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Team-based learning vs. lecture-based learning in nursing: A systematic review of randomized controlled trials

INTRODUCTION: Our 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. METHODS: We searched PubMed, Ovid, Embase, Cochrane, CBM, VIP, CNKI, and Wan Fang databases...

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Autores principales: Zhang, Qin, Tang, Xiumei, Zhao, Yanjie, Wang, Zhoufeng
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9846052/
https://www.ncbi.nlm.nih.gov/pubmed/36684884
http://dx.doi.org/10.3389/fpubh.2022.1044014
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author Zhang, Qin
Tang, Xiumei
Zhao, Yanjie
Wang, Zhoufeng
author_facet Zhang, Qin
Tang, Xiumei
Zhao, Yanjie
Wang, Zhoufeng
author_sort Zhang, Qin
collection PubMed
description INTRODUCTION: Our 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. METHODS: We 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. RESULTS: A 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). CONCLUSION: This 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.
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spelling pubmed-98460522023-01-19 Team-based learning vs. lecture-based learning in nursing: A systematic review of randomized controlled trials Zhang, Qin Tang, Xiumei Zhao, Yanjie Wang, Zhoufeng Front Public Health Public Health INTRODUCTION: Our 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. METHODS: We 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. RESULTS: A 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). CONCLUSION: This 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. Frontiers Media S.A. 2023-01-04 /pmc/articles/PMC9846052/ /pubmed/36684884 http://dx.doi.org/10.3389/fpubh.2022.1044014 Text en Copyright © 2023 Zhang, Tang, Zhao and Wang. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Public Health
Zhang, Qin
Tang, Xiumei
Zhao, Yanjie
Wang, Zhoufeng
Team-based learning vs. lecture-based learning in nursing: A systematic review of randomized controlled trials
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 Public Health
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9846052/
https://www.ncbi.nlm.nih.gov/pubmed/36684884
http://dx.doi.org/10.3389/fpubh.2022.1044014
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