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Authors
Sheader, Elizabeth
Donlan, Lisa https://orcid.org/0000-0003-1741-8772
Allen, Connor https://orcid.org/0009-0003-6030-9624
Betteridge, Nathan
Dixon, Michael
Gouldsborough, Ingrid
Grady, Ruth
Kingston, Margaret
Kouskoff, Valerie https://orcid.org/0000-0001-9801-4993
Parris, Kerry https://orcid.org/0000-0002-1382-5146
Pocock, Tristan
Raza, Maiedha https://orcid.org/0009-0007-7926-8470
Shore, Paul https://orcid.org/0000-0002-1832-5976
Stafford, Nicholas https://orcid.org/0000-0002-7662-3322
Tournier, Cathy https://orcid.org/0000-0002-4618-2570
Webb, Michelle
Smith, Michael P. https://orcid.org/0000-0002-5980-7840
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Article History
Received: 22 February 2026
Accepted: 29 May 2026
First Online: 15 June 2026
Declarations
Ethics approval and consent to participate: Ethical approval to study the transition from Problem-Based Learning to Team-Based Learning was approved by the University of Manchester’s Proportionate Research Ethics Committee (2024-18448-32454). Routinely collected educational and feedback data were analysed under the University’s quality-enhancement remit (ethical exemption code: 2026-26901-48359). All participants provided informed consent for study participation.The study was conducted in accordance with relevant institutional guidelines and the ethical principles for research involving human participants as outlined in the Declaration of Helsinki.
Consent for publication: Not applicable.
Competing interests: The authors declare no competing interests
