Is team-based learning an alternative approach for UK undergraduate dental education? A scoping review of the literature

• Published in: British dental journal Vol. 236; no. 1; pp. 52 - 56
• Main Authors: James Trill, Benjamin, Panesar, Bal, Dave, Manas, Vahid Roudsari, Reza, Javidi, Hanieh
• Format: Journal Article
• Language: English
• Published: London Nature Publishing Group UK 12.01.2024; Nature Publishing Group
• Subjects: Dentistry; Dialectics; Didacticism; Education; Education, Dental; Education, Medical, Undergraduate - methods; Educational Measurement; Humans; Learning; Literature reviews; Problem-Based Learning; Students, Medical; Teaching methods; United Kingdom; United Kingdom; United Kingdom > UK
• ISSN: 0007-0610; 1476-5373; 1476-5373
• DOI: 10.1038/s41415-023-6615-x

Introduction Team-based learning (TBL) is a dialectic, student-focused method of teaching which has become increasingly popular in international institutions for delivering undergraduate dental education. Despite several dental schools in the UK using dialectic teaching methods, such as problem-based learning, none appear to use TBL. Aims This scoping review aims to identify the literature investigating the use of TBL compared with other teaching pedagogies in delivering undergraduate dental education. Methods The Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines were adopted. A search strategy was developed using appropriate MeSH (medical subject headings) terms and key words. Medline, Scopus and the Cochrane Databases were searched. Results Overall, five studies were identified for inclusion. Of these, three studies compared TBL to traditional, didactic teaching methods (such as lectures) and found both student satisfaction and student performance to be greater with TBL. The remaining two studies compared TBL to other dialectic methods of teaching. The results on student performance in these studies were conflicting. Conclusions There is some limited but promising evidence that TBL is effective at delivering undergraduate dental education; however, the scarcity of research evidence highlights the need for more robust exploration. Key points There is some evidence that team-based learning used to deliver undergraduate dental education leads to improved student satisfaction and student performance compared to traditional, didactic methods of teaching. There is limited research evidence comparing team-based learning to other dialectic methods of teaching in undergraduate dentistry. More robust research is required to explore the effectiveness of team-based learning in undergraduate dental education compared to other dialectic methods of teaching.