Development Strategies in Medical Education

Background and Objective: Traditional instructional methods in medical education often have limited effectiveness in developing non-cognitive competencies such as self-regulation and interpersonal skills. Team-Based Learning (TBL), as an active learning approach, may positively influence psychological factors associated with academic success. This study investigated the effect of TBL on academic self-efficacy and emotional intelligence among medical students. Methods: This quasi-experimental study employed a pretest–posttest design with a control group. The study population comprised medical students at the Islamic Azad University of Medical Sciences, Tabriz, during the 2025–2026 academic year. Eighty students were selected through convenience sampling and randomly assigned to an experimental group receiving TBL instruction and a control group receiving lecture-based instruction. Data were collected using the College Academic Self-Efficacy Scale (CASES) and the Bradberry and Greaves Emotional Intelligence Questionnaire. Univariate analysis of covariance (ANCOVA) was conducted using SPSS version 26.Results: After controlling for pretest scores, significant differences were observed between the experimental and control groups in post-test emotional intelligence (F = 55.628, p < 0.01) and academic self-efficacy (F = 25.46, p < 0.01). The effect sizes (eta squared) were 0.41 and 0.24, respectively, indicating substantial effects of the TBL intervention.Conclusion: TBL is not only an effective instructional strategy for delivering theoretical content but also a valuable educational intervention for enhancing emotional intelligence and academic self-efficacy among medical students. Integrating TBL into medical basic sciences curricula may contribute to improved academic and personal development outcomes.