Lost in Translation? A Scoping Review on the Reporting of Team-Based Learning Adaptations.
- 1Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore.
- 2Royal College of Surgeons of Edinburgh, UK.
- 3Cumming School of Medicine, University of Calgary, Alberta, Canada.
Abstract
Team-based learning (TBL) is a popular instructional method within medical education. Much research has compared the efficacy of TBL to other learning approaches. However, little is known about how and why TBL is contextualised and enacted in practice. To address this gap, we asked: How often, in what ways, and for what reasons has TBL been adapted in medical education? A scoping review was conducted following the PRISMA-ScR framework. Searches of seven databases were conducted in 2024 and 2026. Articles were included if they were English-language empirical studies examining the application of TBL within medical education. Data was extracted regarding whether TBL had followed Michaelsen's original sequence of (broadly) Pre-class Preparation, Readiness Assessment (individual and team) and Application Exercises, or had been adapted. If adapted, we examined which elements of TBL had been contextualized along with the rationale for these changes. Across the 354 articles reviewed, more than half (n = 183) reported contextualized TBL. The number of articles reporting adaptations increased over time, across all contexts. Which elements of TBL had been adapted and in what ways varied widely but the most frequently changed or omitted component was the Application Exercise (49%), followed by Pre-class Preparation (34%, 62/183). Explicit rationales for adaptations were relatively rare (70/183 studies) but aligned with three broad categories: moving TBL online during the COVID-19 pandemic, saving time/workload, and educational efficacy. TBL contextualization was commonplace. While this itself is not problematic, there was little explicit articulation of how and why medical educators have adapted TBL for their own contexts. More explicit and better reporting of the rationale for TBL contextualization should allow scholars to identify and explore context-specific factors such as institutional pressures, cultural influences, educator preferences etc. that shape how TBL is enacted and how this may alter its efficacy and utility.
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BibTeX
@article{cleland2026lost,
title = {{Lost in Translation? A Scoping Review on the Reporting of Team-Based Learning Adaptations.}},
author = {Jennifer Anne Cleland and Anita Pienkowska and Rachel Ellaway},
journal = {Perspectives on medical education},
year = {2026},
month = nov,
doi = {10.5334/pme.3273},
url = {https://europepmc.org/article/MED/42997360},
note = {CC BY},
}
RIS
TY - JOUR
TI - Lost in Translation? A Scoping Review on the Reporting of Team-Based Learning Adaptations.
AU - Jennifer Anne Cleland
AU - Anita Pienkowska
AU - Rachel Ellaway
PY - 2026
DA - 2026/11/06
JO - Perspectives on medical education
DO - 10.5334/pme.3273
UR - https://europepmc.org/article/MED/42997360
AB - Team-based learning (TBL) is a popular instructional method within medical education. Much research has compared the efficacy of TBL to other learning approaches. However, little is known about how and why TBL is contextualised and enacted in practice. To address this gap, we asked: How often, in what ways, and for what reasons has TBL been adapted in medical education? A scoping review was conducted following the PRISMA-ScR framework. Searches of seven databases were conducted in 2024 and 2026. Articles were included if they were English-language empirical studies examining the application of TBL within medical education. Data was extracted regarding whether TBL had followed Michaelsen's original sequence of (broadly) Pre-class Preparation, Readiness Assessment (individual and team) and Application Exercises, or had been adapted. If adapted, we examined which elements of TBL had been contextualized along with the rationale for these changes. Across the 354 articles reviewed, more than half (n = 183) reported contextualized TBL. The number of articles reporting adaptations increased over time, across all contexts. Which elements of TBL had been adapted and in what ways varied widely but the most frequently changed or omitted component was the Application Exercise (49%), followed by Pre-class Preparation (34%, 62/183). Explicit rationales for adaptations were relatively rare (70/183 studies) but aligned with three broad categories: moving TBL online during the COVID-19 pandemic, saving time/workload, and educational efficacy. TBL contextualization was commonplace. While this itself is not problematic, there was little explicit articulation of how and why medical educators have adapted TBL for their own contexts. More explicit and better reporting of the rationale for TBL contextualization should allow scholars to identify and explore context-specific factors such as institutional pressures, cultural influences, educator preferences etc. that shape how TBL is enacted and how this may alter its efficacy and utility.
SN - 2212-2761
SN - 2212-277X
ER -