The paper describes expanded interprofessional team-based learning involving medical, nursing, physician's assistant, and physical therapy students in simulation labs, but does not specify whether col

The gap

Consensus across the literature

Supporting evidence — 3 representative gaps

• Emory University School of Medicine (2010) · doi

  The paper describes expanded interprofessional team-based learning involving medical, nursing, physician's assistant, and physical therapy students in simulation labs, but does not specify whether collaborative competency outcomes are being measured or how team dynamics translate to actual clinical practice settings.

  Keywords: team-based learning interprofessional simulation collaborative competency clinical practice
• Wright State University Boonshoft School of Medicine (2010) · doi

  Team-Based Learning (TBL) has been implemented throughout BSOM's preclinical curriculum since 2002 as the first medical school to institute TBL schoolwide, yet the paper provides no longitudinal data comparing USMLE Step 1 and Step 2 performance, clinical clerkship grades, or residency program director evaluations between cohorts taught under TBL versus traditional lecture-based approaches to isolate TBL's causal impact on learning outcomes.

  Keywords: Team-Based Learning preclinical curriculum USMLE performance comparative effectiveness learning outcomes
• Johns Hopkins University School of Medicine (2010) · doi

  While interprofessional learning has been piloted with a pandemic simulation involving nursing students and in a core clerkship standardized patient exercise, there is no systematic evaluation of whether these limited pilot experiences translate to measurable improvements in team communication, patient safety awareness, or interprofessional collaboration competencies across the full medical school curriculum.

  Keywords: interprofessional learning pandemic simulation standardized patient team communication patient safety competencies