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Implementation strategies of team-based learning in undergraduate medical curricula

2026-12Artigo científico Acesso aberto
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dc.contributor.authorOliveira, Beatriz
dc.contributor.authorRendas, António
dc.contributor.authorCosta, Teresa
dc.contributor.authorMacedo, Ana
dc.contributor.authorNeuparth, Nuno
dc.contributor.institutionNOVA Medical School|Faculdade de Ciências Médicas (NMS|FCM)
dc.contributor.pblSpringer Verlag
dc.date.accessioned2026-04-27T10:21:02Z
dc.date.available2026-04-27T10:21:02Z
dc.date.issued2026-12
dc.description.abstractPurpose: Team-Based Learning (TBL) has increasingly been recognized as an effective active learning strategy in medical education. However, integrating TBL as a core component of medical curricula, rather than as an adjunct to other educational strategies, remains inadequately explored. This scoping review seeks to map the current literature regarding: (1) how TBL has been integrated either as a curriculum-wide strategy or as a central, transversal component within undergraduate medical curricula, and (2) which human and material resources are required, and how they are used. Methods: We conducted a scoping review and reported it in accordance with the PRISMA Extension for Scoping Reviews. Searches were run in Scopus, PubMed and Web of Science in June 2025 and updated in February 2026, using the terms (TBL OR “team-based learning”) AND (“medical curricul*” OR “curricul*” OR “medical education” OR “medical school*” OR “Schools, Medical“[Mesh] OR “Education, Medical“[Mesh] OR “medical universit*” OR “school of medicine”). We also searched selected grey literature sources (OSF, Preprints.org and medRxiv) and performed reference tracking of included studies. We included original studies, regardless of design, that reported the implementation of TBL as a central, transversal instructional strategy within undergraduate medical curricula and provided information on implementation strategies and the use of human and material resources. Results: Of 1678 records identified, seven studies met the inclusion criteria. Medical schools incorporated standardized TBL mostly during the preclinical years, as part of an integrated curriculum. Facilitators with basic science and clinical backgrounds were involved, which required a smaller number than other tutorial methods, such as Problem-Based Learning. Student assessment was conducted through tests included in the TBL methodology. Assessing TBL was primarily based on student questionnaires, with short-term follow-up data. Conclusions: TBL integration into medical curricula requires careful curriculum planning, faculty training, and appropriate infrastructure, and can reduce the number of facilitators required compared with other small‑group methods. However, only seven heterogeneous studies met our inclusion criteria, indicating that the current evidence base on curriculum‑wide TBL implementation is very limited. The studies reviewed offer preliminary models for implementation, but further research is required to evaluate long‑term educational and programmatic outcomes.en
dc.description.versionpublishersversion
dc.description.versionepub_ahead_of_print
dc.format.extent2026646
dc.identifier.doi10.1186/s12909-026-09092-z
dc.identifier.issn1472-6920
dc.identifier.otherPURE: 161047843
dc.identifier.otherPURE UUID: 3614b9d1-7fa2-4dac-867a-ff5f37142dff
dc.identifier.otherPubMed: 41987021
dc.identifier.otherORCID: /0000-0001-5149-7473/work/213039950
dc.identifier.otherScopus: 105045353427
dc.identifier.urihttp://hdl.handle.net/10362/202581
dc.language.isoeng
dc.peerreviewedyes
dc.titleImplementation strategies of team-based learning in undergraduate medical curriculaen
dc.title.subtitlea scoping reviewen
dc.typejournal article
degois.publication.issue1
degois.publication.titleBMC Medical Education
degois.publication.volume26
dspace.entity.typePublication
rcaap.rightsopenAccess

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