Team- and Problem-Based Learning in Health Services: A Systematic Literature Review of Recent Initiatives in the United States
Abstract
:1. Introduction
1.1. Team-Based Learning
1.2. Combined Team-Based Learning and Problem-Based Learning
1.3. The Global Pandemic
2. Materials and Methods
- Define the inclusion and exclusion criteria.
- Describe all information sources in the search (e.g., databases, registries).
- Present the full search strategy for at least one database.
- State the process for selecting studies.
- Describe the method of data extraction and any processes for obtaining and confirming data from investigators.
- List and define all variables for which data were sought.
- Describe methods used to evaluate the risk of bias.
- Describe the methods of handling data and combining results of studies.
- Give numbers of studies screened, assessed for eligibility, and included in the review, with reasons for exclusions.
- For each study, present characteristics and collected data.
- Summarize the main findings.
- Discuss limitations at study and outcome level, and at the review level.
- Provide a general interpretation of the results and their implications for future research.
2.1. Inclusion Process
2.2. Exclusion Process
- Review articles (2 articles);
- International article (1 article);
- Not germane to the topic (105 articles):
- ○
- International study (10 articles);
- ○
- Not higher education (primary/secondary education only, 3 articles);
- ○
- Specifically medical-related only (48 articles);
- ○
- No problem-based or team-based learning (18 articles);
- ○
- Other non-health services related studies (26 articles).
3. Results
- High-impact learning methods for critical thinking;
- Modified problem-based learning, lessons learned/COVID-19 issues;
- Newer methods—simulation, games, puzzle/escape;
- Active learning methods in an online environment (time, effort, scalability);
- Meeting needs of age, cognitive styles, or developmental phase of students;
- PBL/TBL and improvement of instructor feedback or students’ ability to self-assess;
- Cultural competencies and communication;
- Organizational leadership, team-based learning/collaboration.
- TBL and PBL transform healthcare education; modified PBL is the new norm.
- TBL and PBL amplify age-appropriate principles for professional motivation in healthcare.
- Active learning impacts students’ practical abilities for professional success and future leadership roles.
4. Discussion
4.1. High-Impact Learning Methods for Critical Thinking
4.2. Modified Problem-Based Learning, Lessons Learned/COVID-19 Issues
4.3. Newer Methods—Simulation, Games, Puzzle/Escape Rooms
4.4. Active Learning Methods in an Online Environment (Time, Effort, Scalability)
4.5. Meeting Needs of Age, Cognitive Styles, or Developmental Phase of Students
4.6. PBL/TBL and Improvement of Instructor Feedback or Students’ Ability to Self-Assess
4.7. Cultural Competencies and Communication
4.8. Organizational Leadership, Team-Based Learning/Collaboration
4.9. Limitations
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
Article Number and Author(s) | Article Title and Publication | Population | Intervention/Study Design | Team-Based and/or Problem-Based Learning Attributes |
[19] Naar, J. et al. | Experiential education through project-based learning: Sex and aging Gerontology and Geriatrics Education |
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[20] Littleton, C. et al. | What Would You Do? Engaging Remote Learners Through Stop-Action Videos Nurse Educator |
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[21] Helbing, R. et al. | In-person and online escape rooms for individual and team- basedlearning in health professions library instruction Journal of the Medical Library Association |
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[22] Whillier, S. et al. | Team-based learning in neuroanatomy Journal of Chiropractic Education |
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[23] Luke, A. et al. | Effectiveness of Problem-Based Learning versus Traditional Teaching Methods in Improving Acquisition of Radiographic Interpretation Skills among Dental Students—A Systematic Review and Meta-Analysis |
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[24] Henderson, K. et al. | Addressing Barriers to Implementing Problem-Based Learning AANA Journal |
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[25] Hurt-Avila, K. et al. | Teaching Counseling Research and Program Evaluation through Problem-Based Service Learning Journal of Creativity in Mental Health |
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[26] Shorten, A. et al. | Development and implementation of a virtual collaborator to foster interprofessional team-based learning using a novel faculty-student partnership Journal of Professional Nursing |
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[27] Manske, J. et al. | The New to Public Health Residency Program Supports Transition to Public Health Practice |
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[28] Veneri, D. et al. | Flop to Flip: Integrating Technology and Team-Based Learning to Improve Student Engagement Internet Journal of Allied Health Sciences and Practice |
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[29] Eudaley, S. et al. | Student Performance on Graded Versus Ungraded Readiness Assurance Tests in a Team-Based Learning Elective American Journal of Pharmaceutical Education |
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[30] Seibert, S. | Problem-based learning: A strategy to foster generation Z’s critical thinking and perseverance Teaching and Learning in Nursing |
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[31] Walker, J. et al. | A deep learning approach to student registered nurse anesthetist (SRNA) education International Journal of Nursing Education Scholarship |
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[32] Bavarian, R. et al. | Implementing Virtual Case-Based Learning in Dental Interprofessional Education Pain Medicine |
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[33] Woodworth, J. | Nursing Students’ Home Care Learning Delivered in an Innovative 360-Degree Immersion Experience Nurse Educator |
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[34] Tomesko, J. et al. | Using a virtual flipped classroom model to promote critical thinking in online graduate classes in the United States: a case presentation Journal of Educational Evaluation for Health Professions |
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[35] Carpenter, R. et al. | The Student Engagement Effect of Team-Based Learning on Student Pharmacists American Journal of Pharmaceutical Education |
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[36] Diaz, D. et al. | Using Experiential Learning in Escape Rooms to Deliver Policies and Procedures in Academic and Acute Care Settings Nursing Education Perspectives |
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[37] Hopkins, K. & Afkinich, J. | Diversifying the Pipeline of Social Work Students Prepared to Implement Performance Measurement Journal of Social Work Education |
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[38] Muirhead, L. et al. | Role Reversal: In-Situ Simulation to Enhance the Value of Interprofessional Team-Based Care Journal of Nursing Education |
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[39] Yang, S. et al. | The impact of dental curriculum format on student performance on the national board dental examination Journal of Dental Education |
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[40] Avery, M. et al. | Improved Self-Assessed Collaboration Through Interprofessional Education: Midwifery Students and Obstetrics and Gynecology Residents Learning Together Journal of Midwifery and Women’s Health |
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[41] Martirosoy, A. & Moser, L. | Team-based Learning to Promote the Development of Metacognitive Awareness and Monitoring in Pharmacy Students American Journal of Pharmaceutical Education |
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[42] Powers, K. et al. | Interprofessional student hotspotting: preparing future health professionals to deliver team-based care for complex patients Journal of Professional Nursing |
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[43] Elaimy C. et al. | Availability of Didactic and Experiential Learning Opportunities in Veterinary Practice at US Pharmacy Programs American Journal of Pharmaceutical Education |
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[44] Duck, A. et al. | A pedagogical redesign for online pathophysiology Teaching and Learning in Nursing |
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[45] Pence, P. et al. | Flipping to Motivate: Perceptions Among Prelicensure Nursing Students Nurse Educator |
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[46] Lybarger, K. et al. | Annotating social determinants of health using active learning, and characterizing determinants using neural event extraction Journal of Biomedical Informatics |
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[47] Powell, B. et al. | A Concept Mapping Activity to Enhance Pharmacy Students’ Metacognition and Comprehension of Fundamental Disease State Knowledge American Journal of Pharmaceutical Education |
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[48] Flores-Sandoval, C. et al. | Interprofessional team-based geriatric education and training: A review of interventions in Canada Gerontology and Geriatrics Education |
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[49] Blaine, K. et al. | Training Anesthesiology Residents to Care for the Traumatically Injured in the United States Anesthesia and Analgesia |
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[50] Acker, L. et al. | Perioperative Management of Flecainide: A Problem-Based Learning Discussion A&A Practice |
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[51] McCaffery, J. et al. | An Interprofessional Education (IPE) Experience with a Scaffolded Teaching Design Journal of Allied Health |
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[52] Prince, A. et al. | The Clarion Call of the COVID-19 Pandemic: How Medical Education Can Mitigate Racial and Ethnic Disparities Academic Medicine |
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[53] Mattingly, J. | Fostering Cultural Safety in Nursing Education: Experiential Learning on an American Indian Reservation Contemporary Nurse: A Journal for the Australian Nursing Profession |
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[54] Williams, C. et al. | Adapting to the Educational Challenges of a Pandemic: Development of a Novel Virtual Urology Subinternship During the Time of COVID-19 Urology |
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[55] Tomeh, H. et al. | Self-motivation and self-direction in team-based and case-based learning Journal of Dental Education |
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[56] Andrienko, T, et al. | Developing Intercultural Business Competence via Team Learning in Post-Pandemic Era Advanced Education |
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[57] Henriksen, K. et al. | Pursuing Patient Safety at the Intersection of Design, Systems Engineering, and Health Care Delivery Research: An Ongoing Assessment Journal of Patient Safety |
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[58] Meeuwissen, S. et al. | Enhancing Team Learning through Leader Inclusiveness: A One-Year Ethnographic Case Study of an Interdisciplinary Teacher Team Teaching and Learning in Medicine |
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[59] Tarras, S. et al. | Effective Large Group Teaching for General Surgery Surgical Clinics of North America |
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[60] Franic, D. et al. | Doctor of pharmacy student preferences for computer-based vs. paper-and-pencil testing in a social and administrative pharmacy course Currents in Pharmacy Teaching and Learning |
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[61] Mills, M. & Winston, B. | Designing and Implementing Problem Based Learning Techniques to Supplement Clinical Experiences Journal of Allied Health |
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[62] Clapper, T. | Getting Better Together: The Two-Team Training Approach in Simulation-Based Education The Journal of Continuing Education in Nursing |
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[63] Brown, J. et al. | Team-Based Coaching Intervention to Improve Contrast-Associated Acute Kidney Injury: A Cluster-Randomized Trial Clinical Journal of the American Society of Nephrology |
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[64] Parker, Z. et al. | Changing Geographic Distributions of Coccidioides Spp. in the United States: A Narrative Review of Climate Change Implications International Journal of Infectious Diseases |
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[65] Guzman, V. et al. | A Comparative Case Study Analysis of Cultural Competence Training at 15 U.S. Medical Schools Academic Medicine |
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[66] White, K. et al. | Engaging Online Graduate Students With Statistical Procedures: A Team-Based Learning Approach Nurse Educator |
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[67] Haley, C. | Adapting problem-based learning curricula to a virtual environment Journal of Dental Education |
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[68] Wilson, M. | Interprofessional Education on Pain and Opioid Use Meets Team-based Learning Needs Pain Management Nursing |
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[69] Soncrant, C. et al. | Sharing Lessons Learned to Prevent Adverse Events in Anesthesiology Nationwide Journal of Patient Safety |
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[70] Raff, A. | Great nephrologists begin with great teachers: update on the nephrology curriculum Current Opinion in Nephrology and Hypertension |
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[71] Awan, O. | The Flipped Classroom: How to Do it in Radiology Education Academic Radiology |
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[72] Souza, I. | Teaching syndemic theory in a High School class: a Problem Based Learning approach International Journal of Epidemiology |
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[73] Ha, T. et al. | A new strategy for teaching Epidemiology in Public Health Education: Hybrid Team Based Learning-Personalised Education International Journal of Epidemiology |
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[74] Ackermann, D. et al. | Rapid Evidence for Practice modules: using team-based learning to teach evidence-based medicine International Journal of Epidemiology |
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[75] Snow, T. et al. | Implementation of a Virtual Simulation-based Teamwork Training Program for Emergency Events in the Perioperative Setting Journal of PeriAnesthesia Nursing |
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[76] Cai, L. et al. | Implementation of flipped classroom combined with case-based learning: A promising and effective teaching modality in undergraduate pathology education Medicine |
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[77] Beebe, H. et al. | A COVID-Related Inquiry-Focused Online Assignment for Undergraduate Nursing Students The Journal of Nursing Education |
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[78] Griswold, C. & Koss, J. | Experiential Learning Through a Board Presentation Assignment Nurse Educator |
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[79] Ajayi, T. et al. | Cross-Center Virtual Education Fellowship Program for Early-Career Researchers in Atrial Fibrillation Circulation: Arrhythmia and Electrophysiology |
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[80] Wiljer, D. et al. | Exploring Systemic Influences on Data-Informed Learning: Document Review of Policies, Procedures, and Legislation from Canada and the United States Journal of Continuing Education in the Health Professions |
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[81] Kaul, V. et al. | Delivering a Novel Medical Education Escape Room at a National Scientific Conference: First Live, Then Pivoting to Remote Learning Because of COVID-19 Chest |
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[82] Moran, V. et al. | Changes in attitudes toward diabetes in nursing students at diabetes camp Public Health Nursing |
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[83] Abuqayyas, S. et al. | Bedside Manner 2020: An Inventory of Best Practices Southern Medical Journal |
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[84] Martinchek, M. et al. | Active Learning in the Virtual Environment Journal of Allied Health |
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[85] Hughes, V. et al. | Strengthening internal resources to promote resilience among prelicensure nursing students Journal of Professional Nursing |
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[86] Blazer, D. et al. | The Great Health Paradox: A Call for Increasing Investment in Public Health Academic Medicine |
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[87] Vanderhoof, M. & Miller, S. | Utilizing innovative teaching methods to design a new geriatric pharmacy elective Currents in Pharmacy Teaching and Learning |
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[88] Morrow, E. et al. | Confidence and Training of Speech-Language Pathologists in Cognitive-Communication Disorders: Time to Rethink Graduate Education Models? American Journal of Speech-Language Pathology |
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Alexander, E.S.; White, A.A.; Varol, A.; Appel, K.; Lieneck, C. Team- and Problem-Based Learning in Health Services: A Systematic Literature Review of Recent Initiatives in the United States. Educ. Sci. 2024, 14, 515. https://doi.org/10.3390/educsci14050515
Alexander ES, White AA, Varol A, Appel K, Lieneck C. Team- and Problem-Based Learning in Health Services: A Systematic Literature Review of Recent Initiatives in the United States. Education Sciences. 2024; 14(5):515. https://doi.org/10.3390/educsci14050515
Chicago/Turabian StyleAlexander, Eileen S., Ashley A. White, Ashley Varol, Kacey Appel, and Cristian Lieneck. 2024. "Team- and Problem-Based Learning in Health Services: A Systematic Literature Review of Recent Initiatives in the United States" Education Sciences 14, no. 5: 515. https://doi.org/10.3390/educsci14050515
APA StyleAlexander, E. S., White, A. A., Varol, A., Appel, K., & Lieneck, C. (2024). Team- and Problem-Based Learning in Health Services: A Systematic Literature Review of Recent Initiatives in the United States. Education Sciences, 14(5), 515. https://doi.org/10.3390/educsci14050515