The paper describes expanded interprofessional team-based

The gap

Evidence profile

Sourced from the limitations and open questions and inline gaps of the source papers, classified as validation gap, all from Academic Medicine. Those papers have been cited 2 times in total.

Supporting evidence — 3 representative gaps

• Emory University School of Medicine (2010) · Academic Medicine · cited 2× · 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.

  validation gaplimitationsevidence 5/5
  Keywords: team-based learning interprofessional simulation collaborative competency clinical practice
• Wright State University Boonshoft School of Medicine (2010) · Academic Medicine · 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.

  validation gapopen questionsevidence 5/5
  Keywords: Team-Based Learning preclinical curriculum USMLE performance comparative effectiveness learning outcomes
• Johns Hopkins University School of Medicine (2010) · Academic Medicine · 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.

  validation gapinline gapsevidence 5/5
  Keywords: interprofessional learning pandemic simulation standardized patient team communication patient safety competencies

Questions about this gap