was Teacher and Learner Attitudes (97; 82%). Other commonly studied elements included Learning Outcomes (85; 72%) and Team Characteristics (25; 21%). Contextual Factors affecting TBL was addressed in one study. Conclusions: A substantial body of literature examines the effect that TBL has on traditional measures of achievement. However, many dimensions of TBL have not been well studied, including Teacher Decisions about TBL, Contextual Factors that affect TBL, Learners' Engagement, and Pattern of Engagement within Teams. Future research in these areas could determine the best use of TBL in HPE.
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ISSN:0142-159X
1466-187X
1466-187X
DOI:10.1080/0142159X.2017.1340636