Team-Based Learning (TBL) is an active pedagogical strategy aimed at developing key professional competencies among medical students, such as critical thinking, group collaboration, and clinical problem-solving. This review aims to systematize and analyze the literature on the implementation of TBL in medical education. The article explores the theoretical foundations of the method, including constructivist and social constructivist approaches, as well as its structure and stages of implementation. The review summarizes international experiences with TBL, discusses its advantages for both students and educators, and highlights challenges associated with integrating the method into academic curricula. The findings underscore the high effectiveness of TBL in developing professional competencies in future physicians and emphasize the need for further research to assess the sustainability of outcomes and to adapt the method to local educational contexts.
Mammadova et al. (2024) studied this question.