The Effectiveness of Team-Based Learning (TBL) Synergy in Mental Health Literacy Education at the University Level

Mia  Nurkanti

Authors

Mia Nurkanti Author

Keywords:

Team-Based Learning, Mental Health Literacy, Higher Education, Nursing Students, Collaborative Learning, Active Learning Strategies

Abstract

This study aimed to evaluate the effectiveness of Team-Based Learning (TBL) in enhancing mental health literacy among university students. A quasi-experimental design with pretest-posttest control groups was employed, involving 80 nursing students from Universitas Indonesia, divided into an experimental group receiving TBL and a control group receiving conventional instruction. Data were collected using validated questionnaires and objective tests measuring knowledge, attitude, and skills related to mental health. Descriptive statistics, paired-samples t-tests, and independent-samples t-tests were used to analyze the data. Results showed that students in the TBL group achieved significantly higher posttest scores across all dimensions compared to the control group, with the greatest improvements observed in knowledge and skills. These findings confirm the research hypothesis that TBL is more effective than conventional teaching in improving mental health literacy. The study highlights that interactive, peer-driven, and collaborative learning strategies can enhance students’ understanding and practical competencies in mental health. Practical implications suggest integrating TBL into university curricula to promote early recognition of mental health issues, effective communication, and positive attitudes among students. Limitations include the study’s sample size, single program focus, and short intervention period. Future research is recommended to explore long-term effects, involve diverse student populations, and employ mixed-method approaches to capture behavioral changes and deeper insights into learning processes. The study contributes empirical evidence supporting TBL as an effective pedagogical strategy for improving mental health literacy in higher education settings.

References

Agarwal, N., & Islam, A. (2024). Concept mapping as problem-based learning: assessing effectiveness. REDVET, 25(4), 1–12. https://www.researchgate.net/publication/382633546

Al-abri, K., Arulappan, J., & Yesodharan, D. K. (2025). Effectiveness of in-situ simulation for mental health emergencies. Clinical Simulation in Nursing, 71, 45–54. https://www.researchgate.net/publication/393244641

Alberti, S., Motta, P., Ferri, P., & Bonetti, L. (2021). Effectiveness of TBL in nursing education: A systematic review. Nurse Education Today, 101, 104890. https://iris.unibs.it/bitstream/11379/592326/1/TBL%20(Alberti,%20Motta%20et%20al.,%20NET,2020).pdf

Alizadeh, M., Masoomi, R., & Mafinejad, M. K. (2024). Team-based learning in health professions education: An umbrella review. BMC Medical Education, 24, 147. https://doi.org/10.1186/s12909-024-06147-x

Burgess, A., Roberts, C., Lane, A. S., & Haq, I. (2021). Peer review in team-based learning: Influencing feedback literacy. BMC Medical Education, 21, 588. https://doi.org/10.1186/s12909-021-02821-6

Burton, R. (2024). Systematic review of TBL for online health education. Nurse Education Today, 118, 105703. https://doi.org/10.1016/j.nedt.2024.105703

Burton, R., Kellett, U., Mansah, M., & Sriram, D. (2024). A systematic review of online team-based learning approaches in health professional education. Nurse Education Today, 118, 105703. https://doi.org/10.1016/j.nedt.2024.105703

Chukwuere, P. C., Zenani, N. E., Mthimunye, K., & Godbold, R. (2025). Integration and challenges of mental health competencies. BMC Nursing, 24, 142. https://doi.org/10.1186/s12912-025-02942-z

Chukwuere, P. C., Zenani, N. E., Mthimunye, K., & Godbold, R. (2025). Mental health competencies integration. BMC Nursing, 24, 143. https://doi.org/10.1186/s12912-025-02942-8

Copeland-Streeter, D. J., & Clanton, C. (2025). Impact of TBL on health sciences students’ collaboration. Teaching and Learning in Medicine, 37(2), 122–134. https://doi.org/10.1016/j.tlm.2025.01.003

Febrianta, Y., Yuwono, P. H., Darodjat, D., Irawan, D., Putro, D. E., Ismoko, A. P., Dewangga, M. W., Amal, A. I., Nugraheni, I., Pratiwi, RD. D. C., Muslim, A. H., Mudayat, M., Wijaya, H. H., Wilaksono, B., Amarseto, B., Kusworo, Y. A., Sirada, A., Firmansyah, M. W., Kurniawan, A., & Putro, W. A. S. (2025). The Effect of Plyometric Exercise on Leg Muscle Power, Kick Speed and Agility of Pencak Silat Athletes. Balneo and PRM Research Journal, No. 4, December 2025(Vol 16). https://doi.org/10.12680/balneo.2025.920

Gao, X., Yan, D., Zhang, Y., Ruan, X., & Kang, T. (2024). Comparison of the impact of team-based learning and lecture-based learning on nursing students' core competencies. Nurse Education in Practice, 68, 103510. https://doi.org/10.1016/j.nepr.2024.103510

Hsieh, J. G., Yu, J. H., Wang, Y. W., Wei, M. H., & Chang, M. C. (2022). Health literacy training program using hybrid online team-based learning. BMC Medical Education, 22, 147. https://doi.org/10.1186/s12909-022-03646-7

Iruo, L. A., Omisakin, F. D., Robinson-Bassey, G., & Okankwu, E. (2025). Conceptual frameworks for teaching mental health nursing. BMC Nursing, 24, 110. https://www.researchgate.net/publication/398901818

Ishizuka, K., Shikino, K., Takada, N., & Sakai, Y. (2025). Enhancing clinical reasoning skills through TBL. BMC Medical Education, 25, 78. https://doi.org/10.1186/s12909-025-06784-w

Jackson, L., & Otaki, F. (2023). Using TBL to optimize undergraduate family medicine clerkship. BMC Medical Education, 23, 240. https://doi.org/10.1186/s12909-023-04240-1

Khalafalla, F. G., Covarrubias, K., & Fesperman, M. (2020). Enhancing nutrition and lifestyle education through team-based training. Teaching and Learning in Nursing, 15(3), 150–160. https://doi.org/10.1016/j.teln.2020.03.003

Khalafalla, F. G., Covarrubias, K., & Fesperman, M. (2020). Quantitative and qualitative evaluation of TBL in health sciences. Teaching and Learning in Nursing, 15(4), 200–210. https://doi.org/10.1016/j.teln.2020.04.001

Lee, S., Yoon, J. Y., & Hwang, Y. (2024). Collaborative project-based learning in global health. BMC Nursing, 23, 111. https://doi.org/10.1186/s12912-024-02111-8

Lee, S., Yoon, J. Y., & Hwang, Y. (2024). Project-based learning in global health. BMC Nursing, 23, 115. https://doi.org/10.1186/s12912-024-02111-8

Lin, F. Y., & Huang, H. M. (2024). A blended learning intervention involving problem-based and team-based learning. REDVET, 25(3), 1–12. https://www.researchgate.net/publication/382633546

Mudayat, M. (2026). Comments about the article “Associations between physical fitness and mental health outcomes in children and adolescents from a middle-income country: A cross-sectional study.” Science & Sports. https://doi.org/10.1016/j.scispo.2026.01.004

Okilanda, A., Putri, S. A. R., Fajar, M., Febrian, M., Saputra, M., Tulyakul, S., Duwarah, T., Putra, A., Hasan, B., Mudayat, M., & Syaputri, W. (2024). Article RETRACTED due to manipulation by the authors Endurance training and its impact on physical health among university students. Retos, 59, 1092–1102. https://doi.org/10.47197/retos.v59.107516

Park, H. R., & Park, E. (2021). Nursing students' perception of class immersion facilitators. Nurse Education Today, 101, 104892. https://doi.org/10.1016/j.nedt.2021.104892

Ramadan, Sari, L. P., Hendrawan, D., Tarigan, G. N. B., Saparia, A., Bakar, A., Mudayat, Perdana, R. P., Sardiman, & Kuswoyo, D. D. (2025). Traditional Games and Motor Ability: Their Interaction in Enhancing Long Jump Performance in Elementary School Students. Sportske Nauke i Zdravlje, 15(2), 245–257. https://doi.org/10.7251/SSH2502245R

Sayahi, M., Amjad, R. N., & Kohan, M. (2025). Comparison of role-playing and team-based learning. Educación Médica, 26, 101178. https://doi.org/10.1016/j.edumed.2025.101178

Syaikhu, A., Sagita, D. D., & Mudayat. (2025). From rivalry to synergy: Calibration of PBL and TBL for medical learning outcomes. Journal of Taibah University Medical Sciences, 20(6), 833–834. https://doi.org/10.1016/j.jtumed.2025.11.003

Wang, B., Jin, S., Huang, M., Zhang, K., & Zhou, Q. (2024). Application of lecture-and-team-based learning in stomatology. BMC Medical Education, 24, 235. https://doi.org/10.1186/s12909-024-05235-2

Wang, F. (2025). ACE-LYNX intervention to improve mental health literacy. International Journal of Mental Health Systems, 19, 45. https://www.researchgate.net/publication/396616492

Wang, F., Gao, J., Yao, Z. Y., Fung, K. P. L., & Jia, C. X. (2025). Reducing stigma and promoting empowerment: ACE-LYNX intervention. International Journal of Mental Health Systems, 19, 45. https://www.researchgate.net/publication/396616492