Team-based learning (TBL): Each phase matters! An empirical study to explore the importance of each phase of TBL

Figures & data

Figure 1. Team-based learning instructional activity sequence within Epicurus, Bachelor’s degree program.

Figure 2. TBL process with measurement moments (marked in grey).

Table 1. Distribution of the mean number and standard deviation of total, new and repeated relevant concepts recalled at the end of the each of the three phases of the TBL process.

Number of relevant concepts	Phase 1 Preparation (N = 56)			Phase 2 Readiness Assurance (N = 56)			Phase 3 Application (N = 56)
	Mean	SD	Range	Mean	SD	Range	Mean	SD	Range
Average number of new concepts	25.02	10.44	9–54	8.43	5.21	1–24	7.29	5.43	0–26
Average number of repeated concepts	2.43	2.06	0–11	16.52	7.18	5–38	19.43	7.72	4–38
Average number of total concepts	27.45	10.73	11–55	24.95	10.26	6–56	26.71	10.60	8–59

Figure 3. Effect of each phase of the TBL process on the subsequent phase expressed in explained variances, calculated by multivariable regression modelling. *p<.01.

Figure 4. Effect of the phases of the TBL process on learning performance expressed in explained variances, calculated by multivariable regression modelling. *p<.01.

Data availability statement

The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.