Purpose
Evidence-based practice is a crucial competency in postgraduate training. However, despite traditional lectures and journal club activities, residents often lack confidence in implementing EBM in everyday practice. Team-based learning may serve as an alternative approach to improve this competency.

Method
Pediatrics residents attended an EBM foundation class during the first two weeks of training, followed by TBL-EBM sessions conducted throughout the year. Before the session, residents were prepared the assignments, including background knowledge, critical appraisal tools, and the assigned article. In the class, teams comprising 5-6 residents from different years were formed, with a comparable number of first-year residents in every team. The Individual Readiness Assurance Test (IRAT) was conducted using a simple Google Form, while the Team Readiness Assurance Test (TRAT) was conducted using a Google Form with immediate feedback. The IRAT-TRAT PowerPoint was used to review and discuss the quiz, as well as to clarify any confusion. Subsequently, the application exercise began by addressing common problems encountered in everyday practice before proceeding to the question. The team recorded their answers in a Google Form and discussed them until the end of the session. The wrap-up focused on implementing evidence from the article into clinical practice. After class, post-tests were assigned for completion.

Results
During the first session involving the RCT, the IRAT score was 44.4% ±22.2, which improved to 83.3% ±6.7 on the TRAT. The application part score was 77.8% ±9.6. The structured TBL approach enhanced engagement in problem-solving, peer learning, and discussions related to the implementation of evidence.

Conclusion
Through the specific steps of TBL, including individual work, teamwork, problem-solving activities, immediate feedback, and discussions with team members and facilitators, residents can develop competency in evidence-based practice and enhance lifelong learning.