Team-based learning vs. lecture-based learning in nursing: A systematic review of randomized controlled trials
IntroductionOur study aims to identify, appraise, and summarize randomized controlled trials (RCT) on the effectiveness of team-based learning (TBL) versus lecture-based learning (LBL) in nursing students.MethodsWe searched PubMed, Ovid, Embase, Cochrane, CBM, VIP, CNKI, and Wan Fang databases from...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-01-01
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| Series: | Frontiers in Public Health |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpubh.2022.1044014/full |
| _version_ | 1797961815959797760 |
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| author | Qin Zhang Xiumei Tang Yanjie Zhao Zhoufeng Wang |
| author_facet | Qin Zhang Xiumei Tang Yanjie Zhao Zhoufeng Wang |
| author_sort | Qin Zhang |
| collection | DOAJ |
| description | IntroductionOur study aims to identify, appraise, and summarize randomized controlled trials (RCT) on the effectiveness of team-based learning (TBL) versus lecture-based learning (LBL) in nursing students.MethodsWe searched PubMed, Ovid, Embase, Cochrane, CBM, VIP, CNKI, and Wan Fang databases from inception to 22nd July 2022 to enroll RCTs that compared TBL versus LBL. The studies reporting the performance of nursing students receiving TBL pedagogy compared to those receiving traditional lecture-based learning (LBL) were to be analyzed. Scores of academic or nursing abilities were considered the primary outcome, and the results of nursing competencies, students' engagement with, behaviors, attitudes toward, experience, satisfaction, or perceptions of TBL were considered the secondary outcome. This systematic review was conducted following the guidelines of the Cochrane Reviewer's Handbook and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement.ResultsA total of 1,009 participants in 10 RCTs were enrolled in this study. Of the 10 RCTs, eight studies investigated undergraduate students, one involved vocational college students, and one enrolled secondary school students. The most reported outcomes were class engagement survey toward TBL (n = 8); students' ability (n = 5), academic knowledge or performance (n = 4); students' experience (n = 4), satisfaction or perceptions of TBL (n = 4).ConclusionThis review suggested that the TBL was an effective pedagogy in improving academic performance and general ability in nursing students. High-quality trials are needed, and standardized outcomes should be used. |
| first_indexed | 2024-04-11T01:03:42Z |
| format | Article |
| id | doaj.art-e9406eca20ed489fa16a96774b5b0ad3 |
| institution | Directory Open Access Journal |
| issn | 2296-2565 |
| language | English |
| last_indexed | 2024-04-11T01:03:42Z |
| publishDate | 2023-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Public Health |
| spelling | doaj.art-e9406eca20ed489fa16a96774b5b0ad32023-01-04T14:47:00ZengFrontiers Media S.A.Frontiers in Public Health2296-25652023-01-011010.3389/fpubh.2022.10440141044014Team-based learning vs. lecture-based learning in nursing: A systematic review of randomized controlled trialsQin Zhang0Xiumei Tang1Yanjie Zhao2Zhoufeng Wang3Department of Postgraduate Students, West China School of Medicine, Sichuan University, Chengdu, Sichuan, ChinaInstitute of Hospital Management, West China Hospital, Sichuan University, Chengdu, Sichuan, ChinaDepartment of Oncology and State Key Laboratory of Biotherapy, Cancer Center, West China Hospital, Sichuan University, Chengdu, Sichuan, ChinaFrontiers Science Center for Disease-Related Molecular Network, Institute of Respiratory Health, West China Hospital, Sichuan University, Chengdu, Sichuan, ChinaIntroductionOur study aims to identify, appraise, and summarize randomized controlled trials (RCT) on the effectiveness of team-based learning (TBL) versus lecture-based learning (LBL) in nursing students.MethodsWe searched PubMed, Ovid, Embase, Cochrane, CBM, VIP, CNKI, and Wan Fang databases from inception to 22nd July 2022 to enroll RCTs that compared TBL versus LBL. The studies reporting the performance of nursing students receiving TBL pedagogy compared to those receiving traditional lecture-based learning (LBL) were to be analyzed. Scores of academic or nursing abilities were considered the primary outcome, and the results of nursing competencies, students' engagement with, behaviors, attitudes toward, experience, satisfaction, or perceptions of TBL were considered the secondary outcome. This systematic review was conducted following the guidelines of the Cochrane Reviewer's Handbook and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement.ResultsA total of 1,009 participants in 10 RCTs were enrolled in this study. Of the 10 RCTs, eight studies investigated undergraduate students, one involved vocational college students, and one enrolled secondary school students. The most reported outcomes were class engagement survey toward TBL (n = 8); students' ability (n = 5), academic knowledge or performance (n = 4); students' experience (n = 4), satisfaction or perceptions of TBL (n = 4).ConclusionThis review suggested that the TBL was an effective pedagogy in improving academic performance and general ability in nursing students. High-quality trials are needed, and standardized outcomes should be used.https://www.frontiersin.org/articles/10.3389/fpubh.2022.1044014/fullnursingteam-based learninglecture-based learningeducationeffectiveness |
| spellingShingle | Qin Zhang Xiumei Tang Yanjie Zhao Zhoufeng Wang Team-based learning vs. lecture-based learning in nursing: A systematic review of randomized controlled trials Frontiers in Public Health nursing team-based learning lecture-based learning education effectiveness |
| title | Team-based learning vs. lecture-based learning in nursing: A systematic review of randomized controlled trials |
| title_full | Team-based learning vs. lecture-based learning in nursing: A systematic review of randomized controlled trials |
| title_fullStr | Team-based learning vs. lecture-based learning in nursing: A systematic review of randomized controlled trials |
| title_full_unstemmed | Team-based learning vs. lecture-based learning in nursing: A systematic review of randomized controlled trials |
| title_short | Team-based learning vs. lecture-based learning in nursing: A systematic review of randomized controlled trials |
| title_sort | team based learning vs lecture based learning in nursing a systematic review of randomized controlled trials |
| topic | nursing team-based learning lecture-based learning education effectiveness |
| url | https://www.frontiersin.org/articles/10.3389/fpubh.2022.1044014/full |
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