***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: PURPOSE Team-based learning ( TBL ) has been successfully used in non-medical curricula , but its effectiveness in medical education has not been studied extensively . We evaluated the impact of TBL on the academic performance of Year 2 medical students at Wright State University by comparing this active learning strategy against a traditional method of case-based group discussion ( CBGD ) . METHODS A prospect i ve crossover design assigned 83 Year 2 medical students to either CBGD or TBL for 8 pathology modules in the systems-based curriculum . The effectiveness of both learning methods was assessed by performance on pathology-based examination questions contained in end-of-course examinations . The highest and lowest academic quartiles of students were evaluated separately . Students ' opinions of both methods were surveyed . RESULTS No significant differences in whole group performance on pathology-based examination questions were observed as a consequence of experiencing TBL versus CBGD . However , students in the lowest academic quartile showed better examination performance after experiencing TBL than CBGD in 4 of 8 modules ( P = 0.035 ) . Students perceived that the contributions of peers to learning were more helpful during TBL than CBGD ( P = 0.003 ) . CONCLUSION This study demonstrates that TBL and CBGD are equally effective active learning strategies when employed in a systems-based pre- clinical pathology curriculum , but students with lower academic performance may benefit more from TBL than CBGD 
    Output:
    
The majority of the articles , however , reported that TBL provided a positive learning experience for students  .