Problem solving mediated by team-based learning: a literature reviewThis study reviews empirical evidence on how Team-Based Learning (TBL), combined with case studies, influences the development of problem-solving skills in students from Spanish-speaking business schools. Through an exhaustive search on Semantic Scholar, 499 articles were retrieved; after applying inclusion criteria-use of TBL with case studies, explicit measurement of the skill, empirical design, and university-level population-17 studies were selected, and data were extract-ed regarding study design, methodology, participants, and context. Quasi-experimental (5) and comparative (6) designs predominated, although eight studies did not specify a design; the most frequent fields were business/management (8) and accounting (4). Active methodologies focused on case studies and problem-based learning, with durations ranging from six weekly sessions to six years, showing improvements in academic performance, student engagement, and analytical or collaborative skills. Overall, the evidence suggests that combining TBL with case studies enhances problem-solving when implemented through structured instructional design, faculty training, and continuous formative assessment. However, the limited use of standardized instruments and control groups reduces the generalizability of the findings due to methodological heterogeneity. It is recommended that hybrid approaches integrating TBL, case studies, and digital tools be adopted, and that future research include rigorous comparative analyses to strengthen the validity of these results.
Keywords:
Team-Based Learning (TBL); case studies; problem-solving; business education