Objective　To systematically review the effect of team-based learning (TBL) versus the traditional lecture-based learning (LBL) teaching model on basic medical courses in undergraduate medical education. Methods　The CNKI

VIP and Wanfang medical databases were electronically searched to retrieve randomized controlled trial studies on TBL applied in undergraduate basic medi-cal courses up to June 2014. In these studies TBL teaching model was used in experiment group with LBL teaching model as control group and course grades were adopted to evaluate the effect of learn-ing. Literature screening

data extraction

and quality assessment were performed in strict accordance with the inclusion and exclusion criteria

and then data were analyzed using RevMan 5.3 software. Results　This Meta-analysis examined 12 studies

all of them with low quality at C level. Meta analysis shows that the score of the course of TBL teaching is better than the traditional LBL teaching

and the difference is statistically significant [weighed mean difference (WMD): 9.33

95%CI(5.67

13.00)

P=0.000]. Conclusion　Compared with the LBL teaching

the application of TBL teaching in medical undergraduate basic medical courses has the promotion effect

but need more rigorously randomized controlled trials to verify.