New Perspectives in Science Education
Assessing the Effectiveness of Team-Based Learning (TBL) in Medical and Science Education
Alireza Arefzadeh, Department of Endocrinology, Farhikhtegan Hospital, Tehran Medical Sciences Islamic Azad University (Iran, Islamic Republic of)
Abstract
Background: Team-Based Learning (TBL) is an active, learner-centered instructional strategy increasingly adopted in medical and biomedical science education to address the limitations of traditional lecture-based learning and to promote collaborative knowledge construction [1,3]. Growing evidence suggests that TBL may enhance academic performance, learner engagement, and professional skill development in health professions education [2,4].
Search Strategy and Methods: A narrative review was conducted to synthesize evidence on the effectiveness of TBL in medical and science education published between 2010 and 2025. A literature search was performed using PubMed, Scopus, Web of Sciences and Google Scholar to identify original peer-reviewed articles and peer-reviewed systematic reviews, meta-analyses, scoping reviews, and key empirical studies evaluating educational outcomes associated with TBL. Findings were thematically synthesized to identify consistent trends and gaps in the literature.
Results: The reviewed literature indicates that TBL is associated with improved academic performance, higher examination scores, and enhanced short-term knowledge retention compared with traditional lecture-based instruction [2,4]. TBL also consistently improves learner engagement, satisfaction, and accountability through structured readiness assurance and application exercises [3,5]. Furthermore, TBL contributes to the development of teamwork, communication, and collaborative problem-solving skills, which are essential competencies in healthcare education [1,6]. Comparisons with other active learning strategies suggest that TBL is at least as effective for theoretical knowledge acquisition, although evidence regarding long-term retention and practical skills remains mixed [5].
Conclusions: Evidence published over the past 15 years supports the effectiveness of TBL as a pedagogical approach in medical and science education. TBL aligns with competency-based education frameworks by fostering active learning, collaboration, and learner accountability [3,4]. Further high-quality and longitudinal research is needed to standardize implementation strategies and to evaluate long-term educational and professional outcomes [6].
Keywords: Team-Based Learning; Medical Education; Biomedical Science Education; Active Learning; Health Professions Education
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