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* simultaneously reported to the whole class and evaluated then and there by the instructor.
Controlled studies of initial implementations of team learning have shown increases in student engagement and mixed results for other outcomes.<ref name="pmid15833720">{{cite journal|year=2005|title=A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the STROBE classroom observation tool|journal=Teaching and Learning in Medicine|volume=17|issue=2|pages=112–118|doi=10.1207/s15328015tlm1702_4|pmid=15833720|vauthors=Kelly PA, Haidet P, Schneider V, Searle N, Seidel CL, Richards BF}}</ref><ref name="pmid14739758">{{cite journal|year=2004|title=A controlled trial of active versus passive learning strategies in a large group setting|journal= Advances in Health Sciences Education
The [https://www.weforum.org/ World Economic Forum] identified Top 10 skills required in its "The Future of Jobs and Skills"<ref>{{Cite news|url=http://reports.weforum.org/future-of-jobs-2016/shareable-infographics/|title=Shareable Infographics|newspaper=The Future of Jobs|access-date=2016-11-17}}</ref> report, namely complex problem solving, critical thinking, creativity, people management, coordinating with others, emotional intelligence, judgement and decision making, service orientation, and negotiation, and cognitive flexibility. TBL is often compared to the traditional one-way lecture format that does not develop those skills in students. On the other hand, TBL can engage students and provide an environment of collaborative learning and discussion. More than 500 publications in the [http://eric.ed.gov/?q=team-based+learning Education Resource Information Center (ERIC)] provide evidence for the positive educational outcomes of TBL-use in the classroom.
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