title: Should we choose between problem-based learning and team-based learning? No, combine the best of both worlds!
abstract: BACKGROUND
  To meet changes in society and health care, medical curricula require continuous improvement. A relatively new development in medical education is team-based learning (TBL). In the previous century, problem-based learning (PBL) emerged as an exciting new method.
  
  
  OBJECTIVE
  What are the similarities and differences between PBL and TBL? How do both approaches fit with current design principles? How might PBL and TBL benefit from each other's unique strengths?
  
  
  METHODS
  Analysis of the literature.
  
  
  RESULTS
  The overall similarities between PBL and TBL relate to the use of professionally relevant problems and small group learning, both fitting well with current instructional design principles. The main difference is that one teacher in TBL can run twenty or even more study teams, whereas in PBL each small group is run by one teacher.
  
  
  CONCLUSIONS
  In this paper we advocate for a joining of forces. By combining elements of PBL and TBL, we could create varied instructional approaches that are in keeping with current instructional design principles, thereby combining the best of both worlds to optimize student learning.
authors.affiliation: School of Health Professions Education (SHE), Maastricht University , The Netherlands .
authors.forename: Diana
authors.initials: D
authors.lastname: Dolmans
authors.forename: Larry
authors.initials: L
authors.lastname: Michaelsen
authors.forename: Jeroen
authors.initials: J
authors.lastname: van Merriënboer
authors.forename: Cees
authors.initials: C
authors.lastname: van der Vleuten
mesh_terms: D004501:Education, Medical / Q000379:methods / Q000458:organization & administration*; D000068156:Formative Feedback; D006126:Group Processes; D006801:Humans; D017145:Models, Educational; D018794:Problem-Based Learning / Q000379:methods / Q000458:organization & administration*; D013663:Teaching