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== Benefits ==
Team-Based Learning has been suggested to help students who seem uninterested in subject material, do not do their homework, and have difficulty understanding material. TBL can transform traditional content with application and problem solving skills, while developing interpersonal skills.<ref name="isbn0-89789-863-X" /> Vaughn et al. (2019) stated that team-based learning is an effective method for gaining better “content acquisition, vocabulary growth, and reading comprehension” (p. 121).<ref>{{cite journal |last1=Vaughn, |first1=S. |last2=Fall, |first2=A. M. |last3=Roberts |first3=G. |last4=Wanzek |first4=J. |last5=Swanson |first5=E. |last6=Martinez |first6=L. R. |title=Class percentage of students with reading difficulties on content knowledge and comprehension |journal=Journal of Learning Disabilities |date=2019 |volume=52 |issue=2 |page=120-134}}</ref> Jakobsen and Knetemann (2017) further add that team-based learning allows students to take a much deeper look at course content and serve to hold their attention better than traditional methods.<ref>{{cite journal |last1=Jakobsen |first1=K. V. |last2=Knetemann |first2=M. |title=Putting structure to flipped classrooms using team-based learning |journal=International Journal of Teaching and Learning in Higher Education |date=2017 |volume=29 |issue=1 |page=177-185}}</ref> Its implementation in education can also be important for developing skills and abilities that are useful for businesses, organizations, careers, and industries where many projects and tasks are performed by teams. Learning how to learn, work, interact, and collaborate in a team is essential for success in this kind of an environment.<ref>Howard Hills (2001) Team Based Learning Gower Publishing Company {{ISBN|0-566-08364-7}}</ref> Many of the medical schools have adopted some version of TBL for several of the benefits listed above, and also for greater long-term knowledge retention. According to a study done by the [https://medicine.wustl.edu/ Washington University School of Medicine], individuals who learned through an active team based learning curriculum had greater long-term knowledge retention compared to a traditional passive lecture curriculum. Evidently, faculty of professional schools are thus directing their focus towards developing application and integration of knowledge beyond the content-based curricula, rather than simple course objectives such as simply memorizing a concept.<ref>{{Cite journal|title=Knowledge Is No Longer Enough: Enhancing Professional Education with Team-Based Learning|journal=New Directions for Teaching and Learning|volume=2008|issue=116|pages=41–53|url=http://www.southampton.ac.uk/assets/centresresearch/documents/medu/Workshops%20and%20courses%20flyer/10_4_13_sibley.pdf|doi=10.1002/tl.332|year=2008|last1=Sibley|first1=Jim|last2=Parmelee|first2=Dean X.}}</ref> Michaelsen adds that "assignments that require groups to make decisions and enable them to report their decisions in a simple form, will usually generate high levels of group interaction"<ref name="isbn0-89789-863-X_chapter2">{{cite book|title=Team-based learning: a transformative use of small groups|publisher=Praeger|year=2002|isbn=978-0-89789-863-8|editor-link=Larry K. Michaelsen|___location=New York|chapter=Chapter 2: Getting Started with Team Learning|editor=Larry K. Michaelsen|editor2=Arletta Bauman Knight|editor3=L. Dee Fink|editor3-link=L. Dee Fink}}</ref> and are:
* significant (correlated to important course objectives, meaningful to the future work that the course might prepare a student for),
* the same for all teams in the course,
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