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Outcomes of team-based learning in Iran’s medical universities: structured narrative review
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DOI：10.1186/s12909-026-10118-9.png)
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Abstract
En 中文
The efficacy of Team-Based Learning (TBL), a widely adopted student-centered pedagogy in global medical education, in Iranian medical education is characterized by conflicting evidence, highlighting a critical need for a comprehensive narrative review to synthesize and interpret the available evidence. This study is a narrative review with a structured search approach to enhance transparency and reproducibility. To ensure transparency and reproducibility, a literature search with a structured approach was conducted across PubMed, Web of Science, Scopus, PsycINFO, Embase, and the Cochrane Library for studies published between January 2010 and April 2025. The PICOS framework guided inclusion criteria: population (Iranian medical sciences students), intervention (TBL), and original research with quantitative outcomes. Quality appraisal of the included studies was performed using appropriate Joanna Briggs Institute (JBI) checklists. This narrative review synthesized findings from 41 included studies. The outcomes of TBL were categorized into four principal domains based on Kirkpatrick’s four-level evaluation model: student satisfaction/motivation, learning outcomes, personal/professional skills, and teamwork skills. Notably, substantial variability in outcomes was observed across the included studies, which may be attributable to contextual moderators such as learner characteristics, instructional duration, and assessment methods. This narrative review found that TBL is associated with positive outcomes in satisfaction, learning, skills, and teamwork in Iranian medical education, though its effectiveness is context-dependent. Educators should adapt TBL implementation to learner characteristics, instructional duration, and assessment methods, using it as a complementary rather than replacement approach.
Keywords:
Team-based learning
medical education
teaching
medical university
Iran
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