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September 14, 2025

Endless justification: A scoping review of team-based learning research in medical education.

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Authors

JCJennifer ClelandAPAnita PienkowskaSKSimon Kitto

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Overview

Scoping review highlights the state of TBL scholarship in medical education, suggesting limited empirical exploration.

Key Points

  • TBL research is dominated by justification studies, making up 52% of the total empirical studies reviewed.
  • The review identified 288 empirical studies, with most employing quantitative descriptive methods like surveys.
  • Clarification studies examining the workings of TBL are notably sparse, amounting to only 15% over time.
  • Key claims on the effectiveness of TBL remain largely unexplored, indicating a need for deeper investigation.

Cite This Study

Cleland et al. (2025) studied this question.

synapsesocial.com/papers/68d42047713b0b5dfea68a49https://doi.org/10.1111/medu.70041
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1TEAM-BASED LEARNING IN MEDICAL EDUCATION: SIGNIFICANCE AND IMPLEMENTATION2024
  2. 2Effectiveness of Team-Based Learning Compared with Lecture-Based Learning in Clinical Medicine: A Meta-Analysis2025
  3. 3Changes in medical students’ teamwork skills and approaches to learning in team-based learning2019
  4. 4A Scoping Review of Quasi-experimental Studies on Simulation-Based Learning in Medical Education: Trends and Insights from the Last Decade2025 · 3 citations
  5. 5IMPLEMENTATION AND PROSPECTS OF TEAM-BASED TRAINING IN MEDICAL EDUCATION IN UKRAINE AND EUROPE2025