Table 3 Overview of characteristics of PBL, TBL and CBL

Problem-based learning

(PBL)

PBL is characterised by small group learning (6 to 10 students per group), using a guided learning format, with facilitation by one teacher. Learning takes place through problem-solving and self-study. Students initially meet to discuss the issues requiring further self-study, and then the group reconvenes to discuss and synthesise their learning. The facilitator is normally only present at the second meeting.

Team-based learning

(TBL)

TBL is characterised by a format that permits one content expert to effectively facilitate a large number of small groups (for example, 12 groups of 6 students in one classroom), it uses a ‘flipped classroom’ technique, and a structured in-class learning format. TBL follows a sequence of steps, including pre-class preparation, in-class individual test and team-test, immediate feedback, and problem-solving activities.

Case-based learning

(CBL)

CBL is characterised by small group learning (6–10 students per group), using an inquiry-based learning format, with facilitation by one teacher. Compared to PBL, CBL is less time consuming, and draws the focus of the students to key points of the clinical case. A structured and critical approach to clinical problem-solving is encouraged in CBL, where the facilitator is a content expert who directs and redirects the students.